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Job outlook for student clinicians in the United States
Student clinician job growth summary. After extensive research, interviews, and analysis, Zippia's data science team found that:
The projected student clinician job growth rate is 21% from 2018-2028.
About 34,000 new jobs for student clinicians are projected over the next decade.
Student clinician salaries have increased 8% for student clinicians in the last 5 years.
There are over 45,293 student clinicians currently employed in the United States.
There are 36,281 active student clinician job openings in the US.
The average student clinician salary is $59,506.
Are student clinician jobs in demand?
Student clinician job and salary trends over time
Student clinician jobs over time
Student clinician job growth rate over time
| Year | # of jobs | % of population |
|---|---|---|
| 2021 | 45,293 | 0.01% |
| 2020 | 45,452 | 0.01% |
| 2019 | 47,007 | 0.01% |
| 2018 | 43,881 | 0.01% |
| 2017 | 42,394 | 0.01% |
Average student clinician salary over time
Student clinician salary by year
| Year | Avg. salary | Hourly rate | % Change |
|---|---|---|---|
| 2026 | $59,506 | $28.61 | +1.7% |
| 2025 | $58,500 | $28.13 | +2.1% |
| 2024 | $57,310 | $27.55 | +1.2% |
| 2023 | $56,644 | $27.23 | +2.6% |
| 2022 | $55,217 | $26.55 | +1.7% |
Student clinician jobs by state
Most common states for student clinicians
| Rank | State | Population | # of jobs | Employment/ 1000ppl |
|---|---|---|---|---|
| 1 | New Hampshire | 1,342,795 | 292 | 22% |
| 2 | Vermont | 623,657 | 137 | 22% |
| 3 | Massachusetts | 6,859,819 | 1,239 | 18% |
| 4 | West Virginia | 1,815,857 | 252 | 14% |
| 5 | Delaware | 961,939 | 123 | 13% |
| 6 | Connecticut | 3,588,184 | 347 | 10% |
| 7 | Iowa | 3,145,711 | 325 | 10% |
| 8 | Rhode Island | 1,059,639 | 96 | 9% |
| 9 | North Dakota | 755,393 | 66 | 9% |
| 10 | District of Columbia | 693,972 | 61 | 9% |
| 11 | Wyoming | 579,315 | 51 | 9% |
| 12 | Virginia | 8,470,020 | 647 | 8% |
| 13 | Kansas | 2,913,123 | 229 | 8% |
| 14 | Maine | 1,335,907 | 107 | 8% |
| 15 | Washington | 7,405,743 | 512 | 7% |
| 16 | Colorado | 5,607,154 | 370 | 7% |
| 17 | New Mexico | 2,088,070 | 147 | 7% |
| 18 | Nebraska | 1,920,076 | 138 | 7% |
| 19 | Alaska | 739,795 | 49 | 7% |
| 20 | California | 39,536,653 | 2,216 | 6% |
Student Clinician job outlook: Expert opinions
Our panel of student clinician experts
Longwood University
University of North Texas
New York University
Adelphi University
Iona College
Thiel College
Our Lady of the Lake University
Northern Michigan University
Bloomsburg University
California State University, Fullerton
Rocky Mountain University of Health Professions
Marywood University
University of Wisconsin – Madison
University of Nebraska Kearney
Ronda Walker
Associate Professor, Communication Sciences and DisordersLongwood University
Rehabilitation And Therapeutic Professions
What Student Clinician skills would you recommend for someone trying to advance their career?
Ronda Walker: I don't think it will be much of a difference than what you need now, including critical thinking, problem solving, flexibility, active listening, cultural competence, collaborative practice, and evidence based practiced. And, of course, you will need great oral and written language skills.
Stacy Nunnelee
Speech Language Pathology Clinical Supervisor, Senior Lecturer, Director of Undergraduate StudiesUniversity of North Texas
Department of Audiology and Speech Language Pathology
What soft skills should all Student Clinicians possess?
Stacy Nunnelee: As far as soft skills, our students need to enjoy working with people and need to enjoy being around people a lot. They will also need to have compassion and empathy for people with a variety of disorders and be comfortable if someone has trouble communicating.
