Stammering

What is stammering?

Stammering is a variation in someone’s speech. Stammering involves a combination of behaviours that you may hear or see. For example, a loss of control or a feeling of being “stuck” when speaking and feelings such as worry and anxiety.

Stammering may come and go, and its severity can increase or decrease depending on the situation.

Stammering is caused by a difference in the way which the brain is working. This means that, the way in which it functions or is firing is sometimes different. These differences may have a genetic source, with stammering sometimes running in families.

Stammering can be affected by other factors including children’s development of their speech and language skills, their temperament, resilience, or environmental pressures.

Helping younger children who stammer

Learning to talk is like learning to walk; it takes time and practice. Many young children often stop, start again, and stumble over words when they are learning to talk.
Between ages 2 and 5, children often repeat words and phrases and say “um” and “er” when thinking about what to say next. About 5 to 8 in every 100 children stammer for a while when they are learning to talk.

What you may see

Your child might repeat parts of words, like saying “mu-mu-mummy”.
They might stretch out parts of words, like saying “ssssstory”.
Sometimes they can’t seem to start speaking, and no sound comes out for a little while, like saying “…….I got a ball”.
Many children find it easier to talk as they get older, but some might still stammer.

Should you seek advice?

If you are worried about your child’s talking, it is a good idea to ask for help from the Children and Young People’s Therapy Service (CYPTS). A Speech and Language Therapist can help children with talking difficulties.

What can you do to help?

Show you care about what the child is saying, not how they say it. Look at them so they know you are listening.
Give the child time to finish what they are saying.
Talk more slowly yourself. This helps the child feel less rushed.
Use words the child can easily understand.
Give the child some quiet time alone with you, without interruptions from other children.
Ask fewer direct questions.
Pause for a second before answering the child’s question. This makes talking feel less hurried.
Accept non-verbal responses from the child, like nodding their head.

Where can you get further information?

The British Stammering Association (BSA)

The Michael Palin Centre for Stammering Children

Helping older children who stammer

What may you hear or see when someone stammers?

Repeating sounds, words, or phrases.
Silent pauses, or moments when no sound comes out.
Making sounds longer, like saying “caaaaaar” instead of “car.”
Moving the face or body in ways like blinking, stamping feet, or clenching fists.
Taking big breaths or having unusual breathing patterns.
Not using certain words or avoiding speaking in some situations.
Feeling worried or left out or having trouble making friends.
Getting teased by others.
Being quiet, shy, or having little to say.

Last reviewed November 2025

Ways to help at school and home

Children older than 5 years old

Talk with the child privately about what would help them in school.

Agree with the child about ways other teachers can support them.

When asking questions in class, don’t make the child wait too long as this might make them more nervous.

Speak more slowly to show that there is no rush. The child might need more time to say what they want.

Let the child read aloud with another student to help their speech.

Give the child time alone to share any difficulties they might have.

Keep natural eye contact during conversations, even if the child looks away while speaking.

Use nonverbal ways for the child to respond in class, like using a whiteboard, iPads, or post-it notes.

Avoid finishing the child’s sentences for them as this can frustrate them.

Children younger than 5 years old

Show interest in what the child is saying, not how they say it.

Slow down your speech to help them feel less rushed.

Use simple language that the child can understand.

Spend one-on-one time with the child without interruptions.

Ask fewer direct questions to reduce pressure

Stay calm so the child doesn’t feel hurried to reply.

Accept nonverbal responses like nodding.

Talk about stammering if the child wants to.

Helpful resources