Author(s): STEINMANE, V., FERNATE, A., Institution: RIGA STRADINS UNIVERSITY, Country: LATVIA, Abstract-ID: 2349

INTRODUCTION:
Voice fatigue is a common problem among people in speaking-intensive professions, such as teachers, who rely on their voices throughout the workday [1]. Teachers are particularly vulnerable due to the noisy classroom environment, long speaking hours, and the need to project their voices over disturbances [2]. The hypothesis of this study is that breathing exercises can reduce voice fatigue in teachers and improve their overall quality of life, including sleep quality. This research aims to develop and implement a set of targeted breathing exercises designed to reduce voice fatigue in teachers.
METHODS:
The study targeted 101 teachers at various educational levels, from elementary to higher education, as they are a high-risk group for voice-related problems. The research methods are the Standardized Voice Risk Factor Questionnaire, Vocal Symptoms Scale, Voice Handicap Index (VHI) were adopted for use in the Latvian cultural environment and distributed to collect relevant data. The survey aimed to assess the prevalence of voice problems, including fatigue, vocal strain, breathlessness, and difficulty speaking during the day. Teachers were asked about their work environment, the frequency and severity of their voice problems, and the impact these issues had on their general well-being, including sleep. According to the survey results, targeted breathing exercises were designed and implemented to reduce voice fatigue in teachers (n=30).

RESULTS:
The results of the questionnaire revealed that teachers face a variety of voice-related problems, including fatigue of the voice, breathlessness while speaking, variations in voice noise, and cracks in the voice. These issues were found to affect the teachers ability to communicate effectively, with teachers reporting reduced voice clarity, especially in the evening. Although most of the responses indicated mild voice problems, many teachers acknowledged that these problems impacted their overall quality of life.
CONCLUSION:
The voice problems reported by the teachers were not severe, the constant vocal strain throughout the day indicates a potential benefit of integrating breathing exercises into their routine. Breathing exercises have the potential to reduce voice fatigue and improve general well-being, for teachers and other individuals in speaking-intensive professions. More research is needed to evaluate breathing exercises and their long-term effectiveness in reducing voice-related issues.
References:
1. Düzenli-Öztürk, S, et al., Investigation of the Relationship Between Vocal Fatigue, Quality of Life, and Compliance With Vocal Hygiene in Professional Voice Users. Journal of Voice, 2023. doi.org/10.1016/j.jvoice.2023.10.013
2. Banks E, R, et al., Factors Influencing Teachers’ Experience of Vocal Fatigue and Classroom Voice Amplification. Journal of Voice, 2025. doi.org/10.1016/j.jvoice.2022.06.026
Research was funded by the Plan of the EU Recovery and Resilience Facility and the State budget grant Nr.5.2.1.1.i.0/2/24/I/CFLA/005.