After The Session: Thinking Outside the Voice Box: Adolescent Female Voice Change

In our recent short course, Thinking Outside the Voice Box: Adolescent Female Voice Change, Dr Bridget Sweet-Manternach explored how voice teachers can better understand and support singers experiencing the changes of adolescence.

Adolescence is a period of significant physical, psychological and emotional development. However, voice change is not always straightforward, and the experiences of singers whose voices are often overlooked in traditional discussions of puberty deserve greater attention.

Understanding adolescent voice change

Voice change is about much more than a shift in pitch. During adolescence, hormonal changes and ongoing brain development influence the body in complex ways. Growth does not happen at the same rate for everyone, meaning singers may experience changes in coordination, vocal range, registration and vocal quality at different times.

Although adolescent voice change is often associated with boys’ voices, all voices change during puberty. For singers with female-assigned voices, these changes may be less obvious, but they can still have a significant impact on singing.

Teachers may notice increased breathiness, vocal cracks, changes in range or difficulty navigating different registers. Rather than viewing these experiences as problems to fix, it is important to recognise that they can be a normal part of development.

Moving beyond voice labels

One key consideration for voice teachers is the way young singers are categorised. Labelling a student as a soprano or alto too early may limit their opportunities to explore their developing voice.

Instead, teachers can encourage singers to explore their entire comfortable range, experiment with different vocal parts and develop an understanding of their changing voices over time.

Creating a supportive environment is equally important. Singers need to feel safe enough to experiment, make sounds that might feel unfamiliar and talk openly about their experiences without fear of embarrassment.

Dr Sweet-Manternach also highlighted the value of helping students understand that vocal cracks and inconsistencies are not necessarily signs of failure. Normalising these experiences can help reduce anxiety and build confidence.

Supporting the whole singer

Voice teachers can use practical strategies to help students navigate change. Keeping a vocal journal or recording progress over time can help singers recognise developments that might otherwise go unnoticed. Movement and physical awareness can also support vocal exploration, while exercises that approach singing from different directions can help students discover new ways of coordinating their voices.

Teachers should also remain aware of the potential influence of hormonal fluctuations, including those associated with the menstrual cycle. Some singers may notice changes in vocal comfort, stamina or coordination at different points in their cycle. Encouraging open, sensitive conversations can help students understand their individual experiences without making assumptions about what every singer will experience.

Ultimately, supporting adolescent singers means looking beyond the voice alone. A young person's confidence, identity, wellbeing and sense of belonging can all influence their experience of singing.

Celebrating changing voices

Dr Sweet-Manternach’s session encouraged voice teachers to reconsider how they understand adolescent female voice change and to make space for the variety of experiences young singers may have.

By approaching voice change with curiosity, patience and evidence-informed teaching, educators can help singers feel supported as they discover what their developing voices can do.

Thank you to Dr Bridget Sweet-Manternach for sharing her expertise and helping us think more deeply about how we can support adolescent singers.