I think genes are more complex than that. But as an early childhood professional, suggesting to skip a child ahead a few grades is a horrible idea that can definitely manifest in social/emotional/academic stress. It also indicates the adults around you did not realize the importance of prioritizing a young child’s social/emotional development *above* everything else. Id propose *that* factor was maybe more influential in you developing stress. I’m going to say something that needs a heavy disclaimer. Disclaimer - There is a huge spectrum of stuttering bxs (from occasional repetitions that do not impact functioning to developing full fear of talking). I am *not* suggesting that a parent with a significant stutter will environmentally “give an impactful stutter” to their children. I think it’s likely the child could pick up an “occasional low impact stutter”. Considering the role “social shame” plays in developing an impactful stutter, I think having a parent who stutters will make the child feel less alone, thus reducing their feelings of shame, leading to a lower chance of the child developing debilitating secondary traits. Children learn to talk with the tone, timing, cadence, sound of the adults around them. So it’s likely a child will pick up *occasional, low impact repetitions/prolongations*. And I do think that impactful stuttering is correlated *and caused* by being perceptive to social responses, having high standards for yourself, and propensity for stress. To what degree are there discrete genetic markers for those traits? Ehhh...a little of this, a little of that... It’s like a good cholent - everything just melts together.