Analyzing the Attitudes of Teachers in Spain Toward Stuttering

Teachers play a crucial role in fostering supportive environments for all students. However, research indicates that their knowledge and attitudes toward stuttering are often similar to those of the general population. The primary aim of this study is to examine the attitudes of teachers at different educational levels in Spain toward stuttering and to explore how these attitudes relate to specific sociodemographic variables.

A cross-sectional, self-report design was employed with a sample of 250 teachers from various educational levels and teaching roles across Spain. Participants completed the Public Opinion Survey on Human Attributes-Stuttering (POSHA-S).

Overall, the attitudes of teachers in Spain toward stuttering were generally positive and exceeded those observed in other comparison groups, except for the Knowledge Source component. Positive attitudes toward stuttering were strongly associated with factors reflecting experience and knowledge, such as training in stuttering, teaching students who stutter, current teaching role, and self-identification as a person who stutters.

Our findings highlight the importance of providing teachers with targeted training and direct experience with students who stutter to foster supportive attitudes.

What is already known on the subject Attitudes toward stuttering can significantly affect the wellbeing and development of people who stutter. While these attitudes have been studied internationally, no research has examined teachers' attitudes in Spain toward students who stutter. What this paper adds to existing knowledge This study shows that teachers in Spain-including School-Based Speech-Language Pathologists (SLPs) and Special Education Teachers-generally hold more positive attitudes than those reported in previous studies. However, some harmful beliefs remain, such as underestimating genetic factors or perceiving students who stutter as shy, introverted or incapable of demanding tasks. What are the potential or actual clinical implications of this work? The lack of experience, training and information about stuttering, along with the better attitudes of specialized teachers, highlights the need to prioritize stuttering in the SEN agenda to address biased beliefs and reactions toward students who stutter.