My Experience as a High School SLP Who Stutters

Courtland Emerson Crain, M.S., CCC-SLP

From avoiding raising my hand in high school to now encouraging my students to participate as much as possible, my journey has come full circle.

As someone who stutters, I now work in an environment I once feared. Speaking aloud was something I avoided for most of my life, but becoming a speech-language pathologist has allowed me to help change the narrative for the next generation, especially for those who find themselves in situations similar to mine. Now in my third year as an SLP in a high school, I advocate for students with a range of exceptionalities, encouraging them to embrace their voices and build the confidence to communicate with others.

When I entered the field, I thought I would specialize in stuttering and primarily work with those who stutter in a private practice. My SLP I saw privately when I was in high school, who also stuttered, was the one who inspired me to pursue this career, and I wanted to be just like him. However, after an internship in a high school during my time in graduate school, I fell in love with being a part of the higher-level education system. At the school I work at now, only a couple of my students stutter, while the majority of my caseload consists of self-contained and general education students with diverse speech and language needs. From AAC to reading comprehension to pragmatic skills, I had to quickly adapt and become a jack of all trades. Initially, the responsibility felt overwhelming, but I soon realized that my own stuttering was an invaluable tool for building trust and connections with my students. The rest followed naturally.

When I meet new students, I disclose my stutter and share my journey through speech therapy, stuttering openly as I talk.

I didn’t realize at first just how many barriers this simple act would break down. In opening up about one of the most vulnerable parts of my life, I’ve invited my students to do the same, sharing their own struggles and triumphs, both personal and academic. This openness has forged strong bonds that transform our sessions into engaging, meaningful conversations. I’ve made it a priority to listen patiently and without judgment, and over time, many of my students have extended the same kindness to me and their peers. It’s heartening how few of them seem to care that I stutter; they treat me just like they would anyone else. Being able to connect with my students on this deeper level has been a privilege and a chance to inspire real, positive change in their lives.

My stuttering has often become a key asset in helping students open up and communicate more freely. Expressing vulnerability through communication isn’t just a personal strength for me—it’s a transformative tool in therapy sessions that builds lasting confidence in my students. By forming genuine connections, I’ve seen students flourish, gaining the courage to speak more than they ever have before. One student I work with, who is autistic, rarely spoke at school when we first met. He exhibits significant speech sound errors, and I could tell it made him self-conscious. As we worked together, I saw him begin to open up, speaking more during therapy sessions. A year later, he’s now communicating significantly more across all his classes. I’ve seen similar growth in my students who stutter as well. They expressed that they have never worked with an SLP before who allows them to stutter freely and confidently. I’m honored that I can model what it’s like to confidently stutter and make my voice be heard to others. I’ve witnessed them increase their socialization by talking to more peers and becoming active participants in their classrooms. This serves as a daily reminder that embracing your voice, even with a speech difference, can inspire others to do the same.

Beyond the personal connections I build with my students, my role as an SLP has also given me the opportunity to advocate for broader inclusion within the school system. Working with students of all abilities, I see firsthand how important it is for every student to have a voice—both in and outside of the classroom. I collaborate regularly with teachers and staff to ensure that communication supports are embedded into the daily routines of self-contained and general education classrooms alike. Whether it's helping a student use their AAC device effectively during a class discussion or encouraging teachers to create more inclusive environments where every student feels comfortable participating, I’ve come to realize how critical my role is in shaping the culture of communication in the school. It’s not just about providing therapy; it’s about pushing for an educational environment where every student, regardless of their speech or language ability, feels empowered to share their ideas and be heard. This advocacy for inclusion is what drives me to continuously reflect on my practice and challenge the status quo to make sure all voices are recognized and valued.

As I continue to grow in my career as a speech-language pathologist, I am reminded daily that communication is more than just the exchange of words—it’s about connection, inclusion, and empowerment.

My own journey with stuttering has taught me that every voice, no matter how it sounds, deserves to be heard. Working in a high school setting has opened my eyes to the incredible potential that exists within each student, and it’s a privilege to play a role in helping them realize that potential. Whether it’s a student finding the courage to speak up for the first time or advocating for their right to be heard in the classroom, my work continues to evolve, driven by a simple but powerful belief: everyone has something valuable to say and contribute. And when we create spaces where all voices are welcomed and respected, we open the door to a future where every student can thrive.

Courtland Emerson Crain, M.S., CCC-SLP is a person who stutters and speech-language

pathologist at the School District of Indian River County in Sebastian, Florida. In his spare time, Courtland enjoys weightlifting and playing racquetball at the gym, playing the drums, as well as spending time with his girlfriend and their two dogs, Priscilla and Juniper.