International Stuttering Awareness Day highlights the importance of stuttering awareness, inclusive education, and workplace inclusion for people who stammer. By promoting speech disorder awareness, accessible communication, and equal opportunities, schools and workplaces can create supportive environments where everyone’s voice is heard.
A colleague once refused to compere an important event we had organised. His refusal surprised me. I thought it was a wonderful opportunity for him.
Then he told me that he stammered.
I had hardly noticed it in our conversations. To me, it did not seem a reason for him to decline. But he was uncomfortable about taking the microphone.
Someone else compered the event. The programme went ahead. Yet our conversation stayed with me.
I had seen an opportunity. He had seen a speaking situation he did not feel confident handling. My reassurance could not simply remove that concern.
Today, 22 October, International Stuttering Awareness Day, is an occasion to examine this gap between offering someone an opportunity and understanding what makes it difficult to accept. The observance draws attention to people who stammer and their experiences.
What we hardly notice
My colleague’s stammer was barely noticeable to me. But that told me little about the effort speaking might require from him.
The US National Institute on Deafness and Other Communication Disorders explains that stuttering can vary considerably during the day. Speaking before a group or using the telephone may make it more pronounced. A comfortable office conversation therefore offers an incomplete picture of what someone might experience on stage.
Stammering involves repetitions, prolonged sounds or blocks in speech. The person knows what they want to say but has difficulty producing a continuous flow of words.
It would be easy to describe my colleague’s refusal as a lack of confidence and leave it there. But that would explain very little. I do not know what experiences shaped his hesitation. Nor can I assume that everyone who stammers feels the same way about public speaking.
The question deserves more care than an encouraging “you can do it”.
The classroom matters
NIDCD estimates that approximately 5–10% of children stutter for some period of their lives. Around three-quarters recover, while stuttering can persist for the remaining quarter. These are general estimates, not India-specific prevalence figures.
For a child, the response to a speech block can matter enormously. MedlinePlus, the US National Library of Medicine’s health resource, identifies fear of teasing as a possible reason children who stutter may avoid speaking altogether.
Consider what that could mean in a classroom. A child may know the answer but hesitate to raise a hand. Reading aloud may become something to dread. An oral assessment may measure the difficulty of speaking under pressure alongside knowledge of the subject.
Teachers need practical support to respond appropriately. The British Stammering Association, STAMMA, identifies adjustments such as additional speaking time and discussing presentation arrangements with students. These offer useful approaches for Indian schools to consider, based on each child’s needs.
When fluency influences opportunity
The same question follows people into employment: how much weight should fluent speech carry when we assess someone’s ability?
Some jobs require substantial public speaking. Employers should assess those requirements carefully. But does every pause in an interview tell us something meaningful about a candidate’s judgement, subject knowledge or ability to work with others?
STAMMA’s guidance for employers cautions against equating fluent speech with good communication. It also identifies meetings, introductions and interviews as situations that can create additional pressure for employees who stammer.
For organisations such as ours, this demands reflection. Inviting someone to lead a session is valuable. So is asking what would help them participate comfortably. A shared hosting role, flexible format or rehearsal could be discussed, rather than prescribed. The person must also remain free to decline.
Support begins with listening
Schools and workplaces can start with a few practical changes:
- Give people time to finish, without completing their sentences.
- Ask privately what support they would find useful.
- Assess the substance of a contribution carefully.
- Address ridicule and interruptions when they occur.
These principles reflect guidance from NIDCD and STAMMA on attentive listening and individual support. Speech and language therapy can also help; treatment should reflect the person’s age, needs and communication goals.
I still think about that event. My colleague had every right to refuse. The responsibility was mine to understand his concern more fully.
If a similar situation arises again, I would begin with a question: What would make this opportunity comfortable for you?
And then give him time to answer.
Clear Cut Education, Health Desk
New Delhi, UPDATED: October 22, 2026 15:25 IST
Written By: Paresh Kumar
[The Author serves as the managing editor and the CEO of DevInsights]
