Enhancing inclusivity for stammering in higher education

Support for stammering is poorly communicated and implemented in higher education. Recommendations from organisations such as STAMMA can be adopted by universities to enhance visibility and support. This support must continue to evolve as instructional and workplace practices change. An account of where to focus research efforts is presented with an emphasis on the relatively recent enhanced use of technology within higher education. A more inclusive learning and working environment for those who stammer will result in more students and staff feeling happier and supported to fulfil their potential, inclusive of those with and without a speech impediment.