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Introduction Stuttering is a neurodevelopmental fluency disorder characterized by involuntary disruptions in speech flow that significantly affect communication, psychosocial well-being, and social participation. Public awareness and societal attitudes toward people who stutter (PWS) play a crucial role in shaping their educational experiences, self-esteem, and inclusion within academic environments. Despite growing international research on public perceptions of stuttering, little is known about awareness and attitudes toward stuttering within Palestinian higher education settings. This study aimed to assess the level of awareness and beliefs about stuttering among Palestinian university instructors and students and to examine factors associated with variations in these perceptions. Methods A quantitative cross-sectional survey was conducted at Birzeit University, Palestine, between September 2024 and July 2025. A total of 612 participants (455 students and 157 instructors) completed a structured self-administered questionnaire developed in Arabic. The instrument assessed sociodemographic characteristics, familiarity with people who stutter, and awareness and beliefs regarding stuttering, including its definition, developmental onset, treatment potential, heritability, and perceived impact on intelligence and academic performance. Chi-square tests were performed to examine associations between awareness outcomes and participant characteristics. Results Overall awareness of stuttering was relatively high. Most participants (97.4%) correctly recognized the definition of stuttering, with female respondents demonstrating significantly higher agreement than males ( p 0.001). Nearly half (48.1%) correctly identified childhood as the typical onset period, though 36.9% reported uncertainty. Instructors were significantly more likely than students to recognize childhood onset ( p = 0.01). Regarding treatment beliefs, 50.2% believed stuttering can be therapeutically managed but not completely cured, while 23.4% believed complete resolution is possible. Beliefs about heritability were divided (34.2% endorsing a genetic contribution, 31.0% uncertain). Most participants rejected negative stereotypes: 57.9% reported that PWS have average intelligence and 71.3% indicated stuttering does not negatively affect academic performance. Familiarity with individuals who stutter was associated with more accurate perceptions across several domains. Discussion Palestinian university students and instructors generally demonstrate good baseline awareness of stuttering, particularly regarding its definition and the intellectual capabilities of individuals who stutter. However, notable gaps remain in understanding the developmental onset, genetic contributions, and realistic outcomes of therapeutic management. Increased exposure to individuals who stutter and targeted educational initiatives may further improve knowledge and reduce residual misconceptions. Integrating communication-disorder awareness into university curricula and public education initiatives may contribute to more inclusive academic environments and enhanced support for people who stutter.
Khalaf et al. (Wed,) studied this question.