20 Creative Ways to Celebrate ISAD with Young People Who Stutter

October 22 is International Stuttering Awareness Day (ISAD), a day to raise awareness, celebrate, and reflect on the experiences of people who stutter. For many, stuttering can bring both moments of frustration and pride, and ISAD is an opportunity to honor the full range of those experiences.

These 20 creative activities offer ways to connect, support, and listen to young people who stutter on ISAD.

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1. Open Table Talks

Create a space where young people can freely share their thoughts on any topic without interruption or pressure.

Example: You might start with an open-ended question like, "Imagine you have a magic carpet that can take you anywhere in the world. Where would you go? Why? What would you do there? Now, imagine you have a magic wand that can make anything happen. What would you wish for? Why?" The goal is to let the young person guide the conversation, showing them their voice is valued.

Why it’s helpful: Open Table Talks promote open communication and build trust. They help the young person feel comfortable expressing themselves without fear of judgment or interruption. This can improve confidence and self-expression.

2. Learn About the Stuttering Pride Flag

Explore the Stuttering Pride Flag and have the child create their version of a flag representing their identity and journey with stuttering.

Example: The Stuttering Pride Flag’s colors and symbols carry important meanings. The stuttering community has used the sea-green color since 2009 to symbolize strength and solidarity. You can ask the young person to think about colors or symbols that represent how they feel about their stuttering journey, then design their flag using materials like construction paper, markers, or digital tools, "Imagine you're designing a flag that represents your unique journey with stuttering. What colors would you choose? What symbols would you include? Would you use a design from nature, a favorite hobby, or something else that feels special to you?"

Why it’s helpful: Creating a personalized flag helps the young person connect with the wider stuttering community while fostering a sense of individuality and ownership over their stuttering. It’s a creative way to express pride or understanding of their identity.

3. Explore Stuttering Art

Look at stuttering-related art from artists like Franky Banky, JustStutter, Paul Aston, the Stammering Pride Waterfall, The Stuttering Billboard, and Dysfluent Magazine. The young person can then create their own art piece expressing their experience with stuttering.

Example: After viewing examples of stuttering-related art, such as Franky Banky’s humorous comics or Paul Aston’s emotional pieces, encourage the young person to create their artwork. They could draw how it feels to stutter or create a visual representation of their voice. Use materials they feel comfortable with, whether that’s paint, markers, or a digital drawing app.

Why it’s helpful: Art provides a way to express complex emotions that might be hard to put into words. This can empower young people who stutter, offering a new medium to communicate their feelings and experiences.

4. Storytelling Session

Encourage the young person to tell a story about something they love or feel passionate about. This can be done in a classroom, therapy setting, or at home.

Example: You can say - "Imagine you're a writer creating a new adventure. What kind of story will you tell? Will it be a thrilling mystery, a heartwarming tale, or a funny comedy? Now, choose a main character. Who are they? What do they want more than anything in the world? Next, let's create a problem for your character to solve. What obstacle will they face? What challenges will they need to overcome? Finally, let's think about the ending. How will your story come to a close? Will your character succeed or fail? What will they learn along the way?" Allow them to take their time and guide the story however they wish.

Why it’s helpful: Storytelling Sessions offer a structured approach to building verbal expression skills, in contrast to the more open-ended format of Open Table Talks. By focusing on creating a narrative, young people can learn to organize their thoughts, develop a clear storyline, and use vivid language to engage their audience. This creative process can be empowering and non-judgmental, allowing them to explore their emotions, ideas, and experiences in a safe and supportive environment. Sharing their stories can boost their confidence in communication and self-expression, while also developing important skills like creativity.

5. Create DIY Stuttering Stickers

Design and create DIY stickers about stuttering, which the child can wear or share with friends and family.

Example: You can say: "Let’s design some stickers about stuttering. You can create a sticker that shares something about stuttering, or you can design something that helps people understand how to talk with someone who stutters. What kind of images or colors would you like to use?"

Provide materials like markers, colored pencils, or digital tools to create the stickers, or use printable templates for easy designs.

Why it’s helpful: Creating DIY stickers gives young people the opportunity to express themselves creatively while also cultivating their self-advocacy and communication skills. Whether they choose to keep the stickers for themselves or share them, this activity encourages self-expression and can lead to open conversations about stuttering. It also provides a gentle way to raise awareness, promoting understanding without pressure.

