Someone who’s been there, ready to listen

Stutter Buddies helps kids who stutter connect with mentors who’ve been through the same challenges. Many kids who stutter struggle to find others who truly understand what it’s like. My goal is to create a supportive community where kids who stutter can talk openly, build confidence, and know they’re not alone.

Be a Buddy

If you’re a little older and have been through the ups and downs of stuttering, you can help someone else who’s figuring it out. Being a buddy means listening, encouraging, and sharing what you’ve learned along the way. You might be surprised how much you get out of it too — confidence, friendship, and the chance to make a difference in someone’s life.

Find a Buddy

It can be tough when you feel like you’re the only one who stutters. Talking with someone who really gets it can make things easier — and even fun. Your buddy knows what it’s like, can share what’s helped them, and will listen without judgment. Sometimes, just knowing someone else understands makes all the difference.

Talk (and Listen)

Buddies connect for casual, friendly conversations — usually online or by phone, sometimes in person if they live nearby. There’s no pressure and no right way to talk; it’s just a space to share stories, listen, and support each other. However you choose to connect, the goal is simple: to listen, learn, and remind each other that every voice matters.

For speech therapists

Speech therapists play an important role in helping kids who stutter build confidence — and you can help by connecting them with a Stutter Buddy. Sometimes, what makes the biggest difference is just talking to someone who’s been there. By sharing this program with your students or their families, you’re helping them find encouragement, friendship, and real-life role models who understand what it’s like to stutter.

If you know a student who might benefit, or an older student who’d make a great mentor, we’d love to hear from you. Together, we can help more kids feel heard and supported.

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