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Email: info@stammeringineducation.net

School careers interview

The clip shows the school careers teacher having a preliminary talk with Matthew to raise his awareness about the choices he will be asked to make, as he progresses through the school.

At some point in Year 10, or early in Year 11, a report will be sent to the school careers guidance officer and an interview arranged for Matthew. His parents may attend should they wish. In areas where the Connexions service is established the careers guidance officer will be able to more easily link with other agencies, in health and social services for instance, should that be necessary.

In this school Matthew has been able to talk about the effects of his stammer, and any concerns that he has since he joined the school, so there is no difficulty for him in explaining on his careers form that he does have a stammer. This mature attitude enables any outside agency to support Matthew during an interview. When this information is not passed on, the student may avoid answering or adopt any of the covert behaviours to hide the stammer, and risk judgements being made by the interviewer on attitude or ability that may be detrimental in the long-term.

This issue of disclosure also arises over UCAS forms, and references sent to colleges or employers when a student transfers. It is an important issue that needs to be discussed with the student. He must appreciate that if he prefers that his stammer is not disclosed in advance, it might be difficult to allow extra time for the interview, as other candidates are expecting to be seen. If the student at the beginning of the interview discloses the stammer, it could be impossible for him to be given any additional time, as other candidates may view it as discriminatory. When a student does not wish to disclose his stammer in advance, he should be clear about the possible effects of this.

Students, who understandably worry about being discriminated against, if their stammer is disclosed, need to know that the Disability Discrimination Act does offer considerable protection and the relevant member of staff in school needs to be aware of this entitlement. There can never be any hard and fast rules that apply to every case, but good communication between the student and school staff can ensure the best outcome for the individual student.

Matthew, in this interview, obviously has the confidence to confront any difficulties and is not letting his stammer limit his career aspirations. There are really no constraints that should prevent a student who stammers considering careers that are appropriate to his aptitude and ability. The BSA knows of people who stammer in practically every career and profession. It is having the confidence and self esteem to manage the stammer that allows for choices to be based on ability and aptitude.


  • Be informed about the support offered by the Disability Discrimination Act in any specific case.
  • Encourage the student who stammers to be open about his stammering.
  • Discuss the issues connected with 'disclosure' of the stammer in the context of applications.

The school careers teachers and Matthew talk about his career aspirations