6. Write a Letter to Their Past/Future Self or Their Stutter

Encourage the young person to write a letter to their past or future self, or directly to their stutter, reflecting on their experiences with stuttering leading up to ISAD and what they hope for in the future.

Example: You can say: "Today is International Stuttering Awareness Day, and we are going to write a letter. You get to decide! You could write to your younger self about how far you’ve come or to your future self about what you hope will be different by the next ISAD. Or, if you’d like, you could write a letter directly to your stutter—what would you want to tell it? What would you want it to know?"

Offer them special paper, pens, or the option to draw or write digitally. They can choose whether they want to open the letter next year on ISAD or during National Stuttering Awareness Week in May to revisit and reflect on what has changed.

Why it’s helpful: This activity allows young people to process their emotions about stuttering—both the hard and joyful moments. It gives them an outlet to reflect on the times when stuttering has been challenging and celebrate their progress and growth over time. By setting a future date—whether next ISAD or National Stuttering Awareness Week—they can reflect on their journey, gain insight into their emotional growth, and see how their relationship with stuttering evolves.

7. Start a Stuttering Journal

Create a journal where the young person can write or draw about their stuttering journey, noting things they’re proud of, challenges they’re working through, or even just daily reflections.

Example: You could say: “This is your stuttering journal. You can write or draw whatever you’re feeling about stuttering or anything else on your mind. You can come back to this journal whenever you want.”

They can choose between writing, drawing, or using a digital journal to make it their own.

Why it’s helpful: Journaling offers a private space for young people to explore their emotions around stuttering, whether it’s frustration, embarrassment, pride, or joy. By encouraging them to reflect on both challenges and victories, this activity builds emotional awareness and helps them better understand their stuttering journey.

8. What I Wish Others Knew About Stuttering (ISAD Edition)

Inspired by the Blank Center for Stuttering's project #WhatIWish, encourage the young person to write or draw what they wish others knew about stuttering on ISAD.

Example: You could say: “What’s one thing you wish people understood about stuttering, especially today on ISAD? What do you think people should know about your experience? Let’s write or draw something that helps others learn about stuttering from your point of view.”

Use the Blank Center Template here.

Why it’s helpful: This activity empowers young people to use ISAD as a platform to share their full experience with stuttering, including both the hard moments and the positives. By promoting self-advocacy and honest communication, it opens the door for others to better understand stuttering in a way that feels safe for the young person.

9. Create Your ISAD Stuttering Elevator Pitch

Help the young person develop a short, confident explanation of stuttering that they can use when someone asks, especially on ISAD. This “elevator pitch” or "commercial" can empower them to share their experience in their own words.

Example: You could say: “Let’s come up with a quick way to explain stuttering. What would you like to say if someone asks you, ‘What is stuttering?’ on ISAD? It could be something simple, or maybe you want to share more about what it feels like to stutter. What do you think people need to understand about stuttering right away?"

Encourage them to personalize their response based on how they feel comfortable explaining it. You could even be creative and incorporate a photo of an elevator door.

Why it’s helpful: Creating an elevator pitch gives young people a way to confidently explain stuttering on their own terms. It promotes self-advocacy and helps others understand stuttering, fostering awareness and acceptance, especially on ISAD, when stuttering may be a topic of conversation.

10. Interview a PWS (Person Who Stutters) for ISAD

Encourage the young person to interview someone who stutters (PWS) to learn more about their experiences, especially on ISAD. This can help the young person see that they are part of a larger, supportive community.

Example: Reach out to your local National Stuttering Association chapter or an adult PWS who might be willing to participate. You could say, “Let’s come up with a few questions to ask someone else who stutters for ISAD. Maybe you want to know how they feel about stuttering, what ISAD means to them, or what advice they would give to someone your age who stutters. You can ask anything you’d like to learn!”

This activity can be done in person, over video chat, or by email. Have the young person come up with their own questions or offer prompts if needed, like “What has stuttering taught you?” or “What do you wish people knew about stuttering?”

Why it’s helpful: Interviewing another person who stutters builds connection and helps the young person feel less alone in their journey. It also fosters a sense of belonging and opens the door to hearing different perspectives, which can be especially empowering on ISAD.

