08 OCTOBER 2026
In our schools, we know that every child and young person communicates in their own way. For some children, this may include living with tics or experiencing a stammer. By taking a neuroaffirming and trauma-informed approach, schools, families and professionals can create environments where children feel safe, understood and confident to communicate in ways that work for them.
What you'll learn
✔️ A better understanding of tics and stammering, including their impact on communication, wellbeing and participation in school
✔️ Practical, neuroaffirming strategies to create supportive environments where children feel safe, understood and confident
✔️ How to promote belonging, inclusion and self-expression by listening to pupils and responding to their individual needs and preferences
What are tics?
Tics are sudden, repetitive movements or sounds that happen involuntarily or semi-voluntarily. They are commonly associated with Tourette syndrome, a neurological condition that usually begins in childhood. Tics may include physical movements, such as blinking or shoulder shrugging, or vocalisations such as throat clearing, sniffing or repeating sounds. Tics are often experienced alongside other neurodevelopmental differences and mental health needs, including ADHD, autism, OCD and anxiety.
Understanding the impact of tics
Many children experience a strong urge or uncomfortable sensation before a tic occurs. While the tic itself may be visible, the physical discomfort, fatigue and emotional impact are often less obvious. Stress, anxiety, excitement and social responses can all influence tics. For some children, worries about standing out or being judged can be as challenging as the tics themselves.
Creating a tic-friendly environment
Supporting a pupil with tics is not about lowering expectations. Instead, it is about creating an environment where tics do not define how a pupil is treated or the opportunities available to them. Remaining calm, avoiding unnecessary attention to tics and helping children continue to participate in everyday activities can make a significant difference. When children feel accepted and understood, they are more likely to engage confidently in school life.
What is stammering?
Stammering, sometimes referred to as stuttering, is a natural variation in the way some people speak. It commonly develops in early childhood and can vary depending on the individual and the situation. Children who stammer may repeat sounds or words, stretch out sounds or experience pauses where speech temporarily stops before continuing.
Looking beyond speech
While speech differences are often the most visible aspect of stammering, they are only part of the picture. Some children may also experience frustration, anxiety, embarrassment or worries about how others perceive them. Speech and language professionals often describe this through the "iceberg model". The visible aspects of stammering sit above the surface, while thoughts, feelings and emotional experiences remain unseen beneath it.
Moving from fixing to affirming
A stammering-affirming approach recognises that stammering is a difference, not a deficit. Rather than focusing solely on fluency, the emphasis is on confidence, self-expression, acceptance and participation. The language adults use matters. Respectful and affirming language can help children develop a positive sense of identity and feel more confident communicating with others.
"Children learn and develop best when they feel they belong."
Creating communication-friendly environments
Adjustments can help children feel more comfortable communicating. Giving children time to speak, listening patiently and avoiding interruptions can reduce pressure and build confidence. Providing alternative ways to contribute, such as visual supports, written responses or other communication methods, can also help ensure every child can participate fully. Communication is about much more than spoken language alone.
The importance of belonging
Whether supporting a pupil with tics or a pupil who stammers, one principle remains the same: children learn and develop best when they feel they belong. When children feel safe, understood and accepted, they are more likely to build confidence, develop positive relationships and engage in learning. Creating inclusive environments where differences are recognised and respected helps every child feel valued for who they are.
Listening to the child's voice
Support should always be guided by the child's experiences, preferences and goals. While some children may benefit from therapeutic support, others may simply want greater understanding and acceptance from the people around them. By listening to young people, valuing lived experience and focusing on what matters most to them, we can create environments where every child feels heard.
In this video, our Speech and Language Therapist, Fatimah Bint-Hanif and Senior Therapist, Sarah Eastham, explore neuroaffirming and trauma-informed approaches to supporting children with tics and stammering. They share practical strategies for creating supportive environments, empowering communication and helping children feel understood, valued and heard.
