We’re looking at the current state of teacher wellbeing in schools and how to improve it by sharing ways to prevent burnout and manage exhaustion. We also speak to Jean Langford, a NCPS-accredited psychotherapist, who explains about carer fatigue and how it’s relevant to teacher wellbeing.
- Why is teacher wellbeing so important?
- Does Ofsted look at staff wellbeing?
- How to prevent exhaustion and burnout in schools
- Carer fatigue and tips to manage it
- Official links for improving staff wellbeing
For those working in primary education, 2023/24 - like most school years - has proved challenging in many aspects.
From the non-stop everyday engagement and performance of teaching pupils to the pressures of paperwork, emails, Ofsted, SATs, legislative uncertainty, termly parent’s evenings and review on review, it’s hardly surprising that wellbeing rates for teachers now sit at their lowest level since 2019.
Interestingly, tiredness and fatigue were cited alongside stress as the top contributing factors to the latest below-average teacher wellbeing record of 42.87. The National Teacher Wellbeing Index average sits at 51.40, so we can see there’s a considerable difference.
As Jean Langford highlights in ‘Could it be carer fatigue’ –full article available in the Summer Edition of FOCUS: Personal Development in Schools Magazine - some of the unsung heroes of the 21st century; headteachers, SLTs, teachers, TAs, support workers and many others take on the huge responsibility for society’s most vulnerable children, and - as a result – can risk neglecting their own self-care.
Let’s take a closer look.
Why is teacher wellbeing so important?
A University of Oxford report from the Wellbeing Research Centre, which was published in April 2024, shows that:
“Higher levels of teacher wellbeing are associated with positive relationships among colleagues, students, parents, and leadership; a positive school climate; and effective leadership support.” - Wellbeing Research Centre, 10 Apr 2024
According to the latest teacher wellbeing statistics and national headlines, the need for change is great and there’s still a long way to go.
The latest NASUWT Teacher Wellbeing Survey states that 68% of teachers report that their job has adversely impacted their physical health in the last 12 months (this is a 4% increase from 2022).
54% believe that workload (up 2% from 2022) is the main factor for increased work-related stress, followed by pupil behaviour (36%, up from 12%), monitoring and accountability measures (26%), pupil academic performance (19%, down from 3%) and financial worries (19%, up from 8%).
Ofsted is a UK government-led organisation responsible for helping to regulate work in the education sector. The tragic case of Ruth Perry in 2023 led to a public inquest into their evaluation procedures and language used when assessing the schools.
His Majesty’s Chief Inspector at Ofsted, Sir Martyn Oliver, highlighted this tragedy in his speech in March 2024. He commented:
“We have published our full response to the Coroner following her inquest into Ruth’s death. We accepted her findings and responded to every single recommendation. Ruth’s death was a tragedy and I am determined to do everything I can to prevent such tragedies happening in the future. It should never happen again, and no one should feel as Ruth did”.
As we reported in our Spring Edition of FOCUS: Personal Development in Schools Magazine, Sir Martyn Oliver published a statement about their commitment to staff wellbeing and changing the current public narrative.
Does Ofsted consider staff wellbeing?
The Education Inspection Framework (EIF) determines Ofsted inspection principles and outlines the main judgements that inspectors make. As a consequence to the Coroner’s inquest into the case of Ruth Perry, staff wellbeing is now considered within this framework.
“As part of the Education Inspection Framework (EIF), Ofsted now considers staff wellbeing. This requires measures to protect staff from bullying and harassment, and looks at how leaders develop staff, while taking their workload and wellbeing into account.” 4 Jan 2024
The School Inspection Handbook updated guidance on 5th April 2024 to include notes on how a lead inspector is expected to check on the headteacher’s wellbeing as well as share links to the charity Education Support with the school and staff.
