Looking after staff wellbeing: a guide for school leaders
The following article has been produced by the Education Support Partnership. It is the UK’s only charity providing mental health and wellbeing support services to all education staff.
In the current education climate where schools are trying to increase student attainment with a diminishing budget, teacher wellbeing can often overlooked as a ‘nice to have’ rather than as an essential. From an organisational perspective, employee wellbeing is a vital part of the achievement of a school’s aims, as well as its duty of care as an employer.
Wellbeing is strongly related to work stress, a key player in employee absence. Demotivated staff are often disengaged, do not enjoy their jobs and eventually leave. This is bad news at any time, but is catastrophic at a time when the education sector is facing a recruitment and retention crisis. Many teachers’ work-life balance is non-existent, their relationships outside of work are suffering, and their passion for the profession is waning. It has therefore never been more important to focus on and ensure the wellbeing of teaching staff.
Why does teacher wellbeing matter?
A teacher with low health and well-being, experiencing high levels of stress or who is ill at work, will not perform to the best of their ability. This could be as a result of different factors. For example, a teacher with poor health and well-being may lack the energy required to deliver a lesson which effectively pushes children to succeed.
A teacher who is ill but at work may find it more difficult to manage poor pupil behaviour, leading to higher levels of disruption for the rest of the class. Additionally, a teacher who is struggling to cope with stress is more likely to be absent from work.
An unhealthy or stressed teacher is unlikely to be at their best, so it would therefore seem likely that higher levels of teacher health and wellbeing would result in improved student educational outcomes. A teacher with high job satisfaction, positive morale and who is healthy should be more likely to teach lessons which are creative, challenging and effective, leading to students doing better in exams.
What has an impact on teacher wellbeing?
Past research has identified six aspects of work which, if managed poorly, could create stress in the workplace:
- Demands – such as workload and work environment
- Control – a person’s own influence over how their job is carried out
- Support – from colleagues, line-manager and organisation
- Relationships – to reduce conflict and deal with unacceptable behaviour
- Role – understanding of the job content and expectations
- Change – how change is managed in the organisation
An employer’s attitude to workplace health is likely to depend on the culture of the organisation and their motivation. Evidence has shown that being in a high quality working environment is good for your physical and mental health, resulting in better self-esteem and quality of life. The main factors influencing a high quality work environment are:
- Leaders who support employees and see where they fit into the bigger organisational picture
- Effective line managers who respect, develop and reward their staff
- Consultation that values the voice of employees and listens to their views
- Concerns and relationships based on trust and shared values
Measuring staff wellbeing
It is a good idea to measure staff wellbeing on an annual basis. The Education Support Partnership offer an online Positive Workplace Survey service, which includes diagnostic report and detailed analysis of your staff’s responses.
However, it is possible to put together your own survey, providing there is a way for staff to answer questions anonymously and without fear of reprisals. You may also want to install a suggestion box in the staff room so that teachers can provide feedback throughout the year.
Explain to staff the purpose of the survey and seek their support for the process. Be clear that you are happy to make necessary changes, depending on what the results show.
Think about including questions such as the below, and ask staff to scale how happy they are on a scale of 1-5 (where appropriate). Using a Likert-type scale helps make the results quantifiable:
- Do you feel stressed at work?
- Do you feel adequately supported at work?
- Do you feel equipped to manage your workload?
- Where/who do you turn to if there is something wrong?
- Would you like the opportunity to have counselling?
- What do you enjoy about your job?
- What do you not like?
If workload has been highlighted as an issue, consider:
- Rescheduling activities such as report writing to times that are not already busy
- Limiting after-school meetings
- Hiring additional teachers or teaching assistants at peak times of the year
- Allow staff to take a real break at lunch time
- No expectation of an immediate response to emails and a ban on sending emails at the weekends
- Commitment to consideration and consultation around workload impact before a new initiative is Introduced
If staff have expressed that they do not feel supported, it may help to ask:
- Is there a better way that good work and effort can be acknowledged by the management team?
- How can the practice of lesson observation be improved so it is a positive process?
- Is there more administrative or technical support that can be offered?
- Is there an effective induction schedule in place for new and supply staff?
- Are there any flexible working arrangements that can be put in place, eg do staff know how to ask for time off when it is needed?
- Are staff aware of the health and welfare support that is available?
- Do staff understand their role within the organisation and what is expected of them?
- Are staff provided with a revised job description when promoted or moved within the school?
- Is there a school handbook that clearly explains the roles of all staff?
All staff should be satisfied that they have some say in the way that they work. Consider:
- Do staff feel that they have autonomy, or do they feel micromanaged?
- Do they have control over their own lesson plans?
- Are staff encouraged and have opportunities to go on training courses to develop subject knowledge and professional development?
- Can they access mentoring and coaching?
Creating a positive workplace means that professional relationships and conflict management need to be addressed:
- The school behaviour policy should be robust and enforced. Are there any concerns?
- Are staff satisfied that where bullying or harassment is taking place, management takes steps to stop the behaviour?
- Do staff feel encouraged to report violent incidents, including verbal abuse, and are victims offered support?
- Are complaints taken seriously and investigated?
If there are changes happening at the school, management need to engage staff during this period. Is there:
- An opportunity to consult with staff before any organisational change occurs?
- Training and equipment provided to deal with new systems?
- Suitable resources to support the change?
- Reflection on how this will affect work-life balance?
If you feel you need extra support, you can call Education Support’s free helpline on 08000 562 561 or email [email protected]
Was this article helpful?
The information contained within this article is not a complete or final statement of the law. While Edapt has sought to ensure that the information is accurate and up-to-date, it is not responsible and will not be held liable for any inaccuracies and their consequences, including any loss arising from relying on this information. This article may contain information sourced from public sector bodies and licensed under the Open Government Licence. If you are an Edapt subscriber with an employment-related issue, please contact us and we will be able to refer you to one of our caseworkers.