What skills will help Student Clinicians earn the most?
Stacy Nunnelee: Starting salaries don't vary, except from state to state and from different types of facilities (education, medical, etc.). But demonstrating good patient outcomes, being a good leader, and/or having good research and/or community outreach can be an asset to move up.
María Rosa Brea Ph.D.
Clinical Associate Professor; Director of Bilingual Extension ProgramNew York University
Department of Communicative Sciences and Disorders
What skills stand out on Student Clinician resumes?
María Rosa Brea Ph.D.: Examples of advocacy for self and/or others within their own heritage or out of school experiences, insider's perspective with regard equity or inequity within dis/ability, multilingualism, racial, gender and other intersections OR understanding of own positionalities with regard to ableism and linguistic justice.
What soft skills should all Student Clinicians possess?
María Rosa Brea Ph.D.: Most clinical supervisors would say that openness to feedback and critical thinking are desirable soft skills. In the context of classrooms, and depending on how the students are taught, metacognitive awareness, learning flexibility, reflexivity, and criticality are all general foundational skills.
What hard/technical skills are most important for Student Clinicians?
María Rosa Brea Ph.D.: In the field of SLP, writing and speaking, specifically academic (and 'standardized') English, is what is most important. (and within this, the expectation is that writing is academic, vocabulary is diverse, and that there is a deep bridging of content -to-practice)
Jason Rosas
Assistant ProfessorAdelphi University
Communication Sciences and Disorders, College of Education and Health Sciences
What soft skills should all Student Clinicians possess?
Jason Rosas: All SLPs are competent communicators, and they will need this skill to negotiate remote scheduling and teaching parents/caregivers how to set up equipment for telepractice. It's important that SLPs practice patience and flexibility. Explaining procedures, training caregivers, and problem-solving difficulties that arise takes time. In addition, SLPs may need to deviate from routines and schedules, which requires significant flexibility.
What hard/technical skills are most important for Student Clinicians?
Jason Rosas: SLPs must become competent in the components of their telecommunications equipment to ensure the most secure, stable, and fastest connections. Often SLPs are working with caregivers or parents who are not accustomed to problem-solving connections problems and why they may occur. Therefore, learning not only their own equipment but that of their clients becomes an additional technical skill. Lastly, therapy requires many trials to see optimal results. So planning engaging audio-visual activities for multiple clients with varied communication disabilities is very important.
What skills will help Student Clinicians earn the most?
Jason Rosas: Everyone expects the quality of service to be maintained regardless of the service delivery method used. SLPs who demonstrate that they are effective and engaging via telepractice, as demonstrated in client goal outcomes, will see their stock rise!
What are the biggest trends we'll see in the Student Clinician job market given the pandemic?
Michelle Veyvoda Ph.D.: I think it's possible we'll see people from other professions - professions that have been greatly impacted by the pandemic - consider a career change. I could see people in other human-centered, interactive careers, such as the arts, considering a switch to speech pathology because it allows for creativity and connection and offers a stable career. I would also imagine that there will be an increase in telepractices. Just like we've seen many telehealth businesses start in the medical field over the past year, the same will likely happen in speech. The idea of telepractice hasn't always been popular, but families and clinicians are seeing that it offers greater access to and convenience for therapy sessions.
What Student Clinician skills would you recommend for someone trying to advance their career?
Michelle Veyvoda Ph.D.: It is not advised that a graduate from a master's program take a gap year, since they need a year of clinical work (called the Clinical Fellowship Year or CFY) in order to become certified. It is more common for college graduates to take a gap year between graduation and beginning graduate study. The best thing a graduate could do in a gap year would be to work in a relevant field. This includes working as a teaching assistant or SLP-assistant in a school or hospital, interning at a clinic/school/hospital, getting some research experience, or even providing day care for children with disabilities. Anything you do to gain experience working with other people while learning about healthcare or education will enhance your resume and preparedness for graduate study.
What general advice would you give to a Student Clinician?
