Study Notes on Concealing Stuttering

Purpose of the Study

  • Explore experiences of concealing stuttering in children and young people based on adult recollections.

  • Examine the role of speech therapists in supporting children who conceal stuttering.

Methodology

  • Participants: 30 adults who stutter; recollections of their experiences in childhood.

  • Data collection: Semi-structured interviews and thematic analysis.

Key Findings

  • Most participants began concealing stuttering before age 18, primarily in elementary school.

  • Factors contributing to concealment:

    • Exposure to ableist messages (implicit and explicit).

    • Trauma from social situations in schools leading to stigma avoidance.

  • Many view fluency-shaping techniques as damaging, akin to teaching concealment.

  • Participants believe speech therapists can help by:

    • Creating supportive school environments.

    • Addressing social and emotional challenges of stuttering.

Themes Identified

  1. Concealment Begins Early

    • Concealment often starts unknowingly at a young age.

  2. Ableism and Stuttering

    • Messages received about stuttering can trigger concealment, stemming from family and societal influences.

  3. Navigating Stigma

    • Participants described coping with stigma as a source of confusion and distress, often using concealment strategies (e.g., situational avoidance).

  4. Unhelpful Therapy Approaches

    • Many participants criticized conformity-based therapy approaches as unhelpful or harmful.

  5. Supportive Therapy Environments

    • Advocating for a safe space to discuss and explore stuttering openly in therapy.

  6. Creating Safe School Environments

    • Importance of a supportive school culture that fosters belonging and understanding among peers and teachers.