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Voice disorders in teachers. A review
Regina Helena Garcia Martins1, Eny Regina Bóia Neves Pereira2, Caio Bosque Hidalgo3
1Department of Ophthalmology, Otolaryngology and Head and Neck Surgery, Botucatu Medical School, UNESP-Univ Estadual Paulista, Botucatu, São Paulo, Brazil.
Summary
Teachers frequently experience voice disorders, impacting their careers. This review analyzes vocal health studies in educators, highlighting prevalence, risk factors, and laryngeal issues.
Area of Science:
- Occupational Health
- Speech-Language Pathology
- Education
Background:
- Voice disorders significantly affect teachers, with serious professional consequences.
- Existing literature shows variability in conceptualization and methodology for voice problems.
- Many studies rely solely on questionnaires, lacking objective vocal and laryngeal assessments.
Purpose of the Study:
- To conduct a narrative review of demographic studies on vocal disorders in teachers.
- To analyze methodologies, prevalence rates, risk factors, and laryngeal pathologies.
- To examine the impact of dysphonia on teachers' professional lives.
Main Methods:
- Narrative literature review of studies published between 1997 and 2013.
- Searches conducted across Medline, PubMed, Lilacs, SciELO, and Cochrane databases.
- Exclusion of studies focusing on treatment and those without available abstracts.
Main Results:
- Prevalence rates of voice disorders among teachers vary widely across studies.
- Key risk factors identified include vocal overuse, poor vocal technique, and environmental stressors.
- Common laryngeal lesions associated with teacher dysphonia include vocal nodules and edema.
Conclusions:
- Vocal disorders are a significant occupational hazard for teachers, necessitating further research.
- Standardized diagnostic approaches incorporating objective vocal assessments are crucial.
- Addressing risk factors and promoting vocal health are essential for mitigating the impact of dysphonia on the teaching profession.