Michelle Veyvoda Ph.D.: A graduate might want to consider what specialty, if any, they are interested in pursuing. They should secure a CFY position based on that interest so they can begin getting experience in it as soon as possible. But it is equally important to keep your mind open to all the opportunities that exist in speech pathology. Many graduates enter their professional life planning to work with one population (children, for example) and end up falling in love with a different population, such as geriatrics. Graduate school is essential for developing the necessary knowledge and skills, but the true experiences that mold someone's clinical practice happen from direct contact with clients. So get as much experience as possible.
Nicole Billak
Adjunct professorThiel College
Department of Communication Sciences and Disorders
Are there any particularly good places in the United States for Student Clinicians to find work opportunities?
Nicole Billak: Technology has been essential to the continuation of most professions since COVID-19, and I predict this trend will continue. Technology offers flexibility in our service delivery and allows our clients the opportunity to continue receiving the care they need while staying safe. I believe that we have only scratched the surface with how technology can expand our field and am excited to see where technology can take us.
What are the biggest trends we'll see in the Student Clinician job market given the pandemic?
Nicole Billak: Young graduates will need to have strong written and verbal communication skills. After all, communication is what we are teaching to others. To do that effectively, we need to be strong communicators ourselves. Graduates will also need to have strong problem-solving and critical thinking skills. When the pandemic hit, speech language pathologists were forced to rapidly develop various ways to provide services to clients, demanding problem-solving skills. Diagnostics in speech language pathology will require critical thinking to ensure all client needs are being appropriately met.
Patti Solomon-Rice Ph.D.
Director, Associate ProfessorOur Lady of the Lake University
Woolfolk School of Communication Sciences and Disorders
Will there be an enduring impact of the coronavirus pandemic on Student Clinicians?
Patti Solomon-Rice Ph.D.: I suspect the primary impact of the coronavirus on current and future graduates will be increased use of telepractice as a service delivery method for a subset of appropriate clients and patients. Prior to the pandemic, telepractice was typically utilized to provide services for students/clients/patients who lived in remote areas where very few speech-language pathologists practiced, or who had communication disorders that benefitted from specialized expertise not commonly demonstrated by practicing speech-language pathologists.
It was also utilized in school settings where there was a shortage of SLPs. As a result of the pandemic, telepractice as a type of service delivery has now been used widely by speech-language pathologists and more widely accepted by clients and patients. I suspect telepractice will now become a more common practice when working with adults who have physical limitations that make it difficult to leave their house, such as adults who are recovering from strokes or demonstrating degenerative diseases such as Parkinson's disease.
I also suspect telepractice will also become more common for speech-language pathologists in private practice settings working with older children and teens demonstrating articulation, stuttering, voice and language challenges. Telepractice could also become a more common practice for private practitioners working with adult clients in the area of accent reduction.
What type of skills will young Student Clinicians need?
Patti Solomon-Rice Ph.D.: The skills that young graduates need when entering the workforce in the coming years will not dramatically change from the skills that are currently important. Speech-language pathologists need to be empathetic, good listeners, positive, flexible and enthusiastic. We need to be analytic problem solvers and excellent observers. We need to understand information at a complex level but be able to explain that information and provide examples at the appropriate level for our students/clients/patients/family members, which will vary from person to person. We need to have excellent people skills, allowing us to interact comfortably with many different types of individuals and quickly put them at ease. Speech-language pathologists need to be both intelligent and have strong writing skills.
Young graduates will increasingly need to be adept and comfortable with technology in general and with assistive technology for augmentative and alternative communication more specifically. Both currently and in the coming years, speech-language pathologists need to continually develop their cultural humility and ability to demonstrate culturally responsive practices when working with students/clients/patients. Speech-language pathologists also need to be life-long learners and enjoy learning to use new assessment tools, new therapy approaches and new ways of implementing therapy, as our profession is constantly changing and growing.
What experience really stands out on Student Clinician resumes?
Patti Solomon-Rice Ph.D.: To really stand out, students entering the workforce need to demonstrate experiences beyond completing required academic coursework and clinical practicum in pediatric and adult externships settings. To stand out, they should strive to complete externships at well-known and respected settings within their community. They should complete a Master's thesis and work closely with an academic faculty member to complete research as a graduate assistant and present that research at a state association convention. They should complete elective certificate programs offered through their graduate program. They should demonstrate a desire to go above and beyond the requirements of the program. Lastly, they should demonstrate professional volunteerism and volunteer at their local and state associations, as well as volunteer for ASHA's National Student Speech-Language-Hearing Association.
