“ What We Do is Hard” : A Mixed-Methods Study of Singing Teachers’ Occupational Vocal Demands

Despite facing an elevated risk of developing voice disorders, singing teachers remain an under-researched group of occupational voice users, limiting opportunities for early intervention, education, and professional support. This explanatory sequential mixed methods study investigated the occupational vocal demands and vocal health of singing teachers across multiple musical styles and locations. Phase 1 consisted of a predominantly quantitative online survey (N = 107), and Phase 2 employed a focus group (N = 6) to provide further insight into key findings. Seventy‑two percent of participants had experienced a voice problem (self-reported), and 36% reported a medically diagnosed voice problem. The mean Singing Voice Handicap Index-10 (SVHI-10) score was 11.52 (SD = 6.04), indicating a mild to moderate perceived singing handicap. Factors associated with better vocal health included increased teacher age and experience, private studio teaching, and inclusion of adult students. Poorer vocal health was associated with teaching school-aged students, teaching musical theatre, teaching more days per week, and more voice use outside work. Qualitative findings indicated tension between high physiological vocal demands and a social and financial imperative to maintain vocal health. Overall, this study highlights the need for targeted interventions addressing both the vocal demands and psycho-social pressures faced by singing teachers.