I would have loved to have had a teacher that actually cared enough even to ask this question. Remember that stuttering is very fickle and this young person is still trying to navigate/understand what is going on with his speaking and how social interactions affect his fluency. On the first day… DO NOT do the “let’s go around the class and introduce yourselves…” This is the “kiss of death” for PWS. It’s like waiting for a firing squad. Always call him by his name and say hello. Our names are often the HARDEST word for us to say ourselves… That said, we like to hear our names (and we especially like being acknowledged). If you get a moment in the first few weeks, ask him (privately) if he is having a “good speaking day or bad speaking day?” He will know what you mean. I would also find time to tell him (privately) that you have an expectation that he will contribute to discussions… But tell him explicitly that you are an ally and you will not tolerate any bullying. He will have people that are easier to speak with… Ask him to identify those people and work with them during group work (as much as allows). Over time, if he gets comfortable, ask him to write up a preamble about himself and his stutter. A preamble is something that I (and many others) have found that is very helpful for taking the anxiety out of stuttering. Basically, we take a few minutes to tell everyone publicly that we are a Person with a Stutter. Our stutter comes and goes. It gets worse and it gets better. We are not doing it on purpose, so it is nothing to be mocked. Sometimes we need help and patience to speak our minds. That’s it. Short and sweet. Turn it into an assignment if you think it is worthy. If you really want it to stick, start with a preamble practice to one other student… Then over the next few weeks, work up a group of students, then half, then the class.