Note: While it's common to see stories about celebrities who stutter, these often focus on overcoming stuttering or suggest that stuttering is something left behind in childhood. This activity is different—it's not about being “inspirational” or “overcoming” stuttering but about building connection and understanding within the stuttering community.

11. DIY Stuttering Bracelets

Create custom bracelets with beads or charms for ISAD. The young person can design bracelets that reflect their stuttering journey, using symbols, words, or colors that hold personal meaning.

Example: You could say: “Let’s make bracelets for ISAD. What words or symbols would you include?”

You can provide beads, charms, and string, or use printable designs for easy creation. They could make Taylor Swift-style bracelets or printable bracelets.

Why it’s helpful: Crafting bracelets gives young people a creative way to express themselves and celebrate their identity. It encourages them to reflect on their stuttering journey. Plus, wearing or sharing the bracelets can spark conversations about stuttering with others.

12. Host an ISAD Party

Celebrate ISAD with a themed party at home, in the classroom, or during therapy sessions. Invite friends, family, or classmates to join in on the celebration by wearing turquoise (the color of stuttering awareness), decorating with stuttering-related symbols, and sharing snacks or stories.

Example: You could say, “Let’s throw an ISAD party! We can wear turquoise, decorate with stuttering pride flags, and maybe even share some of the things we’ve learned about stuttering.”

Make it fun and festive with activities like a “decorate your speech bubble” craft or storytelling sessions.

Why it’s helpful: Hosting an ISAD party encourages celebration and community. It’s a joyful way for young people to feel proud of who they are and share their experiences with those around them. It also brings awareness to the broader community and fosters inclusivity.

13. Create Affirmation Cards

Design positive affirmation cards that focus on self-empowerment. These can be shared or kept as personal reminders.

Example: You could say, “Let’s make some affirmation cards. You could write something like ‘My voice matters’ or ‘I’m proud of who I am.’ You can design these with colors and images that make you feel strong.”

Use printable templates or blank cards to create a set of affirmations, or find inspiration from existing stuttering affirmations online. You could also use these printable affirmations for inspiration or to print/color in!

Why it’s helpful: Affirmation cards provide a tangible way for young people to boost their confidence and self-esteem. They can also serve as gentle reminders of the positive qualities they bring to the world. Sharing these cards with others can help spread understanding and positivity about stuttering, especially during ISAD.

14. Make a Stuttering Awareness Poster for ISAD

Work together to create a poster that celebrates stuttering and explains what ISAD is all about. Display it at home, in school, or in a therapy setting.

Example: You could say, “Let’s make a big poster for ISAD! What do you want people to know about stuttering? You could include facts about stuttering, draw the stuttering pride flag, or add some personal thoughts on what it means to stutter.”

Provide materials like markers, paint, or digital design tools to create the poster. Encourage the young person to share what they feel is most important about stuttering.

Why it’s helpful: Creating a poster encourages young people to take ownership of the stuttering narrative and share it with others. It also offers a visual way to raise awareness in schools or communities, helping to foster a more supportive and inclusive environment.

15. Create a "What Stuttering Means to Me" Video for ISAD

Encourage the young person to create a short video where they explain what stuttering means to them or what ISAD is all about. This can be shared with friends, family, or classmates as part of an ISAD celebration.

Example: You could say, “Let’s make a video about stuttering for ISAD. You could talk about what stuttering means to you, what you want people to know, or even share some of your favorite stories or experiences related to stuttering.”

Help them record the video on a phone or tablet, and offer to edit or add fun effects to make it more engaging.

Why it’s helpful: Creating a video gives young people the chance to use their voice in a medium they might find exciting and relatable. It encourages self-expression, boosts confidence, and provides a way to share their unique perspective on stuttering, making ISAD more personal and meaningful.

16. Design a Stuttering Zine for ISAD

Work together to create a mini-zine about stuttering, filled with art, short stories, or facts about stuttering.

Example: You could say, “Let’s make a zine for ISAD! You can fill it with drawings, facts about stuttering, or even little stories about your experiences. Think of it as your own mini magazine about stuttering.”

Offer materials like paper, markers, or digital tools to design the zine. You can also print copies to share with others or post them online. Here is a video explaining how to make one.

