Stuttering severity and educational attainment

PurposeThis study investigated the relationship between self-reported stuttering severity ratings and educational attainment.MethodParticipants were 147 adults seeking treatment for stuttering. At pretreatment assessment, each participant reported the highest educational level they had attained and rated their typical and worst stuttering severity on a 9-point scale for a range of speaking situations. These included: (1) talking with a family member, (2) talking with a familiar person, not a family member, (3) talking in a group of people, (4) talking with a stranger, (5) talking with an authority figure such as a work manager or teacher, (6) talking on the telephone, (7) ordering food or drink, and (8) giving their name and address.ResultsThere was a significant negative relationship between highest educational achievement and mean self-reported stuttering severity rating for the eight situations.ConclusionsFuture research is needed to investigate how this result should be addressed in educational institutions.Educational objectives: The reader will be able to: (1) describe the negative effects of stuttering through childhood to adulthood; (2) identify some of the negative consequences associated with stuttering on peer and teacher relationships, and academic performance at school; and (3) summarise the relationship between stuttering severity and educational attainment.

► Stuttering negatively impacts school life.
► Negative relationship between stuttering severity and educational achievement.
► Association does not imply causality.