Analyzing the Attitudes of Teachers in Spain Toward Stuttering

Modrego-Alarcón, Marta (Universidad de Zaragoza) ; Pérez-Yus, María Cruz (Universidad de Zaragoza) ; Navarro-Gil, Mayte (Universidad de Zaragoza) ; Morillo-Sarto, Héctor (Universidad de Zaragoza) ; Monreal-Bartolomé, Alicia (Universidad de Zaragoza) ; St. Louis, Kenneth O.

Resumen: Introduction:
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.
Method:
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).
Results:
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.
Conclusion:
Our findings highlight the importance of providing teachers with targeted training and direct experience with students who stutter to foster supportive attitudes.

Idioma: Inglés

DOI: 10.1111/1460-6984.70223

Año: 2026

Publicado en: INTERNATIONAL JOURNAL OF LANGUAGE & COMMUNICATION DISORDERS 61, 3 (2026), e70223 [14 pp.]
ISSN: 1368-2822

Financiación: info:eu-repo/grantAgreement/ES/DGA/B17-23R

Tipo y forma: Artículo (Versión definitiva)

Área (Departamento): Área Psicolog.Evolut.Educac (Dpto. Psicología y Sociología)