Background: A confident and competent speech-language pathology (SLP) workforce is essential for the effective assessment and treatment of voice disorders within the community. However, concerns have been raised regarding graduating students’ preparedness to work in this area. To facilitate a successful transition from the classroom to clinical practice, universities must understand and be able to respond to current and emerging influences students face in developing the necessary knowledge, skills, and clinical experience.
Aims: This study aims to explore the vocal demographics, attitudes, and personal and educational factors related to graduating SLP students' readiness and interest in pursuing voice-related clinical work when they enter the workforce.
Methods & Procedure: An anonymous online survey was completed by 142 Australian SLP students in their final 6 months of study. Data were analysed descriptively and using quantitative and qualitative methods to explore factors influencing attitudes toward working in voice.
Outcomes & Results: The 142 participants were predominantly female, in their early 20s, born in Australia, and evenly distributed across undergraduate and postgraduate SLP programs. Students generally recognised the importance of voice quality and became more aware of their own voice during professional training, but their clinical confidence was stronger in assessment than in intervention. Interest in working with voice disorders was higher than confidence, with the two positively correlated, though not influenced by a singing background.
Conclusion & Clinical Implications: SLP students enter their professional training with diverse but often limited prior vocal experience, generally positive perceptions of their own voices, and growing awareness of voice as part of their professional identity. However, many lack confidence in voice assessment and intervention skills, highlighting the need for further targeted education and clinical training to build a confident and competent SLP workforce.