Reducing stress in schools - The problem and the solution

Even before this year’s significant challenges as a result of the coronavirus, figures suggested that around 40% of teachers, school leaders and support staff considered leaving schools within five years due to stress caused by a combination of extreme workloads and excessive accountability. This, in turn, affects mental health.

A 2018 study by Leeds Beckett University found that 77 % of teachers surveyed believed poor mental health was having a detrimental impact on pupil progress. Over 90% felt their classroom energy levels fell at times of poor mental health and over 50% said that they had experienced poor mental health. 

There are potentially significant benefits from reducing work-related stress in schools: improved morale, performance and productivity, reduced workplace disputes, fewer sickness absences, as well as increasing the attractiveness of the school to job seekers.

Statutory health and safety laws require employers to assess the risk of stress-related ill health arising from work activities, and require employers to take measures to control that risk. Employers also owe a common law duty of care to their employees. A failure to manage a work-related stress or mental health issue could lead to allegations of disability discrimination or constructive unfair dismissal based on a breach of the implied term of trust and confidence. Although stress per se is not a disability under the Equality Act 2010, a diagnosed mental health illness (such as depression or anxiety) would be covered by its provisions and such illnesses may have been caused or exacerbated by workplace stress.

Even at this challenging time, Schools could consider the following nine suggestions for a proactive approach to managing stress:

1. Carry out a stress audit - Senior leaders can ask teachers to list the particular causes of stress in the school. This ensures that any action taken is relevant and will directly address the pressures your teachers face. It makes sense to involve trade union representatives and emphasise management commitment to making the school less stressful.
2. Discuss the situation in a way that emphasises the strength of the school team while acknowledging the challenges it faces. The tone should not be ‘poor us’, but rather ‘this is hard, but we’re going to stick together and get through it’. This is more important than ever with the difficulties posed by Coronavirus.
3. Make it clear that if a member of staff is experiencing a difficult period that it is ok to share feelings of anxiety, fatigue or frustration (in an appropriate way). Acknowledge the value of professional counselling and encourage teachers to always get whatever help they need.
4. Inform employees what you are doing and why. Employees may feel better knowing you are working on their behalf.
5. Give feedback – positive and constructive feedback can improve employees’ confidence. Be quick to praise good thinking and initiative.
6. Focus on creating positive team spirit and get all staff involved and engaged; for example, organising (socially distant) wellbeing lunches.
7. Plan regular stress busters; stress-reduction workshops; or motivational speakers.
8. Arrange training for teachers on managing stress, and also training for management and HR so that they are prepared to proactively help and support a colleague with stress.
9. Consider school/class wide initiatives on physical activity and healthy eating, in which both teachers and pupils are actively encouraged to participate. 

Acas (the workplace information and advice service) has also produced useful free guidance on stress and mental health in the workplace, including on ‘Dealing with Stress in the Workplace’. https://archive.acas.org.uk/stress