Heathfield
Primary
School
Workplace Stress Policy
Signed Head:
Signed Chair:
Date
CONTENTS
Page No
1.
Introduction
1
2.
General Statement of Policy
1
3.
Scope
2
4.
The Nature of Stress
2
5.
Avoiding and Reducing Stress
5
6.
Training
7
7.
Employee Support
7
8.
Monitoring
8
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1
1.
INTRODUCTION
1.1
The International Labour Organisation states that stress has become one of the
most serious health issues of the twentieth century. The World Labour Report of
1993 views stress at work as one of the greatest challenges facing governments,
employers and trade unions in the foreseeable future.
1.2
Under the Health & Safety at Work Act 1974 the general duty of care Sec.2(1)
requires employers to ensure as far as reasonably practicable, the health, safety
and welfare of employees.
1.3
The Management of Health, Safety and Welfare Regulations 1992 require
employers to make a suitable and sufficient assessment of the risks to the health
and safety of employees so that appropriate preventative measures can be taken.
This includes assessment of physical, chemical, biological, ergonomic and since
the judgement of Walker v. Northumberland County Council, psychological
hazards.
The aim of the policy is therefore to :
Develop strategies to work towards a healthy organisation;

Reduce and eliminate stress due to excessive workplace
pressure;

Train employees to manage change and identify issues which
may lead to occupational stress;

Raise awareness of employees to identify occupational stress
indicators;

Identify support services available, both internal and external.
2.
GENERAL STATEMENT OF POLICY
2.1
The School recognises that it has a duty to its employees to take all reasonable
steps to minimise the adverse effects on them of stress in the workplace.
2.2
The aim of the procedure is to ensure that stress management is dealt with
effectively in order to safeguard the School and help employees raise stress-related
problems at work, while also recognising that some of the causes of stress may not
be within the School’s control. To assist the School in compliance with its Statutory
duties towards stress management at work, the following approaches will be taken
to alleviate the effects of stress on the individual:
guidance will be provided to the head teacher/line managers to
help to identify symptoms of stress amongst employees at an
early stage and to assist them to utilise the various support
mechanisms available via the School’s HR Children’s Services;

the School will continue to provide a range of support
mechanisms for employees who are suffering from stress to
help them cope. This will include services already described as
well as training and counselling support designed to ensure that
they are better able to cope with stress;
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
the School will seek, wherever possible, to alleviate stressful
working conditions by ensuring that the right culture and climate
is created in which employees are valued, have an opportunity
to be involved in planned changes, and are adequately
informed and involved in decision making.
Also, by
encouraging positive styles of management which improve cooperation and positive feedback as well as clearer
understanding of the School’s policies; and

it is recognised that training has an important role to play in
creating a working environment which is positive to coping and
dealing with stress at work. Training will be made available to
all employees in order for them to deal effectively with stress
management at work, understand their roles and the stress
management at work procedure.
3.
SCOPE
3.1
All employees are expected to follow this policy and take the appropriate action to
ensure that stress management at work is dealt with effectively. Additionally the
Policy will be widely publicised and be available for inspection within your
workplace.
4.
THE NATURE OF STRESS
There is no such thing as a ""pressure-free" environment and some pressures in work and
home situations can be seen as challenges. However, people's ability to deal with
pressure is not limitless.
4.1
Pressure And Stress

