Abstract
Objective:
The study aimed to explore maternal perspectives of the impact of stuttering on the lives of 6–10-year-old children’s relationships, self-identity, and academic development.
Method:
A qualitative design was used: five semi-structured interviews were conducted with mothers of children aged 6–10 years who stutter. The data was analyzed using thematic network analysis.
Main results:
While participants differed in their perceptions of the extent to which stuttering influenced their child’s life, all five discussed aspects of how their child’s relationships, self-identity and academic development had been impacted. Mothers described their child’s personal characteristics, their school environment, how their child communicated with family members and peers and how others related to their child.
Conclusion:
The findings indicate that, when developing goals for therapy, speech and language therapists should consider how stuttering may be affecting a child in all areas of his/her life. An unexpected finding related to maternal stress levels associated with their child’s stuttering which may be an important variable to consider in treatment. The findings can inform clinical decision-making regarding treatment goals for children who stutter and their parents.