Leeds NUT
General meeting
Tackling Stress
www.teachermentalhealth.org.uk
The impact of work stress on the mental health and
well-being of teachers
•
Stress has been described by the HSE as “the adverse reaction
people have to excessive pressure or other types of demand
placed upon them”. Although stress itself is not a disease, it is
recognised that excessive or prolonged stress can be a cause of
mental and physical illness.
•
HSE research has found that one in five people – an estimated 5
million workers – is ‘very’ or ‘extremely’ stressed at work, and
that stress, anxiety and depression nationally lead to more than
12 million lost working days each year. The International Labour
Organisation has estimated that the cost of stress to the British
economy amounts to over ten per cent of its Gross National
Product (GNP).
•
Over the past ten years, studies have consistently found that
teachers are amongst the most stressed workers in Britain.
•
Teaching was rated the most stressful occupation by HSE in 2000
(42% of teachers highly stressed at work compared with 20% in
population as a whole).
Continued:
•
Between 2003 and 2006 National Statistics reported that the
highest levels of occupational stress, depression or anxiety
were amongst teachers and were double the level for ‘all
occupations’.
•
Around half of all ill-health retirements take place for
stress/psychiatric illness.
•
You Gov research in 2007 found that stress had led to half of
all teachers considering leaving the profession. A survey of
London teachers in 2006 found that four-fifths envisaged
stress causing them to leave in the future.
•
Half of all new teachers entering the profession leave within 5
years.
•
Suicide rates amongst teachers are 40% higher than within
the population as a whole. (Source – Samaritans) Teacher
suicides doubled between 2008 and 2009.(National Statistics)
Later figures are not yet available.
Cont.
Health and Safety Executive (HSE)
Management Standards:
• The Demands of your job.
• Your Control over your work.
• The Support you receive from managers and
colleagues.
• Your Relationships at work.
• Your Role in the organisation.
• Change and how it is managed.
Potential symptoms of stress
PHYSICAL
EMOTIONAL
Sleeplessness
Acute anxiety
Nausea
Feeling isolated
Migraine/severe
headaches
Loss of confidence/self
esteem
Palpitations
Depression
Skin complaints
Panic attacks
Sweating/shaking
Anger
Stomach problems
Mood swings
Backache
Lack of motivation
Loss of appetite
Suicidal thoughts
Lethargy
What employers have to do doing to reduce stress. (The
employers duty of care.)
•
Who are the employers? (Local Authority, School Governors etc.)
•
Extract for HSE Website: http://www.hse.gov.uk/lead/employershaveto.htm
“What do employers have to do?
Assess the risk
• Make a suitable and sufficient risk assessment.
• Identify and implement control measures.
• Record the significant findings of the risk assessment”
•
‘A hazard is anything that may cause harm, such as chemicals, electricity, working
from ladders, an open drawer etc;’ .
•
‘Risk is the chance, high or low, that somebody could be harmed by these and
other hazards, together with an indication of how serious the harm could be’.
•
See HSE 5 steps to Risk Assessment http://www.hse.gov.uk/pubns/indg163.pdf
•
There is plenty of evidence that stress causes illness amongst teachers. In rare
cases it may lead to suicide. (Teacher suicides doubled between 2008 and 2009)
What employers should be doing to reduce stress.
• Taking pro-active steps to reduce stress and
improve wellbeing.
• Responding appropriately to reported stress.
• Recognising that the stress experienced by senior
managers can lead to increased stress for other
staff.
• Creating a open climate where reporting and
discussion of stress is welcome.
• Ensuring senior managers are properly trained to
tackle stress.
• Leading by example.
What can School Reps do to tackle stress?
Find out about:
 Stress Risk Assessment Compliance:
• Has a SRA been undertaken within the last 12 months?
• Was the SRA conducted by a ‘competent person’ (i.e. trained to carry one out.)
• How were stress hazards identified?
• Were all staff members consulted in a way that they could respond honestly?
• Was a report of the staff consultation made available to all staff members, trade
unions and school governors?
• Was an action plan to remove or minimise stress hazards put in place?
• Has a timescale to review the action plan been identified?
 What arrangements are in place for members of staff to report ‘stress incidents’.
 Is the response to reported stress positive and helpful?
 What analysis of absence and turnover is carried out to identify whether stress
is a cause?
What can School Reps do to tackle stress? cont.

If a SRA has not been carried out recently ask for one to be done.

If this still doesn’t happen, report the failure to comply to your NUT Division.

The Union should then report the failure to the employer who are responsible
in law for Health and Safety and have a duty to assess risk in the workplace.

To help put pressure on the employer, some NUT reps conduct their own
stress survey of NUT members, or all staff. The NUT has a stress survey
available to use. (See NUT Tackling Stress Advice
http://www.teachers.org.uk/node/12562 Appendices 1 and 2)

Where a school refuses to tackle stress, there may be grounds for a dispute.
Reps should report this to the local NUT.

Encourage members to report ‘stress incidents’ using the accident reporting
system. ‘Stress incidents’ can be ongoing over a period of time. (e.g.
unmanageable work demands)

In schools where management bullying is a problem this can also be tackled
with the support of the Union.
What is Bullying?
• When does strong management become bullying?
• Are you being bullied?
• What kinds of behaviour constitute bullying at work?
Bradford Bullying Leaflet
http://teachermentalhealth.org.uk/Workplace%20Bully
ing.pdf
Obvious Bullying Behaviour
• Repeatedly shouting or swearing in public or private
• Public humiliation
• Persistent criticism
• Constantly undervaluing effort
• Personal insults and name calling
• Persecution through fear or threats
• Dispensing unfair punishment out of the blue
• Increasing responsibility whilst decreasing authority
• Being overruled
Less Obvious Bullying Behaviour
• Setting individuals up to fail
• Setting uncontracted tasks
• Setting unrealistic deadlines for an increased workload
• Removing areas of responsibility and imposing menial
tasks
• Deliberately sabotaging or impeding work performance
• Constantly changing guidelines
• Withholding work related information
In Healthy School
The evidence shows that:
–
–
–
–
Staff turnover is lower (staff are retained);
Recruitment is easier;
Staff absence levels are lower;
School results are better.
(Source: Teacher Wellbeing)
Leeds NUT
General Meeting
Tackling Stress
www.teachermentalhealth.org.uk