Speech-language pathologists who are changing employment settings will stand out through promotions at their current employment settings which provide opportunities for leadership growth. They should demonstrate increasing responsibilities at each of their subsequent employment settings. They should also demonstrate professional volunteerism, as well as increasing leadership positions within their local, state and national associations.
Lori Nelson SLP.D
Associate Professor, Program DirectorNorthern Michigan University
Speech, Language, Hearing Sciences Program
What are the biggest trends we'll see in the Student Clinician job market given the pandemic?
Lori Nelson SLP.D: Due to the pandemic, a major change for many speech-language pathologists is the need to conduct sessions via telepractice. A clinician will need to be flexible in terms of being able to coordinate and conduct sessions via distance methods based on pandemic factors. Telepractice will continue to be used in many settings once the pandemic is over. Employment opportunities should be plentiful in medical settings with our aging population, however, school districts in particular may be in special need of speech-language pathologists in the upcoming years.
What Student Clinician skills would you recommend for someone trying to advance their career?
Lori Nelson SLP.D: If a student takes time off between their bachelor's and graduate programs, a recommendation of mine would be to use that time to gain experiences interacting with a wide variety of people. Experience with varied ages, from very young children to the elderly, can be beneficial for their future career.
In addition, work and volunteer experience with all types of personalities can prepare a student for this career and help to determine if being in a helping profession is the right fit. Experience with those who have disabilities, of any kind, can be especially advantageous. A wide variety of job and service activities may provide these experiences. They can include helping in a foster care home, working as a nursing aide in long term care or assisted living, being a substitute teacher or paraprofessional in a school system, conducting child care, or serving as a camp counselor.
What general advice would you give to a Student Clinician?
Lori Nelson SLP.D: Be open to all new opportunities for learning and growth because there is still so much to know after you've earned the degree. Utilize information learned in school but also enjoy sharing your knowledge with co-workers and learning from them. Rejoice in the paycheck! Give yourself and your family the gift of financial literacy by learning how to effectively handle your new budget and to make wise decisions about benefits (retirement plans, disability insurance, etc). Pat yourself on the back for all you've
achieved and take pleasure in using that information to build an interesting career and a productive life.
Pamela Smith Ph.D.
Professor of Speech PathologyBloomsburg University
Department of Communication Sciences and Disorders
What are the biggest trends we'll see in the Student Clinician job market given the pandemic?
Pamela Smith Ph.D.: I think there will be a lot of variability in in-person employment - both regional and by setting - depending on the continued impact of the pandemic, effects of the vaccine, and return of economic factors that affect employment. MUCH of this is unpredictable. In our field we have seen some work settings be very overwhelmed - like acute care - but in other settings there has been less demand (such as SNF) simply due to fewer patients being admitted. That doesn't mean that the pandemic hasn't overwhelmed these settings - it has - but they have had fewer patients admitted overall and thus fewer who need speech/language/dysphagia services. I do believe that the post-COVID patient will have rehabilitation needs that we can't necessarily predict yet. We know that there are lasting cognitive-communication effects in many patients, even very mild COVID-19 cases.
In schools, we have had a large number of people retire who were perhaps planning to stay on a few years longer, and the pandemic was a good reason to take advantage of retirement. As those schools replace those personnel, there should be continued opportunities in educational settings. The models that schools have used to remain in operation are different across the board and so it's reasonable to assume their hiring patterns would differ.
As far as modalities - much will depend on what insurance can cover. Telepractice has been widely adopted in many settings, but until it is reimbursed in the same fashion as in-person treatment, across the board, there will be patients who may not receive services until the pandemic is fully "behind us," if it ever really is. We've seen benefits of telepractice in terms of access for patients not only distanced from the pandemic from geographic distance and weather issues. If there is a silver lining of the pandemic, it's realizing the potential that telepractice has to help many patients whose access to typical in-person care is blocked or disrupted for a host of reasons.
Are there any particularly good places in the United States for Student Clinicians to find work opportunities?
