Stuttering is a communication disorder in which the flow of speech is interrupted by prolonging sounds, repeating sounds and syllables, or irregular pauses in speech. In addition to interruptions in the flow of speech, additional, secondary behaviors may appear, which may manifest as different movements in the area of the neck, head or other parts of the body. Stuttering is very variable, and one of the factors that affects the variability of stuttering is speech situation, that is, the situational context in which a person is. The aim of this research is to investigate how different speech situations affect the fluency of school-age children in the Republic of Croatia, and to compare the results of children who stutter and children who do not stutter, as well as children who stutter with regard to the severity of stuttering and age, in terms of difficulties in speaking and emotional reactions with regard to the different speech situations in which they find themselves. A total of 38 respondents from the entire Republic of Croatia participated in the research. 19 children who stutter and 19 children who do not stutter participated as a control sample. There were 13 boys and 6 girls in each group. The respondents are of school age from 2nd to 8th grade. Respondents filled out an online survey using Google forms, which consisted of a sociodemographic questionnaire, a self-assessment scale for stuttering and a Speech Situation Checklist – Children, which consists of two parts - Emotional Reaction and Speech Disruption. The results showed statistically significant differences between children who stutter and children who do not stutter on both parts of the Speech Situation Checklist. Children who stutter achieve higher scores on the Emotional Reaction and the Speech Disruption than children who do not stutter. By comparing children who stutter with regard to age and severity of stuttering, it was shown that older children and children with severe stuttering achieve higher results on the Emotional Reaction. The same results did not prove to be statistically significant on the Speech Disruption. For children who stutter, different speech situations create greater fear and difficulties when speaking than for children who do not stutter.