Pressure can be defined as work demands which require an
individual to achieve a high level of output without relaxation.
Some individuals will respond to high workloads and a
succession of tight deadlines by holding their work performance
at a high level for a period of time without deterioration in
themselves or work quality. However, all individuals have
thresholds of pressure tolerance which will vary from time to time
due to personal, domestic or workplace factors.
Excessive workplace pressure and the stress to which it can lead can be harmful.
It can damage an employee's health and undermine the organisations
performance.
4.2
Occupational Stress Indicators
In order to reduce stress it is essential that the signs/symptoms of stress are
recognised as soon as possible, both in ourselves and our colleagues.
These symptoms/signs fall typically into four categories (although the lists are in no
way exhaustive).
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WORK PERFORMANCES
Reduction in output or productivity
Increase in wastage and error rates
Poor decision making
Deterioration in planning and control
work
STAFF ATTITUDE AND BEHAVIOUR
RELATIONSHIPS AT WORK
Loss of motivation and
commitment
Tension and conflict
between colleagues
Staff working increasingly
long hours but for
diminishing returns
Poor relationships with the
public
Erratic or poor timekeeping
Out of character/
irritability/rudeness /anger
(with colleagues or public)
SIGNS WHICH MAY
POINT TO A STRESS
increase in industrial
relations or disciplinary
action
PROBLEM
Threats to resign
Introversion/extroversion
Impulsive/emotional
SICKNESS ABSENCE
Increase in overall sickness
absence, in particular frequent
short periods of absence (see
Possible Consequences of Stress
below).
4.3
What causes harmful levels of stress?
There is no simple way of predicting what will cause harmful levels of stress.
People respond to different types of pressure in different ways. An exciting
challenge to one person may be a daunting test to another; a repetitive job might
be viewed by some as boring and monotonous, but others may like and feel
particularly comfortable with this type of routine.
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In general, harmful levels of stress are most likely to occur where:
excessive hours are continually worked;

pressures pile on top of each other or are prolonged;

there is too little work / too much work;

the work is repetitive;

people feel trapped or unable to exert any control over the
demands placed on them;

unrealistic deadlines/targets are given;

people are confused by conflicting demands placed on them;

there is a lack of necessary training; and

there is no employee development.
Problems at work can be triggered or made worse where:
people feel a high degree of uncertainty about their work, their
objectives or their job and career aspects;

communication is poor,

work schedules are inflexible and over-demanding;

there is prolonged conflict between individuals, including
possibly sexual or racial harassment, or bullying, or where
employees are treated with contempt or indifference;

there are threats of violence/aggression,

employees witness violence/aggression, major accidents or
fatalities; and

there is a lack of understanding and leadership from managers
Physical conditions in the working environment can also be stressful.
include:-
4.4

excessive noise, heat, humidity, vibration and workspace
constraints; and

the presence of toxic or dangerous materials or other obvious
workplace hazards which might not be adequately controlled.
These
Possible Consequences of Stress
For the employee, stress can result in a range of unpleasant emotions such as
tension, frustration, anger, anxiety and depression. These can lead to lack of
interest at work, reduced job satisfaction and inability to cope, which combine to
affect performance.
Employees under stress can show a wide variety of behavioural changes.
Colleagues or managers may be able to identify such employees at an early stage
by being aware of some of the changes in normal patterns of behaviour which may
suggest increasing stress. Some examples are:
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WORK
PERFORMANCE
INTERPERSONAL
RELATIONSHIPS
Absenteeism, poor
timekeeping
Unusual irritability or
aggression
Inability to concentrate,
overworking and failure
to delegate
Drop in usual standards
of performance
Becoming withdrawn or
unsociable
Increased resentment
of advice or
constructive criticism;
reduced willingness to
co-operate, increased
nervousness, blaming
others
PERSONAL
PRESENTATION AND
BEHAVIOUR
Changes in appetite,
personal appearances,
habit or behaviour
Increase use of coffee,
cigarettes, alcohol or
drugs
The above lists are an indication only and are not exhaustive.
Stress may cause symptoms like headaches, indigestion and muscle tension and
disrupted sleep patterns. Over a longer period, it may also contribute to chronic
health problems. Responses to stress vary both between individuals and over a
period of time some employees may primarily experience physical symptoms while
others may experience psychological disturbance.
5.
AVOIDING AND REDUCING STRESS
The provision of early stress counselling can be a useful coping mechanism for
employees. In some cases it may also help to facilitate a solution to the problem at
source. Stress counselling will not always be enough however, and does not address the
issue of avoiding stress build-up in the first place; this section outlines some of the actions
that managers and employees can take to avoid and reduce unhealthy stress.
Action the Head Teachers and Line Managers can take
The following represent some of the actions which the Head Teacher/Line Managers can
take to avoid or reduce the build-up of unhealthy stress in their employees.
5.1
Raising Awareness
Excessive stress can damage the health of individuals. Stress can also affect the
productivity of employees, and the organisational ability to function effectively. This
in turn places additional pressure on the Head Teacher/Line Managers. Raising
awareness of the causes of stress, and of coping mechanisms can help to prevent
unnecessary suffering. Training is available for both employees and senior
management team.
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5.2
General Management and Culture
People are more vulnerable to stress at times of great change or uncertainty. The
Head Teacher and Line Managers can help by providing :-
5.3

