Enhancing inclusivity for stammering in higher education

Authors

DOI:

https://doi.org/10.47408/jldhe.vi40.1844

Keywords:

stammering, stuttering, inclusion, recommendations, awareness, experiences

Abstract

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. 

Author Biographies

Oliver Irvine, University of York

Oliver Irvine is in his final year of an integrated master's degree in Chemistry at the University of York where he is undertaking research under the supervision of Professor Gideon Davies. As part of this, he is working in structural biology on determining the structures of enzymes using cryogenic electron microscopy. He also has interests in inclusive strategies for higher education where he has worked with Professor Glenn Hurst, who acts as his academic supervisor.

Glenn Hurst, University of York

Glenn A. Hurst is a full professor of green chemistry education and Associate Dean (International) at the University of York where he specialises in applying systems thinking-based approaches for green chemistry instruction at all levels. He has made several important contributions to engaging students with green chemistry through the development of resources, modules and programmes that have been adopted internationally.

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Published

25-06-2026

How to Cite

Irvine, O., & Hurst, G. (2026). Enhancing inclusivity for stammering in higher education. Journal of Learning Development in Higher Education, (40). https://doi.org/10.47408/jldhe.vi40.1844

Issue

No. 40 (2026)

Section

Opinion Pieces

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