If you are concerned that a child might be stuttering, discuss the situation immediately with the family and a speech pathologist. If you observe a child with disfluent speech or a parent reports having heard it, and one or more of the factors listed below is present, then discuss the matter with a speech pathologist. Early intervention is considered the best option. Stuttering fluctuates according to the situation a child is in. Do not draw attention to the stutter until a course of action is agreed on.

• The child is finding learning to talk difficult 
• Signs of frustration or being upset by their speaking 
• Struggling when talking
• The child speaks more than one language and is stuttering in one or
  more of them
• Parental concern or unease
• Behaviour is a cause for concern

One of the major concerns for teachers is the reaction of the child to their own stuttering in the classroom. How the child should be treated in class depends very much on the individual. This may range from a child not being worried by the stutter, to being extremely anxious or embarrassed by it.

Be open with the child about his stuttering. They may find it difficult to acknowledge there is a problem. Let them know you are okay with his stutter.

• Model a relaxed, unhurried speech style 
• It doesn't help to tell the child to slow down or relax 
• Help other class members to learn to take turns talking and
  listening we all find talking easier if there are few interruptions and
  we have the listener s full attention
• Use facial expressions and body language to let the child know you are
  interested in the content of what he is saying, not how he is saying it
• Expect the same quality of work from the child who stutters as one
  who doesn't
  
• Don't finish the sentence or talk for them
• Don't make stuttering something to be ashamed of, rather talk about it
  like any other matter
• Keep the child talking so he encounters positive speaking experiences
  Know that the child will experience greater disfluency at times, especially when tired or stressed
• Work with the speech pathologist, the child and the child's family
• Respect the child s decision to participate or not to participate in verbal activities in class

• Initially ask questions that require short answers
• If asking all children a question, ask the child who stutters early on so
  as to avoid tension and worry building up as he waits his turn
• Assure the whole class that they will have plenty of time to answer
  questions and that you want them to think through their answers and
  not rush
• Praise the content of what the child says, not how they says it
• Use a flexible roll call and allow children to use a range of responses
  rather than being forced to use one they find difficult
• Involve the child in all class activities. Avoidance only reinforces
  negative speech habits and isolates the child
• Children do not stutter when reading in pairs. You may ask the class to
  read in pairs and this will allow the child to gain confidence in
  speaking out loud so they will not feel isolated or left out
• If the child has had therapy and has learned a fluency technique, it
  may help to remind him to use it. However, the appropriateness of this
  should be discussed with the child beforehand

Teasing and bullying should be addressed immediately as it is very painful.

• If a child is being teased or bullied, discuss this with him in private to
  try to help the child understand why others tease and bully and think
  up ideas together of how to cope with this
• If certain children tease or bully a child who stutters, talk to them
  alone and explain that this behaviour is unacceptable
• Try and engage the help of any child who teases and bullies, as most
  kids like to be accepted by teachers
• Enlist the help of the school psychologist, if one is available, as they
  may have good suggestions for managing teasing and bullying
  

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