Prevalence and associated factors of hoarseness among student teachers

Background: Prior research has identified multiple factors associated with voice problems among teachers and student teachers. One critical factor is the absence of knowledge and training in those preparing to be occupational voice users. Student teachers typically lack courses or information on how to use their voices properly during their professional training, leading to a lack of awareness regarding voice care strategies. This knowledge gap contributes to the high prevalence of voice disorders in this population. Additionally, limited research has explored the origins of voice disorders in teachers, which may have their roots in their student teaching years. Methods: This cross-sectional, multicentric, and multilanguage study aimed to assess the self-perceived (via survey) prevalence and associated factors of hoarseness among student teachers. Prospective student teachers from Brazil, Colombia, Mexico, and Uruguay participated by completing an online survey on Qualtrics. The survey included questions about demographics, teaching-learning conditions, voice usage, and the presence of hoarseness. Results: A total of 1,260 student teachers participated in the study, revealing a self-perceived hoarseness prevalence of approximately 50% among the participants. Interestingly, the prevalence of almost always hoarseness increased progressively with the advancement of academic training. The first-year cohort reported a prevalence of 2.1%, while the fifth-year cohort exhibited a prevalence of 6.1%. Logistic regression analysis indicated that second-year students faced the highest risk of reporting hoarseness, with an Odds Ratio (OR) of 1.78, followed by third-year students with an OR of 1.62. Furthermore, student teachers engaged in current academic practical activities demonstrated a 47% higher likelihood of reporting hoarseness (OR=1.47). Conclusion: Our findings highlight the emergence of voice disorders within the teaching profession, with a substantial prevalence of hoarseness observed among student teachers. Moreover, the study highlights the impact of training level (academic cohort and current academic practical activities) on the apparition of this voice symptom within this student population.