68% of teachers in primary schools have suffered voice problems – ATL

Wednesday 19 March 2008

Sixty eight per cent of teachers working in primary schools have experienced voice problems which they feel have been caused by their job, according to a survey by the Association of Teachers and Lecturers (ATL).

Over a third (37%) of teachers who have experienced voice problems have visited their GP, and almost a quarter (24%) have had to take time off work.

These are some of the key findings of an ATL survey, carried out in February and March, of 490 teachers working in maintained and independent schools in England, Wales, Northern Ireland and Scotland.

Jo, a teacher at a primary school in London, said:

“I usually lose my voice at least once a teaching year. I do know how to use my voice properly but when I'm tired and run down I don't do what I should. Teacher's often try and 'teach through' their voice problems which is the worst thing to do for your voice.  We don't take time off when we should!”

Overall 60 per cent of teachers surveyed have experienced voice problems, with 68 per cent of teachers working in maintained schools experiencing voice problems compared to 57 per cent in independent schools.

The high level of voice problems among teachers is unsurprising since 54 per cent of teachers admitted to having to raise or put pressure on their voice at least once a day, with 70 per cent raising or putting pressure on their voice at least once a week.  In primary schools the figures are even higher, with 61 per cent saying that they raise or put pressure on their voice at least once a day, and 81 per cent at least once a week.

Barbara Heath, a teacher at Gorsemoor Primary School, Staffordshire, said:

“I have nodules on my vocal chords as a result of teaching in open plan. Five years ago my room was fitted with a door and I was supplied with a radio microphone so as not to strain my voice.  I still have days where the pain is unbearable, but continue not to take time off.  Who does in a primary school as laryngitis is an occupational hazard?”

Paul Kemp, a teacher at Reed’s School, an independent secondary in Surrey, added:

“I have become increasingly aware of voice problems and persistent sore throats as I have got older. They are usually worse in the first few weeks after a holiday.  Last autumn term it was so bad that I did visit my GP and was referred to a specialist. Currently treatment is ongoing. Polyps on the vocal chords are one possible diagnosis.”

However, 42 per cent of teachers who had experienced voice problems said their school had offered little or no support when problems occurred.  Twenty per cent of teachers said that their school had shown them no support, and an additional 22 per cent had found their school to be quite unsupportive.

Derek Paterson, a teacher at St Peter’s School, an independent secondary in York, responded:

“A nodule on a vocal chord necessitated two weeks silence then the possibility of an operation which was not needed, then voice therapy for about 3 months.  Voice care is clearly a vital ongoing INSET that schools should be made to offer as the teacher's voice is the school's main asset!

“My school was supportive when I suffered voice problems, however it’s too easy for the senior management team (SMT) not to look after the staff's health and the voices of staff which should be part of health and safety in schools.”

Voice problems seem to be particularly prevalent amongst PE, language and music teachers, and are also more common in September after the summer break and towards the end of term.

A teacher at an independent school in Kent said:

“I suffer from what I call "teacher's larynx", especially in September, when getting back after a long break. More on the games field than in the classroom.”

Claire Woodhead, a teacher at Terrington Hall Prep School in North Yorkshire said that contributory factors to voice problems included:

“Over use caused mainly by talking a lot, and also through giving instructions and singing when teaching music - too much demonstration, one class after another, also struggling on when I have got a cold.”

Di Claridge, a teacher at Northampton High School, added:

“PE teachers, especially, need training in voice care. A bit late for me now, but my voice has definitely suffered.”

Overall 87 per cent of teachers felt that voice care should be made compulsory in all teacher and lecturer training courses, with this figure rising to 94 per cent of primary school teachers.

Helen Taylor, a teacher with Rochdale music service, Lancashire, said:

“As a curriculum music peripatetic I know what a battering my voice takes. I think it's most important that young teachers are given good training.”

ATL general secretary, Dr Mary Bousted, concluded:

“These statistics are truly shocking – too many teachers are putting pressure on their voices on a regular basis and are suffering as a result.  It is vital that schools support their staff and help them protect their voices when problems occur.

“It is also essential that all education professionals are taught how to use their voice more effectively, which is why ATL is calling for voice care to be made compulsory in all teacher and lecturer training courses.”