clear objectives for all employees. This can be achieved via
Employee Development Reviews and team meetings/briefings;

good communication about policies, procedures, standards,
programs and achievements. Communication needs to be
effective, and two-way. The Head Teacher/Line Manager can
help by inviting feedback from employees and listening to what
they have to say;

appropriate support, training and development to help
employees meet the requirements of the job. Again, the
Employee Development Reviews provides a mechanism for
reviewing individual training needs on a regular basis; and

an open culture, which encourages employees to talk about
stress. Talking is an important release mechanism which
prevents stress 'bottling up' and developing into serious
symptoms.
Employees will not talk about stress in an
environment which sees stress as a sign of weakness or an
inability to cope. Many employees could provide support for
each other in terms of ideas and suggestions if stress were
discussed more openly.
Decision Making and Planning
Stress is often aggravated by a feeling of inability to influence issues at work. Line
Managers can help by ensuring :-
5.4

employees are given an opportunity to influence decision making
and contribute ideas,

employees are allowed input into the planning and organisation
of their own work; and

employees understand clearly, their role in relation to the team, ,
department and School.
Workload and Work Place
Stress may be aggravated by inefficient work scheduling and/or an uncomfortable
workplace. Clearly certain constraints affect a Head Teacher or Line Manager’s
ability to act in this area. Nevertheless they can help by:
providing well defined tasks and responsibilities in each job and
delegating effectively and responsibly;

providing variety in the job where possible;

ensuring that employees receive appropriate training if dealing
constantly with the public or client groups;

promoting awareness of hazards within the job, and taking
appropriate action to minimise them. Risk assessments should
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be carried out on all hazardous operations and updated following
a change in conditions;

ensuring that the workplace is adequately maintained and safe.
A regular routine check of premises can help to ensure that
minor maintenance issues are dealt with promptly;

allowing for flexible work schedules where possible;

dealing promptly with any issues, which may place additional
unnecessary pressure on other team members; and

where issues are outside the authority of the Head Teacher,
communicating effectively with the Governors.
6.
TRAINING
6.1
Training is available for both the Head Teachers/Line Manager and employees and
should be requested via Personal Development Plans (PDP) or HR Children’s
Services.
7.
EMPLOYEE SUPPORT
A range of options are available for providing support to all employees suffering from work
related stress.
7.1
Head Teacher/Line Manager Support
The Head Teacher/Line Manager is an important first port of call for employees
suffering from unhealthy levels of stress, and he/she may be able to provide
valuable practical aid and emotional support in the short term. However, an
employee may also wish to contact HR Children’s Services directly for help or
advice.
7.2
Counselling Support
Counselling support is also available from the School for people suffering from
stress.
7.3
Formal Process
Employees, suffering from work related stress may be referred via the Head
Teacher/Line Manager (in consultation with HR Children’s Services|) to the
Occupational Health Unit (OHU). If recommended by the OHU counselling will be
available. Referral to the OHU should in no way be seen as a sign of weakness,
but as a positive step. Any information concerning referral to the OHU must be
dealt with in strictest confidence. Employees who are on long term sickness leave
as a result of stress will be dealt with in line with the "Managing Absence
Framework".
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7.4
Self Help
There are a wide range of organisations providing help and advice on a voluntary
basis to individuals undergoing traumatic or difficult situations.
Access to
information about these organisations should be made available to all employees
via the school notice boards in the workplace.
7.5
Harassment Support Workers
Where stress is related to harassment in the workplace, employees may contact an
Harassment Support Worker for advice. The names of harassment support
workers are available from HR Children’s Services, and via school workforce Union
Representatives. This service is confidential and no formal records are kept of
discussions.
8.
MONITORING
8.1
It will be the responsibility of the Head Teacher and Governing Body to monitor
the implementation of the policy.
8.2
This document will be subject to an Annual Review.
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