Many of the school leaders we work with tell us that building resilience in younger, less experienced teachers is a growing challenge. Certainly, this is borne out by our research, which points to NQTs and those in their first five years working in education being 25 per cent more likely to experience a mental health problem compared to their colleagues.
In schools, symptoms such as panic attacks, insomnia, tearfulness and difficulty concentrating are becoming more common. We hear from this group more frequently on our helpline too. Fatima called us when she was struggling to cope with her workload and being a parent. The job, she told us, is “so pressured” that there is no time to “get to know your peers”, meaning there is “little chance of supporting one another”.
“It is so hard” she continued, “that come the end of term, everyone is so burnt out that they have to get away immediately to recover. So it ends up being a very isolating job even when you are training.”
We are particularly concerned about how we can support this group of teachers; it is crucial when more than half of these teachers have told us they considered leaving education in 2018 due to health pressures.
Structural change is clearly critical – the funding crisis and accountability pressures must of course be urgently addressed. Neither can the financial pressures on young teachers and families, like on many of the population, be ignored. We have seen a large increase in applications for help to our financial grants service from teachers – 72 per cent relate to rising housing costs, which is another major stress on the ability to maintain good mental health and wellbeing. This is particularly affecting new teachers and families living in major cities.
Building resilience is not a personality trait, it is something that can be developed by us all. We want to see a greater focus on supporting its growth in initial teacher training. With early career support, it can be nurtured and managed throughout a career.
At the same time, school leaders can create an environment where resilience is built and maintained, encouraging young teachers and pupils to thrive despite increasing pressures. The government’s plan to create an expert advisory group to advise the Department for Education, MATs and local authorities on the wellbeing of school leaders and teachers marks a step forward and we look forward to being part of this.
But right now, we must not lose sight of the importance of individual support and development, both before and after teachers enter the classroom, and the crucial role that leaders play in this. Key reasons NQTs have given for experiencing work-related mental health problems include pupil and student behaviour, relationships with parents and colleagues, a lack of control over workload, and the feeling of not being “good enough”. These are all things that strong leadership, management and positive, healthy working cultures can significantly improve.
However, to get this right, leaders need to be supported themselves. This is why we also offer Headspace, a confidential, personal and professional development programme which allows school leaders the opportunity to share and discuss issues with peers, take stock and share solutions to better support their staff. The resilience of teachers and school leaders needs to be actively nurtured and invested in from the very start. Evidence suggests it is only then that schools see a healthier workforce at every level, reduced staff sickness and turnover, and direct benefits to pupils.
- Richard Faulkner is head of policy at the Education Support Partnership. Contact the Education Support Partnership’s free 24-hour helpline on 08000 562 561 and for details of other support services, including the Headspace programme, visit www.educationsupportpartnership.org.uk