Teacher_Stress

Statistics on Teacher Stress HSE research in 2000 found teaching to be the most stressful profession in the UK, with 41.5% of teachers reporting themselves as ‘highly stressed’ . For comparison, the incidence of any kind of stress across the working population is believed to be less than 20 per cent. From 2003 to 2006 statistics show that the highest reported rates of occupational stress, depression or anxiety were to be found in the teaching and research professions - indeed the levels of stress amongst teachers were twice that for ‘all occupations’ . These findings have been further borne out by a survey on occupational stress published in the Journal of Managerial Psychology in 2005, which ranked teaching as the second most stressful job out of 26 occupations analysed. The study found that only ambulance drivers experienced higher levels of stress than teachers. Severity of Stress Levels The notion that ‘some stress is good for you’ has been rightly discredited. Stress is always a sign that there is an underlying problem in need of resolution - it is never a positive indicator. The fact, however, that many people experience some form of occupational stress can lead to misunderstandings - and even a lack of sympathy - when stress occurs in its more severe forms. So when statistics about stress are being discussed, it is important to get an idea not just of: • how many people have experienced any form of occupational stress; but also of • how bad that stress has been for them; and • what proportion of the total have suffered serious levels of stress over the time period being considered. In this way, statistics show that teachers are not just ‘more likely to be stressed’ than other, comparable workers, but also that they are more likely to be more stressed than their counterparts, even compared with those working in other high-stress professions. A large-scale HSE report into the scale of occupational stress in 20001 found that the six occupations reporting the highest stress levels were: 1. teaching; 2. nursing; 3. management; 4. professionals; 5. other education and welfare; 6. road transport and security. In all of these groups at least one in five respondents reported high stress. For teachers, notably, the figure was two in five. Stress-Related Absences and Ill-Health Retirement HSE data has found consistently that stress is the predominant cause of work-related illness in the education sector. Despite this, official figures reveal that less than one per cent of teacher ill-health retirements arise as a direct consequence of stress. In 2003, the Government commissioned research into teacher absence and ill-health retirements, but concluded there was ‘no significant incidence of teacher stress as the cause for these events’ . This is most likely to be due to teachers’ reluctance to cite ‘stress’ as a cause of absence on self-certification forms; GPs too are adept at wording sick notes cautiously in cases of stress generally and psychiatric conditions in particular. As a result of this, official data on stress-related absence amongst teachers often bears little or no relationship with the situation on the ground. For example, research into teacher absence conducted for the Government in 1999 by the School of Education at the University of Cambridge found that colds, influenza and associated respiratory tract infections were reported to be the most important causes of teachers' absence, with stress and depression coming at the bottom of the list, beneath headache and upset stomach. A rather different set of results was obtained in a 2003 study by the Schools Advisory Service - the largest independent provider of teacher absence insurance in the UK. This organisation, whose business depends on accurately forecasting patterns of teacher absence, found that one in three teachers had taken sick leave in the previous year as a result of work-related stress. A survey of heads in 2005 by the NAHT suggested a comparable incidence of stress-related absence amongst head teachers. Moreover, a recent survey of local authorities found that stress-related absence amongst teachers in Britain led to the loss of around 500,000 teacher days last year . This means that stress was listed by local authorities as the official cause of around one in six teacher absences last year. Whilst this is almost certainly still an underestimate, it nevertheless flies in the face of the Government’s insistence that there is ‘no significant incidence’ of teacher stress in absence statistics. Statistics published by the Welsh Assembly Government in June 2008 showed that more teachers in Wales took sick leave in 2007 than in 2006. 65% of all teachers took sick leave in 2007, compared with 62% in 2006. the total number of days’ sickness absence taken by teachers in 2007 was just over 244,700 – 17,200 days more than in 2006. Although these statistics are not broken down according to reasons for absence, it is likely that these figures demonstrate some increase in stress-related illness, given that around 1 in 6 teacher absences are stress related. Around half of teacher ill health retirements take place for stress/psychiatric illnesses, with the other half for physical illnesses or disabilities. The criterion for ill health retirement is that on the balance of probability the teacher’s health is such that they are permanently incapable of continuing as a teacher. The medical judgements in the cases of physical illnesses tend to be less difficult than with stress/psychiatric illnesses where the determination of permanent incapacity can be more difficult to assess. Nevertheless, as noted above, about half of the ill health retirements are granted for stress/psychiatric conditions.