Promoting Vocal Health in Teachers Through Distance Learning: An Integrative Review

This study aimed to map distance-learning speech-language-hearing interventions designed to promote teachers' vocal well-being and synthesize their main characteristics and reported outcomes. This integrative literature review searched five scientific databases (SciELO, LILACS, PubMed, Scopus, and Google Scholar), using the descriptors Faculty OR Teachers AND Voice OR Voice Disorders AND Distance Education. It included publications in English, Spanish, and Portuguese, without restriction on the publication date. The search retrieved 209 articles, nine of which were included after careful analysis. Overall, the empirical studies reported favorable outcomes in some vocal self-assessment, auditory-perceptual, acoustic, and aerodynamic measures. However, these findings should be interpreted cautiously because not all studies assessed the same outcomes, few included comparison groups, and some publications did not provide empirical post-intervention data.