Based on the democratic values that the Swedish curriculum wants to mediate, the aim of thisstudy is to investigate what support pupils with speech anxiety receive and wishes to receivein grade 4-6. This study is a multi-method research - a research that combines qualitative andquantitative methods within the same project. The qualitative method is used to answer thefirst two research questions directed at the teachers. These are “How do three teachers planthe oral parts considering pupils with speech anxiety?” and “What kind of support isparticularly favorable according to the teacher's experience?” The quantitative method is usedto answer the last research question addressed to pupils which is “What support do theteachers’ pupils want if they have speech anxiety?” The theoretical framework used for this study is Pauline Gibbons' understanding of theconcept scaffolding which was originally founded by Lev Vygotsky and is a branch of hissociocultural theory. The results of this study show that some teaching methods andadaptations are particularly effective. These include: language development strategies, givingpupils time for preparation and to practice at home/with friends, present orally only for theteacher or a small group, join the group that presents without speaking, have a friend standingwith them at presentations, record a video as an alternative and to plan oral sub-goals in thedevelopment talks. Another key part is the teacher's behavior towards and relationship withthe pupils, which can play a crucial role in their development. Pupils with speech anxiety tendto not tell the teacher about it unless they have a good relationship, which can lead to notgetting the help that they need. The classroom climate is also addressed as an importantaspect. Overall, the teachers and pupils agree on which support is most successful. Theconclusion of this study is that pupils with speech anxiety performs better in environmentsthey experience as safe and with people they feel safe with.