Should teachers get vocal training as part of their PGCE (or equiv.) training?

 

It is agreed that professional voice users are more likely to have hyperfunctional voice problems. Yet despite much research into voice disorders of teachers and anecdotal evidence to suggest many voice referrals come from the teacher population; as far as I am aware there is no education given to teachers about how to look after their voices.

Hyperfunctional voice disorders can be attributed to multiple factors (e.g. muscular tension, lifestyle, reflux, technique, psychogenic elements) and evidence suggests that dysphonia is a major cause of staff sickness and absence from the classroom.

It is usually agreed that voice therapy is the preferred treatment option.  It has favourable outcomes and in many cases a patient can return to their pre-morbid voice.

Voice therapy costs services money. Most referred patients require a laryngoscopy and initial assessment, followed by an episode of direct therapy, perhaps combined with some indirect work too.  Outpatient’s services are characterised by long waiting lists and for voice patients there is a high number of DNA’s, although reasons for this seem to be unknown.

Some sources suggest education alone can help the patient make changes to their breathing and vocal technique. It raises their awareness and can help patients make changes to their diet etc. which in turn impacts positively on their voice.

A PGCE year for a prospective teacher is stressful, time-consuming and obviously the priority is teaching teachers how to teach. However, maybe some group education on how teachers can use their voices effectively may save them time and stress in the future when they find themselves referred to SLT services for dysphonia and have a positive impact on services too?

 

References

Mathieson L (2001) The Voice and Its Disorders (6^th ed). London: Whurr.

Rammage L, Morrison M & Nichol H (2001) Management of the Voice and Its Disorders (2^nd ed) CA: Singular.

RCSLT (2006) Communicating Quality 3. London: RCSLT.

Roy N, Merrill R M, Thibeault S, Grey S D & Smith E (2004) Voice Disorders in Teachers and the General Population: Effects on Work Performance, Attendance and Future Career Choices. Journal of Speech, Language and Hearing Research, 47, p. 542- 551.

Smith B E, Kempster G B & Sims S (2010) Patient Factors Related to Voice Therapy Attendance and Outcomes. Journal of Voice, 6, p. 694- 701.