Purpose Data collected by the American Speech-Language-Hearing Association in the spring of 2020 showed that most speech-language pathologists (SLPs) experienced a moderate to major impact on their work practices as a result of the COVID-19 public health emergency. This study focused on gaining a deeper understanding of the experiences of school-based SLPs at this unique moment in time. Method This study involved a survey of 280 school-based SLPs working across the United States in May 2020. The results of the survey were analyzed both qualitatively and quantitatively to identify key themes and trends related to participants' confidence levels, workload changes, and personal challenges. Results Results indicated that SLPs faced variation in the guidance, communication, and resources they were provided by employers and variations regarding the timelines and expectations for the pivot from traditional face-to-face school services to remote services. Few SLPs had previous experience with teletherapy, and many reported low levels of self-confidence and large increases in their workload. Additionally, SLPs faced high levels of stress in their personal lives. Conclusions Despite the challenges faced, participants largely reported they were able to adapt with the support of the SLP community. Participants reported concerns regarding the relative success of their students under new service delivery models, especially for students from disadvantaged groups, and worries regarding future legal challenges. This study identifies key issues to consider with respect to speech-language services in schools as the COVID-19 public health emergency continues to unfold.

Purpose Although the COVID-19 pandemic had been impacting K–12 education since spring 2020, educational professionals working in schools faced unique challenges at the beginning of the 2020–2021 school year. This study focused on gaining a deeper understanding of the experiences of school-based speech-language pathologists (SLPs) during the first half of the 2020–2021 school year and comparing these experiences to the previous spring. Method This study involved a survey of 333 school-based SLPs working across the United States. The results of the survey were analyzed both qualitatively and quantitatively to identify key themes and trends related to communication, service delivery models, changes in job requirements, confidence levels, and personal challenges. Results Results indicated that SLPs' experiences in fall 2020 differed from spring 2020 and varied in multiple ways. In the fall of 2020, participants indicated a higher level of confidence and felt communication with their districts improved overall. However, SLPs faced new challenges related to varying service delivery models (i.e., in person, virtual, and hybrid) and continued to face some challenges that remained from the spring of 2020, such as lack of resources. Conclusions There is much to learn from school-based SLPs' experiences during the fall of 2020, which varied in key ways from their experiences in the spring of 2020. It is important to document SLPs' resilience, hard work, and continued impact while supporting students during the COVID-19 pandemic.

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