Violence in the workplace is increasing. The Health and Safety Executive considers violence to be “any incident in which a person is abused, threatened or assaulted in circumstances relating to their work”. Its statistics show that between 1997 and 1999 the number of violent incidents reported at work increased by 5 per cent - and that the number of teachers injured in assaults has risen steadily and significantly. In 1999-2000 (the last year for which statistics are available) the number of incidents rose by 26 per cent from 236 to 297. At its recent annual conference, the Association of Teachers and Lecturers reported a five-fold increase since 1998 in the number of assaults on teachers by parents and pupils. Some cases make the headlines: in June last year a couple were jailed for holding a headteacher prisoner after she sent their daughter home for wearing a nose-ring.

What’s behind this phenomenon?

Hard evidence is difficult to find, but anecdotal evidence shows that parents are increasingly likely to challenge teachers. The reasons are many and varied, but it is clear that as the status of teachers has declined, so the public is less inclined to treat the profession with respect. Schools are also accessible, at the heart of the communities they serve. Some of these communities are fractured, with many residents out of work, which means no matter is too small to warrant a stroll along the road to have a word with the teacher. And parents who have no positive memories of school might still regard education as neither a force for change nor for good, but rather as an imposition from an official world. Teachers are their daily contact with that world - which means you are right in the front line.

What can spark a violent incident?

Parents have a right to expect the best for their children and they have a right to express their concerns. Teachers want the best too - so you call for involvement and partnership. But what turns a caring parent into an awkward and threatening one whom teachers suddenly don’t want to see?

A parent who is unhappy may believe his or her child has been treated inappropriately in some way. The trigger can be as simple as a homework assignment that seems to probe too deeply into family relationships. It can be the result of a humorous, unguarded comment badly directed towards people with no sense of irony. But usually the cause is physical. Perhaps a bullying incident remains unsatisfactorily resolved; perhaps it’s the overspill from a playground argument. Or maybe, as sometimes happens, the child has failed to tell the whole truth about an incident to avoid self-incrimination. An unhappy parent has every right to complain. It is the manner in which it is done that can create new problems.

Can’t schools just keep everyone out?

No. They need to be open and welcoming places for everyone - but, at the same time, teachers and pupils must be allowed to work and learn in a safe and secure environment. Schools were never intended to be secure places; they are part of their communities and they serve different purposes for different people. For example, the growing emphasis on community education means more and more people come into secondary schools. In primaries, parents have always been around, which makes it difficult to know who all the adults are on the premises at any one time.

School design also militates against security. Teachers often work on large and untidy sites with long perimeters. Sometimes there are separate buildings, each of which could have its own security requirements. They may command the majestic views of the playing fields featured so prominently in the prospectus. But at 4pm a teacher can suddenly be very isolated. And the playing fields themselves can add to concerns about security by blurring the boundaries of the school. The bigger the school, the more exits are needed for safety reasons - and every exit can become an entrance.

Why do parents often think schools are public places?

Because their children go there every day and have a free run of the place, they think they should too. But anyone who enters a school without permission is a trespasser, and you can ask them to leave. Trespass itself isn’t a criminal offence but it can be pursued through the civil courts. However, a trespasser’s subsequent behaviour in refusing to leave or becoming abusive can lead to a criminal offence. By preventing or controlling trespass, schools can stop offences developing.

How can teachers stay safe?

Your local education authority should have an overall policy for security in all its schools - and support you in implementing it. Your governors also need to draw up their own detailed policy, which the leadership team must implement, while showing an active commitment to the safety of staff and pupils. There must be unwavering support for any colleague who has been assaulted or suffered verbal abuse, and all incidents should be investigated and reported to the police. Your school must send standard letters to parents who make threats or verbally abuse any employees. All new staff must be aware of the policy - they could be at increased risk if they don’t know what to do in challenging circumstances.

Well-established procedures

The fundamental requirement must be access control. Visitors should know exactly where to go and what to do. Schools always have visitors - book reps, delivery people, drain unblockers, parents - and they should all be greeted in the same way. They should follow clear signs to the reception area, where they should be signed in and authorised. A well-managed and welcoming reception area should offer a helpful service rather than overt security measures, although such a space is not always available in a primary school.

In larger schools it might be necessary to establish which entrance visitors should use. This can put the office staff in the front line for dealing with troublesome visitors, so make sure they are not isolated. Encourage parents to make appointments, if only to ensure that the staff member they want to see is available. This can be an important way of reducing frustration and anger.

What have parents got to complain about?

Why shouldn’t they stand up for their children if they feel they’ve been badly treated? In socially disadvantaged areas, however, they are not always aware of how to pursue a complaint formally. They may become angry quickly because they feel threatened or insulted. If you work in this kind of place, you have an obligation to support the community and help people deal with these situations. And remember that, as a customer with a complaint, parents may be reassured to know that they can perhaps see the manager. Many problems can be solved at an early stage if schools have senior managers who are accessible and sympathetic. A sight of The Suit is often all that’s needed. A reputation for honesty and approachability can have long-term benefits for the school.

