Comparing acceptance and rejection in the classroom interaction of students who stutter and their peers: A social network analysis.

Purpose: Recent work has reported adverse effects of students' stuttering on their social and emotional functioning at school. Yet, few studies have provided an in-depth examination of classroom interaction of students who stutter (SWS). The current study uses a network perspective to compare acceptance and rejection in the classroom interaction between SWS and their peers in secondary education.

Secondary School Teachers' Beliefs, Attitudes, and Reactions to Stuttering.

Purpose: The study identifies teachers' beliefs about and attitudes toward stuttering and explores to what extent these beliefs and attitudes prompt specific teachers' reactions to the stuttering of a student.

Method: Participants were teachers in secondary education in Flanders (Belgium), currently teaching an adolescent who stutters. They were the student's class teacher or instructed a course in which communication is important.

Impact of stuttering severity on adolescents' domain-specific and general self-esteem through cognitive and emotional mediating processes.

Purpose: The theory that self-esteem is substantially constructed based on social interactions implies that having a stutter could have a negative impact on self-esteem. Specifically, self-esteem during adolescence, a period of life characterized by increased self-consciousness, could be at risk. In addition to studying mean differences between stuttering and non-stuttering adolescents, this article concentrates on the influence of stuttering severity on domain-specific and general self-esteem.