When COVID-19 shut down schools, speech-language pathologists (SLsP) had to reinvent how they delivered care, quickly shifting from in-person sessions to remote platforms.
A new study reveals how that transition to teletherapy reshaped the work of school-based SLPs and what it may mean for the future of service delivery.
Co-authored by Dr. Melissa Randazzo of Evidence In Motion, the research highlights how clinicians adapted to teletherapy and the lasting role remote services may play in K–12 settings.
Titled "Reflecting on Teletherapy and Its Role in Post-pandemic Service Provision for School-Aged Children," the study draws from 470 responses by school-based SLPs.
Most reported preparing through webinars, ASHA resources, and peer collaboration, underscoring the field's agility during an unprecedented disruption.
Bridging Access and Engagement Through Technology
The survey, conducted in spring 2020, captured a unique moment when SLPs had to pivot almost overnight to digital platforms.
Led by Dr. Jason Rosas, the research team, which included Dr. Randazzo, examined how school-based clinicians adapted to teletherapy and what barriers emerged in serving students remotely.
The findings revealed significant challenges alongside unexpected opportunities. While speech-language pathologists adapted quickly through webinars and peer collaboration, many faced barriers including limited technology access, connectivity issues and communication difficulties with families, particularly affecting school-age populations.
However, teletherapy also strengthened family engagement. Clinicians reported improved communication with parents and greater caregiver involvement in the therapeutic process, highlighting teletherapy's potential to enhance transparency in school-based care.
"Transforming teletherapy from a pandemic stopgap into a dependable pillar of school-based care requires investment of time and resources," said Dr. Randazzo. "Districts need to budget for robust broadband and HIPAA-secure platforms just as they do for brick-and-mortar resources, while universities must give future speech-language pathologists supervised experience in both on-site and virtual environments.”
Dr. Randazzo continues, “When technology, training and policy advance in tandem, students receive consistent, high-quality services."
The study's key finding: meaningful teletherapy integration requires coordinated investment in infrastructure, training and policy to ensure equitable student support.
Research With Real-World Impact
The study offers more than a snapshot of how school-based speech-language pathologists adapted during the COVID-19 pandemic. It raises timely questions about how remote service models can support students and families long-term.
The findings suggest that while teletherapy poses real challenges, from technology access to client readiness, it also creates new opportunities for caregiver collaboration, transparency and continuity of care.
For school districts, this research can inform policy decisions about service delivery models, technology infrastructure and training needs. For clinician preparation programs, it underscores the importance of equipping future speech-language pathologists with skills to navigate both in-person and digital care environments.
"Teletherapy increases accessibility and connections between home and school," said Dr. Randazzo. "Understanding the barriers and facilitators to teletherapy that SLPs, schools and families faced during the pandemic helps us identify the resources and training that we need to carry this service delivery model into the future."
As schools and providers consider how best to serve diverse student populations in a changing world, studies like this offer practical insights that can shape more flexible, inclusive and sustainable care models.
From Evidence to Education
Dr. Randazzo's involvement in this national research effort reflects EIM's belief that academic leadership should be rooted in real-world impact.
At EIM, academic leaders don't just teach. They actively shape the field through applied scholarship, collaboration and continuous learning.
By integrating emerging evidence into curriculum design and program strategy, EIM ensures that students are prepared to navigate the evolving realities of clinical practice.
"Speech-language teletherapy is a fully realized, evidence-based modality in holistic care for children and their families," Dr. Randazzo said. "Instead of serving as a substitute for in-person sessions, it stands on its own as a robust model of care. Both school-based personnel and speech-language teletherapists need to continue to develop interprofessional collaboration and continuing education opportunities to refine and reinforce best practices."
This perspective reflects EIM's educational approach: preparing clinicians to view emerging care models not as emergency substitutes, but as high-quality treatment options in their own right.