Practitioner Perspectives on Public Speaking Education in K–12 Schools: An Implementation Science Approach

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  In Virtual iPresentation Only: Division C - Section 3a: Learning Environments Virtual Poster Session

Abstract

This qualitative study explores K–12 educators’ perspectives on public speaking education (PSE) using the Exploration phase of the EPIS implementation framework. Despite widespread recognition of PSE as essential for student success, its implementation in schools remains inconsistent. Semi-structured interviews with twelve teachers and administrators revealed misalignments between practitioner beliefs, resource availability, and systemic support. Barriers included limited instructional time, lack of training and tools, and inconsistent leadership emphasis. Facilitators included broad definitions of PSE, confident practitioner experiences, and leadership-driven cross-curricular initiatives. Findings highlight the need for system-level planning to improve equitable access to public speaking instruction. Results inform how schools can move from individual initiative to sustainable, organization-wide implementation of communication skills.

Authors

• Lauren Biegley, Lehigh University

• Brook Sawyer, Lehigh University