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Teacher vocal education programs can prevent voice disorders. A 3-month course improved vocal health metrics and reduced dysphonia, with lasting benefits at 12 months.

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Area of Science:

  • Speech and Hearing Sciences
  • Occupational Health
  • Educational Psychology

Background:

  • Vocal disorders are a significant concern for teachers.
  • Preventive vocal education programs are crucial but understudied, especially long-term.
  • Teacher vocal health impacts educational quality and personal well-being.

Purpose of the Study:

  • To evaluate the long-term effectiveness of a vocal education program for teachers.
  • To assess the impact of voice care training on vocal health indicators.
  • To determine the feasibility and cost-effectiveness of primary voice disorder prevention in educators.

Main Methods:

  • A randomized controlled study involving 264 female teachers (kindergarten and primary school).
  • Intervention included theoretical seminars, group voice therapy, vocal ergonomics, and daily vocal abuse/exercise reporting.
  • Effectiveness measured via stroboscopy, perceptual and electro-acoustic voice analysis, Voice Handicap Index (VHI), and a benefit questionnaire at 3 and 12 months.

Main Results:

  • Significant improvements were observed at 3 months in global dysphonia rates, jitter, shimmer, Maximum Phonation Time (MPT), and VHI (all P<0.001).
  • Positive effects persisted at the 12-month follow-up, though slightly diminished.
  • The program demonstrated feasibility and cost-effectiveness in a motivated teacher population.

Conclusions:

  • A comprehensive vocal education program, including therapy and self-monitoring, is effective for primary prevention of voice disorders in teachers.
  • The intervention leads to measurable improvements in vocal health and function.
  • This approach offers a sustainable and cost-effective strategy for safeguarding teachers' voices.