Introduction and goal: This action research was conducted with the aim of reducing stuttering in a student named Amir in the second grade of elementary school and increasing his self-confidence and verbal participation in the classroom. Considering the vital role of verbal skills in the academic, social, and psychological development of students, an attempt was made to reduce some of this student's speech challenges by designing and implementing appropriate educational and psychological interventions.
Research methodology: This research was conducted in a qualitative and action research manner. Data were collected and analyzed through direct observation, interviews with parents, classmates, and school staff, and using tools to measure the severity of stuttering (such as audio recorders and speech and psychological questionnaires).
Findings: After implementing strategies such as creating an emotional connection with the student, continuous encouragement, delegating responsibility, strengthening group participation, preventing ridicule, and family support, the following results were obtained: An average of 55% reduction in the severity of stuttering in various speech situations. A significant increase in self-confidence in public speaking, speaking in class, and talking with friends. Increased class participation, reduced anxiety, and improved social relationships of the student. Improved academic performance as a result of greater participation and reduced fear of speaking
Conclusion:. The findings of this study showed that integrated educational and psychological approaches in the school environment, especially the active role of the teacher in emotional and speech support for the student with stuttering, can lead to a significant reduction in speech disorders and psychological and academic improvement of the student. Continuation of exercises and cooperation between home and school is essential to strengthen this path.