Teachers in Scotland should be given professional support as they deal with the “increasingly complex and stressful demands” of working with pupils, members of the NASUWT teaching union will argue today.
They do not have any automatic access to programmes of structured professional support and supervision, the union says, unlike staff in social care and educational psychology.
NASUWT members will call for “a national programme of regular, structured, professional support for teachers” during a motion at the union’s annual Scotland conference, which is being held virtually today.
NASUWT general secretary Patrick Roach said: “The demands and responsibilities on teachers to manage pupils’ welfare, safety and emotional health are continuing to multiply.
“Teachers take these responsibilities very seriously and care greatly about the pupils they teach. However, their own needs can often go unnoticed and unmet, leading to burnout, stress and anxiety.”
Dr Roach added: “Teachers’ wellbeing must be given higher priority in order that they are in the best position to be able to help pupils. The provision of professional support and also counselling, where appropriate, would be recognition of the vital role teachers play in safeguarding and supporting pupils, and would be an investment in both the welfare of teachers and pupils.”
In December, a survey by the EIS teaching union found that seven in 10 teachers in Scotland feel stressed in their job frequently or all of the time.
Mike Corbett, NASUWT Scotland national official, said: “Increasing numbers of teachers report that they are experiencing debilitating levels of stress and anxiety, and are being forced to seek out medication and counselling as a result of the pressures of the job.
“Access for all teachers to regular opportunities to discuss the challenges they face would help to alleviate some of the emotional burden which comes with the job and help prevent teachers becoming ill or leaving the profession because of the stresses they face.”
Mr Corbett also called for more “safe spaces” for teachers, “especially for those whose own experiences of prejudice and discrimination may have been triggered by their efforts to support pupils”.
He added: “Teaching is an increasingly complex job and yet the structures in place to support teachers have not kept up with the changing nature of the demands of teaching.
“It is time for recognition of the unique challenges of the job and for the associated professional support for teachers to help manage those pressures.”
The motion at today’s conference will warn that a ”piecemeal approach” to supporting teachers is leading to increasing numbers “experiencing vicarious trauma, blocked care and, ultimately, burnout”.
It will call for ”counselling-style supervision for all teachers who request it”.