Keywords
Voice
Ergonomics
Dysphonia
Occupational health
School environment
How to Cite
Abstract
Teachers’ vocal health depends on the interaction between the demands of professional voice use and the ergonomic conditions of the work environment. This article critically analyzes recent literature on ergonomic factors associated with teachers’ vocal health, considering environmental noise, classroom acoustics, air quality, thermal comfort, work organization, and biomechanical and psychosocial factors. A targeted search was conducted in PubMed, Scopus, and Web of Science, complemented by a manual review of references. The evidence reviewed suggests that background noise, poor acoustics, inadequate ventilation, dry air, extreme temperatures, and high workload increase vocal demand, phonatory effort, vocal fatigue, and symptoms of dysphonia. Overall, the findings support a preventive approach grounded in occupational ergonomics, integrating environmental, organizational, and individual conditions.
References
Rojas D, Palacios SY, Piraján MI, Acosta JC. Factores de riesgo asociados a la disfonía funcional en docentes activos del colegio Luis López de Mesa de Bahía Solano (Chocó). Agustiniana Revista Académica. 2021;14:64-72. https://revistas.uniagustiniana.edu.co/index.php/agustiniana/article/view/103
Devadas U, Bellur R, Maruthy S. Prevalence and risk factors of voice problems among primary school teachers in India. J Voice. 2017;31:117.e1-117.e10. https://doi.org/10.1016/j.jvoice.2016.03.006
de Mello M, Cantor L, Ferreira L. Overview of three Latin American countries in voice problems related to working conditions. CoDAS. 2021;33(5):1-5. https://doi.org/10.1590/2317-1782/20202020304
Córdova P, Quinde A. Factores de riesgo de disfonía ocupacional y acciones para su prevención en docentes universitarios. MQRInvestigar. 2023;7(3):2359-2380. https://doi.org/10.56048/MQR20225.7.3.2023.2359-2380
Vilkman E. Occupational safety and health aspects of voice and speech professions. Folia Phoniatr Logop. 2004;56(4):220-253. https://doi.org/10.1159/000078344
Rantala L, Sala E, Kankare E. Teachers’ working postures and their effect on the voice. Folia Phoniatr Logop. 2018;70:24-36. https://doi.org/10.1159/000487593
Murgia S, Webster J, Cantor L, Bottalico P. Systematic review of literature on speech intelligibility and classroom acoustic in elementary schools. Lang Speech Hear Serv Sch. 2023;54:322-335. https://doi.org/10.1044/2022_LSHSS-21-00181
Cantor L, Burdof A. Effects of noise and acoustics in schools on vocal health in teachers. Noise Health. 2015;17(74):17-22. https://pubmed.ncbi.nlm.nih.gov/25599754/
Nusseck M, Immerz A, Richter B, Traser L. Vocal behavior of teachers reading with raised voice in a noisy environment. Int J Environ Res Public Health. 2022;19(15):8929. https://doi.org/10.3390/ijerph19158929
Mealing K, Maggs L, Buchholz J. The effects of classroom acoustic conditions on teachers’ health and well-being: a scoping review. J Speech Lang Hear Res. 2024;67:346-367. https://doi.org/10.1044/2023_JSLHR-23-00256
Levandoski G, Zannin P. Quality of life and acoustic comfort in educational environments of Curitiba, Brazil. J Voice. 2022;36(3):436.e9-436.e16. https://doi.org/10.1016/j.jvoice.2020.05.030
Remacle A, Lefèvre N. Which teachers are most at risk for voice disorders? Individual factors predicting vocal acoustic parameters monitored in situ during a workweek. Int Arch Occup Environ Health. 2021;94(6):1271-1285. https://doi.org/10.1007/s00420-021-01681-3
Calvache C, Rincón M, Cantor L. Work-related vocal challenges of online teaching: a study of female college professors. J Voice. 2025;39(5):1410.e1-1410.e7. https://doi.org/10.1016/j.jvoice.2023.04.011
Cardoso R, Lumini J, Meneses R. Associations between posture, voice, and dysphonia: a systematic review. J Voice. 2019;33:124.e1-124.e12. https://doi.org/10.1016/j.jvoice.2017.08.030
Ministerio de Educación Pública. Decreto 548: aprueba normas para la planta física de los locales educacionales que establecen las exigencias mínimas que deben cumplir los establecimientos reconocidos como cooperadores de la función educacional del estado [Internet]. 1988 Nov 9. Disponible en: https://www.bcn.cl/leychile/navegar?idNorma=14166
Cheung L, Tong Y, Paul A, Seyed S. Teachers’ perception of urban noise in the classroom: case study in Mukah, Sarawak. Int J Integr Eng. 2024;16(4):64-71. https://doi.org/10.30880/ijie.2024.16.04.009
Lin S, Lipton E, Lu Y, Kielb C. Are classroom thermal conditions, lighting, and acoustics related to teacher health symptoms? Indoor Air. 2020;30:544-552. Disponible en: https://doi.org/10.1111/ina.12640
Patjas M, Vertanen-Greis H, Pietarinen P, Geneid A. Voice symptoms in teachers during distance teaching: a survey during the COVID-19 pandemic in Finland. Eur Arch Otorhinolaryngol. 2021;278(11):4383-4390. https://doi.org/10.1007/s00405-021-06960-w
Alkhunaizi AA, Bukhari M, Almohizea M, Malki KH, Mesallam TA. Voice problems among school teachers employing the tele-teaching modality. J Voice. 2025;39(1):132-146. https://doi.org/10.1016/j.jvoice.2022.06.028
Tomek R, Urhahne D. Testing a model of noise-related stress in school teachers. Teach Teach Educ. 2023;121:103933. https://doi.org/10.1016/j.tate.2022.103933
Remacle A, Bouchard S, Etienne A, Rivard M, Morsomme D. A virtual classroom can elicit teacher´s speech characteristics: evidence from acoustic measurements during in vivo and in virtuo lessons, compared to a free speech control situation. Virtual Reality. 2021;25:935-944. https://doi.org/10.1007/s10055-020-00491-1
Martins RHG, Pereira ERBN, Hidalgo CB, Tavares ELM. Voice disorders in teachers: a review. J Voice. 2014;28(6):716-724. https://doi.org/10.1016/j.jvoice.2014.02.008
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright (c) 2026 Gerson Jara Cabrera, Nataly Henríquez Huaiquil, Francisco Aguilar Valderrama, Claudia Guajardo Sáez