The report says that:
“The lead inspector will:
- check on the headteacher’s well-being, and find out whether any steps need to be taken to ensure any issues or concerns are addressed, including that appropriate support is available. The lead inspector should ascertain how to contact whoever is responsible for the headteacher’s well-being on a day-to-day basis (normally the local authority or trust), so that they can pass on well-being concerns when appropriate and necessary.
- make the school aware of the help and support for headteacher and staff well-being that is available through the charity Education Support”.
To read the updated government handbook in full, click here.
How to prevent exhaustion and burnout in schools
A 2022 report from EducationSupport.org shows that the 30% of educational workers who were surveyed had symptoms of exhaustion and 28% were diagnosed with burnout.
By enforcing a stricter attitude to the wellbeing of staff as well as pupils, tragic and severe cases - including those of the late Ruth Perry - could be avoided.
How to manage fatigue in schools
If you or someone you know is suffering with carer or teacher’s fatigue, NCPS-accredited psychotherapist, Jean Langford, shares tips on how to manage it.
“If you are a teacher who has experienced this or is currently struggling with this, it is very important that you take action to improve the fatigue, tiredness and overwhelming feelings. If this continues, it could be dangerous for all parties involved”, says Jean.
According to Jean, unmanaged carer fatigue can adversely affect schools:
“Not only can it cause great strain on you as an individual, but on your pupils too. The quality of care can be negatively affected as it is normal to become grumpy or to have a short fuse when overtired. It’s also worth pointing out that you are only human, and we all have our limits after all”.
Regular rest and self-care
To manage such conditions, Jean recommends scheduling periods for regular rest and self-care into your day so that the body and mind can rejuvenate. Asking for help and delegation is also key.
“Asking for help isn’t always easy and sometimes we can feel like we don’t want to be a ‘burden’ to others. However, ask yourself this; if a colleague was feeling this way, would you want them to speak to you? So, if you begin to feel more irritable and begin resenting your job, maybe it’s time to reflect on what you need to change because, if you do what you have always done, you will get what you have always got!”
Eat, sleep, move, repeat
“Another key factor in learning to overcome carer fatigue is to make sure you are having some sort of exercise, and to keep moving on a regular basis. I know this may sound like I’m suggesting you do more, however, studies have shown that physical health impacts mental health, so joining a class or looking online is a great place to start.”
“Remember we all have our own way of doing things and our physical limits too, so just do what you can, when you can. The only way we fail is by not even trying”, advises Jean.
Learning to overcome carer fatigue means getting plenty of sleep and exercise, but also eating a proper diet that gives the body all the nutrients it needs.
Without the right amount of nutrients, the body can’t repair itself, which can cause many different problems.
Improving staff wellbeing through our own personal development
Just as the old adage commands futility by pouring from an empty cup, there’s a pressing call for self-awareness, compassion and disciplined self-care.
Learning to say no to the distractions of the blue light and stand up to the pressure of 24/7 online correspondence is a hard but extremely worthwhile and rewarding lesson to practise.
As we lead, they follow.
And, according to Jean, the trick is in learning how to set boundaries.
“Of course, this is easier said than done, but the key here is to focus on setting boundaries, taking the time to reflect and recognising when you are heading downhill.”
Whether it’s sleep issues, muscle ache, back pain, sciatica, memory, digestion or mood, the all-round benefits of self-care practices are widely recorded.
Jean also believes that by focusing on one’s own health and happiness we can then give more to others.
“Sometimes just talking helps - and knowing you are not alone too can be a source of solace. At the end of the day, it’s all about boundaries. Being able to be a great teacher/TA/Support staff member lies in the extent to which you can care for oneself first.”
“This follows the same thought pattern as the one in airplanes when parents are instructed to put on the oxygen mask before helping others– you cannot help if your own mental and physical health is hindered.”
So, take care of yourself, set boundaries, know when you need time to talk and give yourself enough time to rest.
Links for improving staff wellbeing in schools
- Education Staff Wellbeing Charter – GOV.UK
- Supporting Staff Wellbeing - Mentally Healthy Schools
- Improve Teacher Wellbeing - Education Support
