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Damaging effects of noise on hearing and voice in childrens Outline learning environments Reykjavik Iceland 12-13 October 2012 Voice Care Network Oral communication ergonomic work in UK Incidence of teachers voice problems in UK

  1. Damaging effects of noise on hearing and voice in children’s Outline learning environments Reykjavik Iceland 12-13 October 2012 • Voice Care Network Oral communication ergonomic work in UK • Incidence of teachers’ voice problems in UK • Cost of teachers’ voice problems in UK • Awareness of risk and training Bridget Shield • Current legislation on acoustic design of Professor of Acoustics schools, revision and impact Faculty of Engineering, Science and Built Environment • Current LSBU research on impact of acoustics London South Bank University Incidence of teachers’ voice problems in UK Voice Care Network voicecare.org.uk Voice Care Network (2001-2002) "To help people keep their voices healthy and to communicate • Survey of 35 voice clinics effectively". • 12% of patients were teachers (teachers 1.5% of workforce) VCN activities include: training, workshops, seminars, conferences, surveys, D. Comins: Survey of UK voice clinics practical advice 2001/2. Voice Care Network (2002) LSBU survey of 51 primary school teachers Incidence of teachers’ voice problems in UK (2001) Strategies for coping with noise LSBU research (2001) Ignore • Survey of 51 primary school teachers Concentration • 89% experienced painful throat No response Stop teaching • 77% also experienced hoarseness, voice loss and throat infections Attention gaining strategies Raise voice • 4 (8%) teachers had no health problems 0 5 10 15 20 25 30 35 (taught < 5 years, in quieter schools, did not raise voice) Percentage 1

  2. Incidence of teachers’ voice problems in UK LSBU survey of teachers ’ voice levels (2004) 36 teachers voice levels (4 male, 32 female) at 1.0 m Association of Teachers and Lecturers 2008 84 82 80 78 Poll of 490 teachers in England, Wales, Scotland, Northern Ireland 76 74 72 L Aeq at 1.0m, dB(A) 70 % 68 respondents 66 M 64 Voice problems, overall 60 62 F 60 Voice problems in independent schools 57 58 56 Voice problems in local authority schools 68 54 52 Raise voice at least once a day 54 50 15 34 8 5 4 20 10 13 6 2 9 18 26 3 21 17 1 27 30 16 11 14 31 7 29 33 36 24 32 25 22 19 12 23 35 28 Raise voice at least once a week 70 Teacher identification number female male Little or no support from school 42 Voice care should be compulsory in teacher training 87 Incidence of teachers’ voice problems in UK Incidence of teachers’ voice problems in UK LSBU survey of 207 secondary school teachers (2011) Association of Teachers and Lecturers 2008 Poll of 490 teachers in England, Wales, Scotland, Northern Ireland % respondents Voice problems, overall 60 Voice problems in independent schools 57 Voice problems in local authority schools 68 Raise voice at least once a day 54 Raise voice at least once a week 70 Little or no support from school 42 Voice care should be compulsory in teacher training 87 52% of teachers reported voice problems Economic consequences of teachers’ voice Awareness of dangers to voice problems National Union of Teachers (NUT) • 2004: Work Hoarse Costs of teacher absence Compensation Raised awareness of dangers to the voice in certain professions including teaching 73,000 teaching days lost in 2006: £8000 awarded to British primary schools due to Scottish teacher who lost teachers’ voice strain voice due to Association of Teachers and Lecturers (ATL) ‘environmental/acoustic’ • 2008: Published results of survey Costs £15 million per year conditions 2010: teacher in London Voice training in teacher training courses…..??? awarded £150,000 for voice • Few courses include training damage due to noise • Training minimal 2

  3. Awareness of dangers to voice GTCS Recommendations General Teaching Council of Scotland • Teacher training courses should introduce 2003: Voice and the Teaching Profession greater awareness of voice care issues – Lectures, workshops and training in every year of • Survey of teacher training institutes in Scotland to course determine provision of voice training • Voice care and information should be provided to teachers in schools • Usually one initial input session with follow up – Especially probationary teachers workshops/remedial sessions if required • Speech and language therapists should press for national policy on voice care and extent of teachers’ voice problems and effects of preventative care Acoustic requirements for good teaching, Thames Primary Consortium, Essex speaking and learning conditions • Low background noise levels – building services noise, traffic noise etc • Prevention of noise transmission from other parts of the building • School centred teacher training programme • Good speech intelligibility • Provides specially designed individual voice – low noise levels and short reverberation times training programme ‘Acoustics is one of the most important physical properties that "...an excellent voice development program for trainees which has determine how well a school’s building can serve its primary reduced their absence, escalated their progress and supported their behaviour management in class and their learning of phonics .“ function ’. Knudsen and Harris, 1950 (2011 Ofsted report) Acoustical Designing in Architecture Current standards for acoustic design of schools Current regulations for acoustic design of schools Building Bulletin 93 in England and Wales • Since 2003 new school • Schools Premises buildings must comply Regulations with the Building – apply to school buildings Regulations when occupied and in use • Legal requirements for • Building Regulations acoustic design of new – apply to design of new schools specified in school buildings Building Bulletin 93 3

  4. Some BB93 performance specifications Current standards for acoustic design of schools (spaces unoccupied and unfurnished) Max background Room Max RT BB93 specifies noise level • background noise levels Primary classroom 35 dB 0.6 s • reverberation times Secondary classrooms 35 dB 0.8 s • sound insulation Open plan teaching areas 40 dB 0.8 s • sound absorption in Classrooms for use by HI corridors, staircases etc 30 dB 0.4 s students • speech intelligibility in Libraries 35 dB 1.0 s open plan classrooms Science labs 40 dB 0.8 s Drama studios 30 dB 1.0 s Some BB93 performance specifications Revision of BB93 (spaces unoccupied and unfurnished) Max background Room Max RT • 2008: Government noise level But alternative agreed to a review Primary classroom 35 dB 0.6 s performance standards • 2009: Draft revision Secondary classrooms allowed 35 dB 0.8 s circulated Open plan teaching areas • October 2009: Schools 40 dB 0.8 s minister endorsed need BB93 & Building Classrooms for use by HI 30 dB 0.4 s for good acoustics in students Regs currently under schools; promised Libraries 35 dB 1.0 s revision review in 2010 Science labs 40 dB 0.8 s Drama studios 30 dB 1.0 s Institute of Acoustics ‘Sound Schools’ campaign Revision of BB93 May 2010 • Letters to MPs • Letters/meetings with Government ministers • House of Lords • Chair of Select Committee on CLG • Under-Secretary of State for Education • Building Schools for the Future programme abolished • Briefing note highlighting • Free schools established costs of poor acoustic • Building Bulletins (guidance) abolished design of schools • Government wanted to get rid of ‘burden of regulation’ related to new school building 4

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