What should I do if a parent turns up unannounced at my classroom?

This means there’s been a security failure. You have an intruder; assume his or her purpose is questionable. Statistically, intruders will usually be ex-students or parents (or both) who have issues they feel they need to explore. They will usually know where they are going and whom they want to see. So assume they want to see you. Whatever the school’s plan for such circumstances, the fact remains that you are facing someone who is unhappy and whose mood may be chemically enhanced.

Remain calm. This is easier said than done, but your priority must be to defuse the situation. So avoid looking aggressive. Don’t put your hands on your hips, don’t wag any fingers, don’t become officious. Speak slowly so that you are not drawn into a heated argument. Your class and the school could feed off this for the rest of the day. Send a pre-arranged, coded sign to a colleague if you can, as recommended by the Suzy Lamplugh Trust (see resources). This could be a particular book or message. It says you need the support of your senior managers. Now!

Emphasise to the parent that your professional role requires you to stay with your class. Obviously you are pleased to see him or her and, yes, of course a meeting is just what you want. But not now. Keep uninvited visitors talking as long as you can. If they are with you, at least you know where they are.

Once the initial intrusion has been contained - and school management should call the police if the intruder refuses to leave - the priority is to prevent subsequent incidents. The school must send out its official letter, but should also stick to its word. If your head said he or she would set up a meeting or telephone at a specific time, make sure that it’s done. This will establish the school’s reputation as an organisation that keeps its word and thus reduce the chances of repeat performances.

What if I get thumped?

If every effort you’ve made to defuse the situation has failed, you must work out how you are going to get away from the danger, while making sure your pupils are safe (don’t forget it’s you - not the children - the irate parent has come to see). Find someone senior who can contact the police; if you are on your own, contact them yourself. When you’re safe, write down your account of everything that’s happened - this is vital - and give the account to the headteacher or a member of the senior management. If they seem unwilling to take action, contact your union.

Can technology help?

Realistically, not much, although it can offer important reassurance. Video cameras can be intrusive but that’s the price you pay for the important information they provide. They tell us who was where and when. Some schools, such as Great Meols primary in the Wirrall (TES, February 1, 2002), have given all their staff personal alarms. This is not without its difficulties - research in other employment areas suggests that, after an initial period of enthusiasm, staff forget to wear them. A panic alarm, audible or otherwise, can also change a minor incident into a major one. And what happens when it does go off? Who responds and how quickly? Remember, an assault happens in seconds, not minutes. Good communication is vital, although a mobile phone can be impossible to use in a quickly changing and dangerous situation.

Administrative staff must be able to contact senior staff quickly, so they need to know where these people are at any time. Each situation is unique, and what is appropriate in one place may be unsuitable in another. Be prepared to take advice from your local police.

We’re all in this together Staff need to approach unidentified visitors and ask if they can help. Pupils need to be involved in this too - ask them to report any suspicious behaviour immediately. Usually they are very good and sensible about this.

The sharing of information and good record-keeping are crucial. All staff need to be made aware of any potential risk with parents. Some will come with “form” from their older children in the school - staff who have been in your school for some time have a role to play here. For example, teachers should not become isolated when meeting a father with a history of convictions for assault or crimes against women. But treat such information sensitively; you could inflame a situation if the parent believes you are reacting to a reputation rather than dealing with an issue on its merits. The children of fathers with a violent past have the same rights as anyone else.

What’s important?

The child. He or she is your professional responsibility. You must prevent the home school relationship breaking down completely.

Often a child can become acutely embarrassed by a difficult relative and can play the main role in repairing any fracture. Whatever the dispute, the child’s needs are paramount. If there is a subsequent court case, you must not allow it to inhibit your normal professional reactions. If contact has to be made with the parent as part of day-to-day activity, then ensure it is made by a senior member of staff. In the end, though, if a parent has proved unwilling to work with the school in the best interests of the student, the child may have to move to another school.

Is there any substitute for experience?

Probably not. If parents feel valued and listened to, respected as part of a partnership, they will happily follow the proper procedures because they know they will be taken seriously. The leadership team needs to set the tone here.

Many courses are available to help teachers deal with difficult and threatening situations. The Suzy Lamplugh Trust, for example, promotes the issue of personal safety. Professional associations, too, provide valuable and informed support and training.

What are the chances I’ll be assaulted?

Home Office figures show teachers are at less risk than restaurant workers and nurses. Even paramedics get abuse from the public, so try not to take it personally. But don’t be complacent. Teachers can be at the sharp end of social disintegration, so you need to be prepared.

Your school must have an agreed strategy for dealing with these issues, and should assess training needs, particularly in the light of staff turnover. Experience and understanding can be lost so quickly, leaving newcomers feeling vulnerable. But never forget that most parents you work with are sensible and supportive. They may well question some of the things you do - and during your career you are bound to meet some who are unhappy with your performance. That is all part of a mature relationship.

Main text: Geoff Brookes, deputy head of Cefn Hengoed community school, Swansea. Additional research: Tracey Thomas. Images: Neil TurnerJoe Vel. Next week: Autism