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The purpose of this review was to evaluate the factors that influence wellbeing, job satisfaction, stress, and burnout in speech-language pathologists (SLPs), and to identify the impact of these variables on worker recruitment and retention.Method: A systematic literature search was conducted. Four electronic databases (PsycARTICLES & PsycINFO, PubMed/Medline, CINHAL and ABI/INFORM) were searched. The search was limited to articles published in English between 1998 and June 2018. To be eligible for inclusion, studies needed to investigate or report wellbeing, job satisfaction, stress or burnout in SLPs. The methodological quality of each paper was assessed using the "Strengthening the Reporting of Observational Studies in Epidemiology" (for quantitative data) and "Consolidated criteria for Reporting Qualitative research" (for qualitative data) checklists. A data-driven thematic analysis of the literature was used to identify key themes. Result:Seventeen of 2050 studies met the inclusion criteria, of which fifteen were cross-sectional surveys yielding quantitative data. Two were qualitative studies.There was consistent evidence for SLPs in the USA and Canada experiencing satisfaction in their jobs. Facet analysis revealed six contributory themes, three of which were clearly associated with well-being: workload/caseload size, professional support, and salary. The contribution of job control (autonomy), length of time in practice and work setting was inconclusive. Evidence for stress and dissatisfaction leading to workforce attrition was found. Conclusion:Job satisfaction, stress, and burnout were found to be associated with various occupational features, including elements of demand, support and reward.No previous studies have investigated the interaction between different elements of a job, which might boost satisfaction or ameliorate stress in SLPs. This is the first review using a systematic approach to focus on well-being, satisfaction, stress and burnout in SLPs and suggests more work needs to be done to help identify and improve the well-being of the workforce.were assessed using the "Consolidated criteria for Reporting Qualitative research" (COREQ) checklist (Tong, Sainsbury & Craig, 2007). Mixed methods papers that produced both types of data were assessed under both sets of criteria. Data analysis and evidence synthesisDisparate study designs and approaches to data analysis prevented the use of meta-analysis. To enable the synthesis of the findings of the search, a data-driven thematic analysis of findings was conducted (Dixon-Woods, Agarwal, Jones, Young &

Past studies have shown that teachers have a vital role in the educational process of children who stutter (CWS) and teachers' perceptions have a significant impact on the progress of CWS. These studies suggest that there is a need for speech-language pathologists (SLPs) to supply teachers with more information about stuttering. This study aimed to gather views from teachers in the United Kingdom (UK) about their current training in stuttering and their awareness of stuttering resources to support school aged CWS. It sought to investigate teachers' interest in future stuttering training and materials, including their preference for content and method of delivery. The attitudes of 72 teachers in mainstream UK schools were measured in a postal survey using a self-completed questionnaire. Teachers viewed their experience of training in stuttering to be limited either as trainee teachers or as part of their continuing professional development. Of the respondents, 43 (60%) teachers were aware of or had used a stuttering resource. Teachers expressed a positive interest in receiving stuttering training and resources in the future and the majority favoured direct contact with SLPs to deliver this training. The findings of this survey offer new information regarding teachers' views of dysfluency training and resources.

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