Introduction: Stuttering, as one of the most prevalent communication disorders, can deeply impact various aspects of the lives of school -age children. In addition to interrupting the fluency of speech, this disorder can lead to psycho-social and academic challenges in this age group.
Method: In this review study, relevant keywords were used to research scientific databases and article reference lists to examine research conducted from 2015 to 2025 on the treatment of stuttering in school-age children.
Results: The results of this review indicated that behavioral therapy -based treatment programs such as the Lidcombe program, the gradual increase in length and complexity of the expression program, the speech with syllables, as well as combined approaches such as the Oakville program it can effectively reduce the severity of stuttering and improve the fluency of speech in school -age children. the CamperDown program and the fluency modeling were identified as beneficial treatment methods in this field. Stuttering modification therapy, with emphasis on cognitive and emotional aspects of stuttering, also leads to a better quality of life and reduced gravity of stuttering over time.
Conclusion: Identify and implement effective and evidence-based treatment strategies to stutter in school-age children play a significant role in reducing the negative effects of this disorder and improving their communication, psycho-social and academic results. Given the importance of individualized treatment approaches and the need for family and social support, providing comprehensive programs tailored to each child's needs can enhance treatment effectiveness and improve the quality of life for these children.