Pamela Smith Ph.D.: For some time now in our field there has been an ebb and flow, some regional and some by setting. Acute care has always been difficult for new graduates to obtain employment, and the pandemic has required the SLP to not only "hit the ground running," but to accomplish the job responsibilities in full PPE. So any candidate needs to be able to convey to an employer that they have the knowledge, skills and interpersonal ability to accomplish this. Schools are likely to prefer candidates who have experience with telepractice, with groups using telepractice and who can demonstrate flexibility as school scheduling and in-person attendance have fluctuated.
I have always felt that in our field, personal connections were the most important. NEVER burn a bridge. Always do all you can to maintain good professional relationships because so often, and more so in these cases, having that personal connection helps you get the interview, wherever it is. Candidates need to be willing to relocate if necessary and that is not a new concept. A lot of networking and professional development is now occurring online, and there is a great social media presence in the profession. If social media is used, it should always be remembered that any potential person who reads anything posted could be someone who might interview you.
What skills stand out on Student Clinician resumes?
Dr. HyeKyeung Seung Ph.D.: Various types of clinical experiences in different clinical populations and different modalities of treatment and assessment (i.e., in-person and teletherapy).
If the graduates are bilingual speakers, it will put them stand out.
What experience really stands out on Student Clinician resumes?
Dr. Phillip Sechtem Ph.D.: Because employers of a medical speech-language pathologist face ever-changing rules and regulations of practice and reimbursement, they must consider applicants' qualifications to ensure the highest quality of care that can be provided. With this, resumes must showcase a few key characteristics.
First, job-seeking clinicians' resumes must illustrate a solid foundation of knowledge and skills in the field with a propensity for life-long learning. The clinicians must have completed a well-rounded study that encapsulates disorders and conditions across the lifespan with some electives that fit personal and professional interests. For example, suppose a job-seeking clinician was interested in providing care in an ENT clinic. A graduate clinician may not be fully independent in serving patients with a voice prosthesis; however, they would continue cross-training early in employment.
Secondly, a resume should let employers know job-seeking clinicians can "hit the ground running." Thus, a job-seeking clinician applying for a career in a medical setting should be equipped with the abilities to conduct and interpret the necessary procedures and protocols. Suppose the ENT clinic specializes in voice and swallowing disorders. In that case, job-seeking clinicians' resumes should exemplify knowledge, skills, and experience in processes such as video stroboscopic examinations of the larynx and computerized acoustic voice analyses. As mentioned previously, job-seeking clinicians may not be independent in these types of procedures. Still, they would continue cross-training without the need to attend outside workshops, courses, or seminars. Thus, an entry-level clinician may be useful and productive from day one.
Thirdly, a resume of a job-seeking clinician should project a high degree of initiative and professionalism. While there are multiple methods to illustrate these attributes, one would be participation in interprofessional educational events. Another may be participation in university, programmatic, and student committees or organizations. A good example on a national level would be participation in the National Student Speech-Language-Hearing Association (NSSLHA). Additionally, professional references listed within or alongside the resume should reinforce all the critical characteristics mentioned and provide additional insights into initiative and professionalism characteristics that employers desire. It is essential to keep this in mind when completing placements and externships under various supervisors. Often these supervisors can speak about your professional capabilities.
How do you envision technology impacting Student Clinicians in the next 5 years?
Dr. Phillip Sechtem Ph.D.: Continued advances in equipment and instrumentation, coupled with increasing electronic networking capabilities, offer a wealth of clinical practice opportunities, patient care, and research. Instruments used to measure the functions of communication, voice and swallowing continues to evolve in terms of size, usability, and cost. As such, patient access will continue to grow with more frequent use across a more significant number of settings and situations. For example, instead of a patient going to a medical center or physician's office to complete a computerized acoustic voice analysis, a home health clinician may now use an app on a smartphone to capture and analyze pertinent data.
The same holds for imaging equipment needed to visualize the larynx and swallowing functions. In addition to miniaturizing the hardware to perform these evaluations, disposable endoscopes are coming online, enhancing accessibility. Telepractice will be occupying more of the clinical landscape in the future. Telepractice will increase the number of patients seen, including those in rural and underserved areas. Advances in technology will need to ensure that images and data captured virtually via Zoom or Google Meet are valid and reliable to ensure accuracy.
