Tehran University of Medical Sciences Journal of Modern Rehabilitation 2538-385X 0 - 2026 11 07 1541 1541 Farhad Sakhai Neuromuscular Rehabilitation Research Center, Neuroscience Research Institute, Semnan University of Medical Sciences, Semnan, Iran Maryam Arab Nakhaei Rehabilitation Sciences Research Center, Zahedan University of Medical Sciences, Zahedan, Iran Faezeh Asadollahpour Rehabilitation Sciences Research Center, Zahedan University of Medical Sciences, Zahedan, Iran 2026 07 11 2026 10 14 Background: Primary school teachers play an important role in supporting children who stutter (CWS), and adequate knowledge of stuttering can help them respond appropriately in educational settings. Previous research has identified gaps and misconceptions among teachers, especially regarding causes of stuttering, but evidence from Iran remains limited. This study examined stuttering knowledge among primary school teachers in Zahedan, Iran, and its associations with demographic characteristics and attitudes. Materials and Methods: In this cross-sectional survey, 136 primary school teachers from 26 urban schools in Zahedan completed the 26-item Alabama Stuttering Knowledge (ASK) Test and the Public Opinion Survey of Human Attributes–Stuttering (POSHA-S). ASK scores (0–26) were summarized descriptively. Associations of demographic characteristics with ASK total score were examined using multiple linear regression, and associations between ASK score and POSHA-S subscales were assessed using Spearman correlations. Results: Mean ASK score was 14.28 (SD = 2.72; 54.9% correct), with item accuracy ranging from 12.5% to 91.2%. No significant associations emerged between knowledge and demographic or attitudinal variables. Conclusions: Teachers answered just over half of the ASK items correctly, with notably low accuracy on etiology items. The null knowledge–attitude finding warrants replication in larger samples. Results underscore the need for culturally responsive teacher training addressing both knowledge and underlying beliefs. https://jmr.tums.ac.ir/index.php/jmr/article/view/1541