BackgroundTertiary singing students are at high risk of developing voice problems due to the pressures of their degree. Singing students show interest in learning about vocal function and dysfunction, but remain passive to developing vocal health literacy. promoting healthy singing practices in tertiary curricula may help minimise the development of negative vocal health habits and prevent vocal injuries. We designed and implemented a targeted vocal health education program co-designed with singing teachers, students, and speech pathologists, to equip singing students to achieve optimal vocal health.AimThe aim of this study is to evaluate tertiary singing students’ knowledge of vocal health, before and after the delivery of the program, and explore their approaches to maintaining vocal health. MethodsClassical voice students from an Australian Conservatorium took part in semi-structured focus groups conducted immediately before and after the delivery of the program. Focus group probes were structured following the Kirkpatrick Evaluation Model. Topics included: 1) reaction to the program, 2) learning of new skills, 3) application of healthy vocal behaviours, 4) results of future impact of the program. Focus groups transcribed verbatim, and analysed thematically.ResultsPre-program, singing students perceptions of vocal risk and strain were limited, but more experienced singers had developed greater awareness during their degrees. They described psychological and emotional factors, and vocal loads, as barriers to healthy vocal behaviours. Despite vocal health discussions in their degree, students found the concepts overwhelming, and expressed interest in practical, daily integration strategies.Post-program demonstrated students’ enhanced understanding of vocal health and reinforced positive practices. They reported new knowledge on sleep, diet myths, and mental practice. Singing students felt more confident in self-monitoring vocal health and confidence in seeking professional help. They showed interest in continuous vocal health education throughout their degree.ConclusionTertiary singing students appreciated an embedded vocal health education program to increase awareness and improve attitudes towards vocal health. Results demonstrated the success of this co-design program to provide singing students with the autonomy to manage their vocal health and achieve optimal performance longevity. Future studies will investigate long-term impact of an integrated vocal health education program on tertiary singing students’ vocal health literacy and vocal wellbeing.