Will there be an enduring impact of the coronavirus pandemic on Student Clinicians?
Dr. Phillip Sechtem Ph.D.: The coronavirus pandemic has required changes and adaptions to education and clinical services, primarily virtual classrooms and therapy sessions via Zoom or Google Meet. I believe a positive impact will be enhanced practice skills and service delivery of practitioners for persons in rural and underserved areas and where shortages of school SLPs exist. There will be other virtual reality and artificial intelligence technological advancements for education and clinical services. Lastly, the challenges of the pandemic will allow for more significant opportunities for continuing education and training. Programs of study may be enhanced, allowing for advanced degree opportunities.
Andrea Novak MA, CCC-SLP
CSD Chairperson and Graduate Program DirectorMarywood University
Department of Communication Sciences and Disorders
What type of skills will young Student Clinicians need?
Andrea Novak MA, CCC-SLP: Graduates need to have enhanced professional and personal skills when they enter the workforce. Having the knowledge base and skills to work professionally are only one area of the profession. There is so much more than providing speech-language evaluations and treatment services. Graduates need to develop relationships with co-workers, patients/clients, and patient/client families. They need to multitask, stay organized, be adaptable, and confident when making clinical-based decisions.
What experience really stands out on Student Clinician resumes?
Andrea Novak MA, CCC-SLP: What will stand out on one person's resume will be different based on the facility where one is interviewing. Graduates should highlight unique classes and experiences they have had in training programs. They should focus on training opportunities that will enhance their success at a place of employment. Finally, graduates should not be afraid to share their accomplishments. Let employers know what you have to offer to them and how hiring you can make a positive difference at their facility/company/school/etc.
Dr. Ruth Litovsky Ph.D.
Professor, Department ChairUniversity of Wisconsin – Madison
Department of Communication Sciences and Disorders
What skills stand out on Student Clinician resumes?
Dr. Ruth Litovsky Ph.D.: -Ability to work closely with others
-Organization
-Creative problem-solving
-Teamwork and strong communication skills
Whitney Schneider-Cline Ph.D.
Associate Professor, Graduate Program ChairUniversity of Nebraska Kearney
Department of Communication Disorders
Will there be an enduring impact of the coronavirus pandemic on Student Clinicians?
Whitney Schneider-Cline Ph.D.: Our graduates' experiences during the pandemic have taught them valuable lessons in flexibility and preparedness. They were required to adapt quickly to unforeseen circumstances - a common occurrence in the field of speech-language pathology. Graduates of our program, during the pandemic, learned that the most well-intentioned plans could fall apart. It is essential to shift to Plan B, C, and D; again, it is necessary for practicing clinicians. So, I hope that the enduring impact of the pandemic is better prepared, adaptable professionals.
What type of skills will young Student Clinicians need?
Whitney Schneider-Cline Ph.D.: Graduate students completing our program will continue to need skills in providing quality clinical services across diverse populations in various modalities. Graduates from the University of Nebraska Kearney speech-language pathology program have training and experience in telepractice (and have for several years - before the pandemic) and across various settings to give them the breadth of clinical skills to be successful professionals. We strive to develop our graduate students, so they are equipped with the skills necessary to provide appropriate evidence-based services, document these services professionally, advocate for their clients and profession, and instill life-long learning habits, so they stay informed well beyond our program.
What experience really stands out on Student Clinician resumes?
Whitney Schneider-Cline Ph.D.: Sometimes our graduate students don't see their clinical experiences as resume-worthy content; however, I think it is essential to include specific information about your training to make an individual stand out. For students who do not have previous employment as a clinician, they have to work with them, and they should make the most of it. If you were trained in telepractice, have experience with specific assessment tools or treatment approaches, this should be included and tailored to how you are using your resume/where you are applying for employment. For our pandemic graduates, a stand out experience was completing their internships during the onset of this challenging time. Some of our students ended up training their supervising speech-language pathologists in the area of telepractice because our students had training and experience in this area, while the professional did not.