FEATURE

Research highlights mental health concerns

Employers have a duty of care to promote and safeguard their workers ‘ mental health and wellbeing at work, yet NASUWT-commissioned research into the mental health of teachers revealed widespread mismanagement of stress and mental ill health in a worrying number of schools

Research undertaken by Compass, the Centre for Mental Health Research and Policy, has found that the pressures being placed on schools by the accountability regime and target-driven culture are creating an atmosphere where unacceptable levels of stress are being experienced by teachers. This was being compounded by the mismanagement of mental health issues within schools, which is often signified by a lack of support from employers and inadequate procedures to help teachers recover their health.

The NASUWT is campaigning for greater awareness among employers of their responsibilities for the health, safety and wellbeing of teachers, along with better support and training.

“This was being compounded by the mismanagement of mental health issues within schools, which is often signified by a lack of support from employers and inadequate procedures to help teachers recover their health."

Researchers found that the pressured nature of teaching and the narrow focus on academic achievement is eroding teachers’ ‘self-esteem and professional identity, driving up stress levels. Simultaneously, teachers commonly feel they must conceal their anxieties due to the fear that their career prospects and reputation may be damaged.

The research echoes many of the NASUWT’s concerns about the cost to the individual and the profession as it notes that mental ill health diminishes job performance, productivity, enthusiasm and commitment to the job, along with the adverse impact on pupils’ education.

The acute pressures of the school accountability and inspection regime are identified as key triggers for teacher stress and mental ill health, as they commonly result in increased teacher workloads, workplace bullying and unsupportive working environments.

“Teachers commonly feel they must conceal their anxieties due to the fear that their career prospects and reputation may be damaged.“

School leaders who took part in the study agreed that inspection and accountability were major contributors to teacher stress and suggested these issues impacted on their ability to effectively support and manage stress and mental health. The study also recognised that school leaders themselves are often suffering from high levels of stress and psychological issues. Budgetary constraints and a lack of training in dealing with mental health issues were also identified by school leaders as additional barriers. However, the researchers found that many school leaders were very proactive in formulating solutions to support their colleagues, including the provision of confidential mentors, phased return-to-work strategies and flexible working hours.

The research highlights the importance of tailored support and advice for teachers experiencing mental health problems but calls for greater research into the effectiveness of schools’ approaches to supporting employees in order that examples of good practice can be shared more widely.

The research includes a number of case studies from NASUWT members who have been affected by mental health issues, which all reflect the importance of effective support and care from employers. The report recommends that a whole-school approach to tackling stress which examines the root issues affecting wellbeing is developed. This would provide greater support to those teachers experiencing mental health issues and also help prevent other teachers developing similar problems. This must go hand-in- hand with improved training for staff and employers in recognising and dealing with workplace stress. Researchers have also recommended the introduction of regular anonymous stress audits in each workplace which are externally assessed. Schools would have a duty to act on any concerns raised.

“School leaders themselves are often suffering from high levels of stress and psychological issues"

This should be supported by the provision of improved and confidential in-house and external support services and counselling for teachers and headteachers. The research strongly suggests that schools do not have the systems and processes needed to identify and intervene early enough when teachers’ mental health is at risk.


www.nasuwt.org.uk