Too often, when we talk about mental health in schools, we forget that a duty is owed by the school to principals and teachers, as well as students. A recent study into the occupational health, safety and well-being of Australian principals gives an insight into an issue that often flies under the radar.

Introduction

The Australian Principals Occupational Health, Safety and Well-being Survey (the Study) was released (along with its more accessible Executive Summary) on 4 December 2014 and represents the culmination of four years of data collection. The Study was prepared by Associate Professor Philip Riley, and his team of researchers. Its sources of funding included the Teachers Health Fund and various principals' associations.

The Study makes specific references to issues of behaviour and violence in schools as an occupational health and safety issue. It cites statistics that the costs of not addressing mental health issues in the workplace are as much as $10.9 billion annually. In support of this, the Study finds that offensive behaviour in schools can be costly for employers because of:

• time lost to ill health;
• OH&S (WHS) claims against employers related to their duty to provide a safe working environment; and
• reduced functioning at work.

The Study surveyed principals and deputy/assistant principals (whom we refer to collectively as 'principals').

The prevalence of bullying and violence against principals.

An adult in a school is four times as likely to be bullied by another adult than the rest of the population. Threats of violence are five times as likely to occur, and actual violence is seven times as likely to occur. Associate Professor Riley told the Sydney Morning Herald that the rise in the abuse of principals this year was 'worse than ever'. A quarter of principals in 2014 had been abused by parents, and a quarter has also been physically abused.

The Study recommends, as a matter of urgency, that an independent authority should be established to investigate bullying and violence in schools. It argues that the authority should:

• investigate the differences in the occupational risks faced by different types of principals;
• look at whether that risk extends to teachers and students;
• examine governance structures; and
• have the power to interview teachers, parents and students.

The reference to governance structures should be a jolt for school board members. Although many board members give time time and skills on a voluntary basis to further the educational goals of the school, they maintain the same responsibilities as any employer or director of a company.

Improving the well-being of principals and deputies

The recommendations of the Study provide some insights into the unique position that principals hold. It remarked that:

• principals learn to deal with the emotional demands of their roles 'on the job';
• professional support is a strong indicator of how well a principal will cope with the demands of a job; and
• although the education sector deals with highly charged emotional interactions, it does not have the same 'debriefing' sessions as professions like psychology and social work.

As a result, it recommends that professional support should be implemented to improve the well-being of principals. It suggests that networking opportunities be established for principals that draw on experiences and retired principals to give advice.

It also specifically adverts to 'agenda-less meetings' where principals have the opportunity to discuss the day-to-day functioning of the school with a sympathetic colleague.

Professional learning

In support of these goals, the Study suggests that professional learning should be implemented to improve the well-being of principals. This recommendation goes to the twin goals of equipping principals with skills to deal with the organisational challenges of managing the school, staff and students, as well as giving an opportunity to gain support from experiences colleagues.

In some states, such as NSW, school board members and principals are now required to undergo mandatory professional learning (see our article on these reforms).

Reducing burnout

The Study remarks that in the field of organisational psychology, a disparity between job demands and job resources (the requirements of the job, and the tools available to fulfil those requirements) can lead to different psychological outcomes. High work demands cause exhaustion, whilst low job resources cause disengagement. The researchers argue that the work practices of principals should be reviewed in light of this model of management.

Conclusion

Although we expect principals to be aware of, and responsive to, the teachers, staff and students under their care, their own emotional and mental well-being can sometimes be overlooked. Stress in the school workplace is not a trivial issue, as shown in a Victorian case involving a teacher being awarded a total of $1,279,751 for the damage caused by teaching 'feral classes'. Principals, like all professionals, are subject to workplace stress. But unlike most professionals, they do not have to answer to a range of stakeholders including parents, students and governing body members. This study shows that more can be, and should be done for them.