The North Allegheny School District in Pittsburgh
...has long focused on the health and wellness of its students. But district leaders noticed some alarming trends in the health of its staff. The revelation set off an initiative to support educators in adopting healthy lifestyles, including a challenge to participate on relay teams in a local marathon.
This year dozens of educators put on their running shoes and began training for the event, and saw a range of benefits as a result.
Health and well-being for teachers: looking after self and others
It is often reported that teachers feel unsupported and unaware of any efforts on their behalf. A group of teachers were asked what measures they would like to see introduced to boost their health and well-being.
The following options were offered.
- An individual annual review of overall health and well being
- Activities aimed at creating a more collegiate approach in schools Training workshops – e.g. stress management, relaxation techniques
- A confidential, free and independent phoneline dedicated to teachers
- Employers’ occupational health service
- Web-based support
- Workplace counselling – available within the workplace in confidence
- Advice from Health Practitioners
- Peer support
The results of the teachers’ responses, overall positive, led to the following recommendations.
Although teachers generally express high levels of positive health, and, in addition, in comparison with both other local government workers as well as other occupational groups more generally, there exists low sickness absence levels among teachers.
However, the picture is not entirely unproblematic. There are high levels of expressed stress amongst teachers.
Specific stressors – teachers’ workload and associated bureaucracy are key factors. With respect to particular conditions, high levels of musculoskeletal conditions – notably bad backs and arthritis – have been reported by teachers. Schools should aim to reduce this – for example through attention to workplace ergonomics. Participation in this reduction should be the right and responsibility of all teachers.
Teachers should be ready to approach occupational health services for support, and colleagues should encourage others to do so if they note a need.
Measures to tackle the three main stressors affecting teachers – workload, pupil indiscipline and relationships within school have a major impact upon teachers’ perceptions of their mental and physical health. These need to be discussed openly, between colleagues and between staff and leaders in school, without fear.
Interventions focused upon encouraging mutual support amongst staff should be developed, to formalise this support, and encourage all to see it as part of their rile as colleagues and teachers.
With regard to other possible interventions there is some evidence that other forms of support – notably web or telephone-based measures – might be of some value. However, these were not of high priority for teachers consulted.
A strategy of positive engagement needs to be developed to address teachers’ health and wellbeing related experience, making use of risk assessments and trying to control of work-related stress. It should involve not merely employers and Government, but teachers themselves, helping to look after themselves and each other.
