Ethical SLP Study Abroad

Study abroad programs can be wonderful learning opportunities for speech-language pathology students. But when clinical education involves working with communities in another country, how do we make sure the experience is ethical, meaningful, and beneficial to everyone involved?

I had the pleasure of interviewing Eliza Akua Thompson, an SLP, educator, and director of the Global Perspectives in Service-Learning (HESP-GPS) program at the University of Maryland, College Park.

Eliza shared how she developed a study abroad program in Ghana that combines clinical experiences, cultural learning, and collaboration with local professionals. We also discussed the challenges of voluntourism, preparing students for international experiences, and making study abroad more accessible.

Watch my full interview with Eliza on Instagram.

Interview conducted January 2024. Program information updated October 2026.

Why Ethical Study Abroad Matters

One of the most important topics we discussed was the difference between ethical international collaboration and voluntourism. Voluntourism generally involves traveling somewhere to volunteer, often for a short period, without fully considering whether the activities meet local needs or create lasting benefits. Although volunteers usually have good intentions, their efforts can sometimes do more harm than good.

Eliza described participating in international programs where visiting professionals offered temporary assistance but left without creating meaningful, sustainable change. She wanted to take a different approach when developing her study abroad program.

Rather than arriving with a predetermined plan, she worked with local speech and language therapists (SLTs), universities, and organizations to understand their priorities. The goal wasn’t simply to give students an international experience. It was to create opportunities for reciprocal learning and meaningful collaboration.

Understanding Speech Therapy in Ghana

Before developing her program, Eliza considered the local professional, linguistic, and cultural context. In Ghana, speech-language pathologists are generally known as Speech and Language Therapists (SLTs).

During our interview, Eliza described several barriers that affected access to speech-language therapy, including limited availability of professionals, transportation challenges, financial constraints, and a lack of public awareness about communication disorders.

She also discussed how families’ beliefs and experiences can influence their understanding of disability and decisions about seeking care. These perspectives vary widely between individuals and families, but understanding them is important when building relationships and providing services.

Another important consideration is language. Ghana is home to many languages, including Twi, Ga, Ewe, and Fante, alongside English, the country’s official language.

Eliza emphasized the importance of supporting children’s home languages and avoiding the assumption that assessments developed for American or British children will necessarily be appropriate for Ghanaian children. For more about the profession, read my interview with Ghanaian SLT Josephine Ohenewa Bampoe.

Building Partnerships With Local Professionals

One of Eliza’s strongest recommendations was surprisingly simple: Ask local professionals what they need before planning what you can offer.

As she developed the University of Maryland’s program, Eliza reached out to Ghanaian universities, clinics, professional organizations, and community partners. She also traveled to Ghana ahead of time to build relationships and coordinate activities.

These partnerships helped shape the students’ experiences, rather than having visiting faculty decide everything independently. Eliza described working with organizations including the University of Ghana, Korle Bu Teaching Hospital, the University of Education, Winneba, and local clinical partners.

Her approach reinforced an important principle: Local professionals already possess valuable clinical knowledge, expertise, and cultural understanding. International collaboration should build on that expertise, not replace it.

This is something I feel strongly about, too. Having helped develop international learning experiences, I’ve seen how important it is to invest time in relationships before bringing students into another country.

Preparing Students Before Traveling

Eliza’s program begins well before students board a plane. She described holding five preparation sessions before traveling, followed by a final session after returning.

Students explored cultural differences, professional expectations, ethical service learning, and the importance of understanding local perspectives. One resource she uses is the book It’s Not About Me by Sally Hetherington, which examines the unintended consequences of voluntourism.

These discussions encourage students to think critically about their motivations, assumptions, and expectations. After all, being a knowledgeable clinician doesn’t automatically mean we understand the experiences or needs of people in another community.

Eliza wanted students to arrive ready to listen, observe, learn, and collaborate, rather than assume they had all the answers.

What Did Students Experience in Ghana?

During the 10-day program Eliza described, students participated in clinical and cultural learning experiences. Mornings generally focused on clinical activities, while afternoons introduced students to Ghana’s history, culture, and communities.

Students visited healthcare and educational facilities, met Ghanaian SLTs and audiologists, observed clinical practice, and participated in appropriate supervised activities. They also visited cultural and historical sites, including Jamestown and the Kwame Nkrumah Memorial Park.

Eliza explained that these experiences weren’t simply sightseeing opportunities. Understanding Ghana’s history, including colonialism and the transatlantic slave trade, helped students explore the relationships between history, healthcare access, education, and social inequities.

One especially meaningful example involved a partnership with the University of Education, Winneba. Eliza described how a clinical partner helped provide audiology equipment needed by the university. The equipment subsequently supported community hearing screenings.

This example illustrates how international collaboration can respond to needs identified by local professionals and support their continuing work.

Making Study Abroad Accessible

Another important part of our conversation involved an often-overlooked barrier: the cost of studying abroad. Eliza explained that student interest was high, but not everyone could afford international travel. Airfare, program fees, and other expenses could prevent students from participating, even when they were academically qualified and enthusiastic.

She shared the phrase: “Opportunity means nothing without access.” Her department worked to identify fundraising and financial support opportunities, but affordability remained a challenge.

We also discussed the importance of considering program locations, including destinations closer to home that may reduce travel expenses. At the time, Eliza was exploring additional opportunities in Puerto Rico. The University of Maryland has since expanded its Global Perspectives program to include Puerto Rico as its 2026 destination.

It’s great seeing how the program has continued to evolve!

Creating Sustainable International Partnerships

One of my favorite parts of our conversation was hearing Eliza’s vision for continuing collaboration beyond the study abroad experience. At the time of our interview, she was developing a mentorship initiative called the Bisa Mentorship Network.

Bisa means “ask” in Twi. Her goal was to connect SLTs in Ghana with international colleagues for professional exchange, mentorship, and ongoing support.

She also encouraged interested clinicians to connect directly with Ghanaian professionals and organizations rather than assuming that international involvement must begin with travel. For SLPs interested in learning more, the Speech Therapists and Audiologists Association of Ghana (STAAG) is a useful starting point.

International collaboration can take many forms, including shared research, professional discussions, educational presentations, and mentorship. Whatever the activity, local leadership and long-term relationships should remain central.

Final Thoughts

I really enjoyed my conversation with Eliza, particularly because we share a passion for international education and culturally responsive clinical practice.

Her experiences remind us that ethical study abroad requires more than good intentions. It takes thoughtful preparation, meaningful partnerships, and a willingness to learn from the communities we visit.

The lessons don’t apply only to international work. Whether we’re supporting families in Ghana or working with culturally and linguistically diverse clients in our own communities, we should be asking questions, examining our assumptions, and listening to the people we serve.

The goal isn’t to arrive as the expert. It’s to create opportunities to learn from one another.

If you’re interested in working internationally, you may also enjoy my Travel Tips for SLPs Working Abroad or explore my other articles in Global SLP Perspectives.

Learn More About Eliza’s Work

Eliza Akua Thompson is an Associate Clinical Professor and Director of Study Abroad Programs in the Department of Hearing and Speech Sciences at the University of Maryland, College Park.

Her clinical and research interests include bilingual language development, language and literacy intervention, and the intersection of language, culture, and disability.

• Eliza Thompson’s University of Maryland Faculty Profile
• Global Perspectives in Service-Learning (HESP-GPS)

Have you participated in an international clinical or study abroad experience? What helped make it meaningful and ethical? I’d love to hear about it in the comments!