Stuttering’s Hidden Side: The Need for an Empathetic School Climate for Disfluent School-Age Children in Public Primary Schools in Kakamega, Kenya
Abstract
Background: Short-term psychosocial problems are common among school-age developing children, emanating either from individual child characteristics and/or factors within the school setting. Essentially, these problems reduce a child’s chance for school adjustment and overall school success. Children who stutter may be at the highest risk of social adjustment difficulties and school failure when they find themselves in a non-empathetic school environment. Although there is anecdotal evidence about the adverse effects of disfluency, elsewhere, little systematic research has examined the psychosocial and academic challenges of disfluency within African school setups. This chapter explores prevalence, psychosocial effects, and coping strategies of children who stutter in Kakamega Municipality, Kenya. Methodology: Based on a qualitative approach, a retrospective analysis of school psychosocial experiences linked to disfluency was documented. Qualitative interviews were conducted with 11 disfluent pupils and their 22 non-stuttering peers aged 8–14 years and five teachers from one public primary school. Qualitative data were coded, thematically categorized, and analyzed in descriptive and narrative forms. Results: Disfluent pupils reported negative intra- and interpersonal adjustment difficulties as a result of bullying, teasing, rejection, ridicule, exclusion, low peer acceptance, shame, anxiety, anger, and loneliness. Psychological problems are a manifestation of their inability to communicate competently, difficulties in making friendships, and self-condemnation. Discussion: In response to the high incidence of psychosocial and academic challenges experienced by disfluent pupils, this chapter reiterates the need for awareness and sensitization programs to create a more empathetic school climate where differences are tolerated rather than assaulted.
URI
https://doi.org/10.1007/978-3-031-04504-2_34https://link.springer.com/chapter/10.1007/978-3-031-04504-2_34
http://ir-library.mmust.ac.ke:8080/xmlui/handle/123456789/2823
Collections
- Gold Collection [775]
Related items
Showing items related by title, author, creator and subject.
-
INFLUENCE OF SCHOOL ADMINISTRATION IN PROMOTION OF EFFECTIVE GUIDANCE AND COUNSELING SERVICES IN SECONDARY SCHOOLS IN BUNGOMA WEST DISTRICT, KENYA
WANYAMA, ROSELYNE (MMUST, 2011-11) -
Cognitive Behavioural Intervention: Remedy for School Dropout in an Inclusive Setting in Secondary Schools in Kenya.
Okaya, Edward Khasakhala; Ayaga, Godfrey (International Journal of Arts Humanities and Social Sciences, 2020-10)Abstract: Preventing student dropout seems to be a big challenge for school systems. This becomes even more severe for students who display aggressive behaviour. Aggression in students is manifested in several ways such ... -
School Administration Support Systems for Educational Technology Adoption and Students’ Academic Achievement in Secondary Schools in Kenya
Lyanda, Joanne Nabwire; Koteng, Grace A.; Ong’unya, Raphael Odhiambo (AFRICAN JOURNAL OF EMPIRICAL RESEARCH, 2023-09-08)Adoption of technology in instruction requires the unconditional support of school administration. Certain mandatory pillars of support services must be in the right place for educational technology adoption by teachers ...