In this case‐series study, quantitative and qualitative data were collected through an international web survey inviting (former) college aphasic students to describe their feelings of anxiousness, helplessness and self‐efficacy while using language when back at school, their self‐reported use of communication strategies, and the extent to which they view language as a threat to their emotional well‐being. Analysis of responses from 35 participants revealed that the heavy emphasis on language use at school puts young aphasics at a disadvantage. The majority of the respondents reported perceiving any tasks involving oral speech and communication, note‐taking and memorization as extremely difficult and stressful. Examining such struggles helps educators, practitioners, caregivers, friends, family, partners and schools understand the areas in which a survivor's life needs the most support.