Investing in Rural Communities: A Grant-Funded Initiative to Train the Next Generation of SLPs

The School of Communication Sciences and Disorders at the University of Memphis obtained a 2024 training grant through the Tennessee Department of Education, for the project Filling the Need for Highly-Qualified Speech-Language Pathologists and Assistants in Tennessee Schools (PI: L. Jarmulowicz). The funding will help meet the critical shortage of SLPs in sparsely populated public-school districts across the state with a two-pronged approach; a traineeship to support master’s students in SLP and the creation of an online SLP-A program. The traineeship provides significant funding for master’s level SLP students’ education in exchange for a two-year commitment to work in a rural school district in TN.

“The idea for this grant came from a real and growing problem we’ve seen across Tennessee,” explained Ms. Katherine (Kat) Mendez, co-investigator on the project. “There simply aren’t enough speech-language pathologists working in public schools, and the few who are there are stretched incredibly thin. As a result, too many kids aren’t getting the speech and language services they need to thrive. This grant is intended to respond to that need and develop a sustainable, long-term solution.”

What sets this traineeship apart from other graduate funding opportunities is its comprehensive support structure and mission-driven design. Graduate student trainees selected for the program receive a $5,000 tuition scholarship each academic term for the duration of the SLP MA program, plus reimbursement for expenses often left uncovered, such as background checks, vaccinations, licensure fees, professional memberships, uniforms, and textbooks, totaling up to $3,900. Students also have the option to earn supplemental income through a flexible paid student worker position. These opportunities help ease financial stress and allow the grant recipients to stay focused on learning and building their clinical skills.

Another standout feature of the traineeship is its built-in clinical relevance. Trainees gain hands-on experience through clinical placements in rural schools and complete a graduate certificate in Augmentative and Alternative Communication (AAC), equipping them with the skills needed to meet the diverse needs of rural students. “What makes this program especially meaningful is how aligned it is with real-world needs,” Kat noted. “These experiences prepare students to meet the needs of the children in the communities they will serve.”

Now entering its second year, the program is already yielding important insights and results. “Our first trainee is about to begin her second year in the master’s program, having successfully completed both her coursework and early clinical experiences,” Kat shared. “As someone who grew up in a rural community, she brings a perspective that we simply don’t have and it has shaped how we think about clinical placements, community partnerships, and what it means to prepare students to work in under-resourced areas. Her input has already helped us think differently, and it will absolutely guide how we approach training in the future.”

One unexpected highlight in launching this initiative has been the enthusiastic response from rural school districts in partnering with the University of Memphis SLP graduate program. “We expected that establishing clinical placements in smaller, more remote areas might take a while, but we’ve found that districts are incredibly open and willing to collaborate,” Kat said. “Schools see this not only as a student clinical placement meeting real-time service needs, but as a chance to build relationships and potentially bring in long-term team members who are well-trained and committed to their communities. That kind of buy-in from the districts has made a big difference and gives us a lot of hope for the sustainability and impact of this program moving forward.”

The long-term vision is for sustained impact: better access to early intervention services for children, stronger school-based therapy teams, and the creation of a growing network of SLPs trained specifically for the unique challenges and opportunities of rural practice. As Kat put it, “When rural schools have consistent access to qualified SLPs, kids get the early, ongoing support they need to thrive. Schools are better able to meet their service obligations, and communities benefit from having professionals who are well-trained and committed to their communities.”