Why it’s helpful: Zines provide a creative outlet for self-expression and help young people take ownership of their stuttering story. It’s a way for them to share their thoughts, experiences, and facts about stuttering in a fun, low-pressure way. Sharing the zine on ISAD can help raise awareness in a unique, personal format.

17. Participate in a Virtual ISAD Event

Find and attend virtual ISAD events that bring together people who stutter from around the world. This helps the young person see that they’re part of a larger community and gives them a chance to connect with others who understand their experience.

Example: You could say, “There are ISAD events happening online where you can meet people who stutter from all over the world. Let’s find one to join! You could listen to stories, share your own experiences, or just see what others are doing to celebrate ISAD.”

Look for events hosted by organizations like Friends: The National Association of Young People Who Stutter, which often organize virtual activities.

Why it’s helpful: Participating in virtual events helps young people feel connected to a global community of people who stutter. It reduces feelings of isolation and shows them that they’re not alone in their experiences. These events can be inspiring and educational, providing new perspectives on stuttering.

18. Create a Stuttering Collage for ISAD

Have the young person make a collage using magazines, photos, and drawings that represent their experience with stuttering. They can include images that reflect their emotions, thoughts, and personal journey with stuttering.

Example: You could say, “Let’s make a collage to celebrate ISAD. What images, colors, or words remind you of stuttering? You could include pictures from magazines or draw your own art to represent your journey.”

Provide magazines, printed images, or art supplies to help them create their collage. You could also frame it or hang it somewhere special on ISAD.

Why it’s helpful: A collage is a visual way for young people to process their experiences with stuttering. It allows them to explore their feelings in a creative format, encouraging reflection and self-expression. It’s also a tangible way to celebrate ISAD and share their journey with others.

19. Create a Stuttering Word Cloud for ISAD

Use a fun online tool to create a visual display of words that describe stuttering or the young person’s experience with it. This can be a fun, tech-savvy way to engage with stuttering on ISAD.

Example: You could say, “Let’s make a word cloud for ISAD! Think of words that describe stuttering or how you feel about it. We’ll put them all together into a word cloud and see what it looks like.”

There are free online tools where you can input words to create a visual word cloud. Let the young person choose which words to include and how the word cloud should look. You could also ask the young person to dictate their stuttering experiences, and you can transcribe what they say to create the word cloud.

Why it’s helpful: A word cloud is a simple, tech-friendly way for young people to reflect on their experience with stuttering. It helps them identify and visualize the keywords that resonate with their stuttering journey. This activity encourages self-reflection and helps others understand their perspective, especially when shared on ISAD.

20. Create a Stuttering Vision Board

Encourage the young person to create a vision board that reflects their goals, dreams, and hopes as a person who stutters. Since it’s ISAD, they can use this activity to reflect on where they are today in their journey and look ahead to the future. The board can include images, drawings, words, or symbols that represent their dreams for the future, both related to stuttering and other areas of their life. Check out some great ideas for inspiration here!

Example: You could say, “Today is International Stuttering Awareness Day. It’s a time to reflect on where you are in your stuttering journey, but also to think about your future. Let’s create a vision board that represents your goals and dreams as a person who stutters. What do you hope to achieve? What are your dreams for how you’ll communicate in the future, and what other exciting things do you want to do in life?”

Offer materials like magazines, colored paper, markers, and stickers, or use digital tools to create the vision board. You could encourage them to include not just stuttering-related themes but also things like hobbies, friendships, or goals for personal growth.

Why it’s helpful: A vision board helps the young person reflect on their present while building excitement and hope for the future. It’s an opportunity to think about how stuttering is a part of their journey but not the whole story—it’s one aspect of who they are, alongside other dreams and aspirations. This activity helps them see the possibilities ahead, fostering a sense of confidence and empowerment as they grow into their identity as a person who stutters.

International Stuttering Awareness Day isn’t just for young people who stutter—it’s also a chance for their caregivers, teachers, and speech-language pathologists (SLPs) to be allies and advocates.

Read our blog post on activities for caregivers, teachers, and SLPs to make ISAD even more impactful!

We'd love to see how you recognize ISAD with young people who stutter! Share your creations, stories, and experiences with us by tagging @YoungStutterers on Instagram.