Knowledge and attitudes toward people who stutter among health sciences students: a cross-sectional study

The social model of disability acknowledges that the difficulties faced by persons who stutter (PWS) stem not only from speech dysfluency but also from societal barriers, misconceptions, and stigmatizing attitudes that limit participation and inclusion. As future healthcare professionals, health sciences students play an important role in promoting early detection, proper referral, and supportive care. However, there is limited research about their knowledge, beliefs, and attitudes around stuttering, particularly in Palestine and underserved areas.

A cross-sectional study was carried out on 603 students enrolled in 14 health-related fields at An-Najah National University in Palestine. Participants completed an online questionnaire that assessed their knowledge and attitudes toward stuttering. SPSS version 25 was used to conduct descriptive statistics and chi-square tests to investigate the relationships between responses and gender, residence, and academic discipline.

Significant misconceptions persisted even though the majority of participants acknowledged the significance of early identification (87.9%) and disputed the idea that stutterers are less intelligent (83.3%). Less than half (38.1%) were aware of nearby treatment facilities, and only 22.9% recognized stuttering as a genetic problem. Many participants thought stutterers were quiet or shy (69.5%), more susceptible to mental health issues (73.6%), and socially ignored (46.1%). Gender, place of residence, and academic discipline all showed significant disparities. While students from a number of other disciplines showed more doubt and misconceptions, students in audiology and speech consistently showed the highest levels of knowledge and more evidence-informed attitudes.

This study reveals considerable knowledge gaps and persistent stigmatizing attitudes toward people who stutter among health sciences students, with marked disparities across disciplines. Targeted curricular interventions are warranted to address misconceptions about people who stutter.