Voice Disorders and Impact of Voice Handicap in Norwegian Student Teachers

Abstract

Objectives

The primary objectives of the present study were to determine the prevalence of voice disorders in students studying to become elementary school teachers and to investigate the presence of potential risk factors for voice disorders. The amount of voice training offered during the students' education and the connection between voice disorders were also explored. Method

A web-based questionnaire was distributed to all elementary school student teachers throughout Norway. In total, 968 answers were received. The questionnaire consisted of questions on background, education, and risk factors; the Norwegian translation of the Voice Handicap Index (VHI-30(N)); and voice symptoms (Screen6). Results

The results showed that 14.1% of the students had voice disorders, defined as experiencing two or more voice symptoms weekly or more often in Screen6. The most common symptoms were throat clearing, followed by strained or tired voice and sensation of pain or lump in the throat. The data showed a significant association between the scores of VHI-30(N) and results of Screen6. The amount of voice training within teacher education was not found to significantly reduce voice disorders. Results showed no significant differences in prevalence of voice disorders between female and male students. Conclusions

According to the answers given by the students participating in this study, voice problems appear to be common in student teachers. As they are to embark on a voice-demanding occupation, regular screening is paramount. More voice training is needed than offered in their education.