I decided to join Twitter (often referred to as #edutwitter) before I started my initial teacher training as a way of collaborating with others and sharing ideas. It’s a fantastic (and free!) resource, and also where I found out about the newly established Charted College for Teaching (CCT).
Their aim is to give every teacher a voice on professional matters, in order to improve the lives and opportunities of our children. It’s free for trainees to join, and it gives you access to a wealth of research which has not only helped me with my university studies, but will hopefully improve my professional practice too.
As a member of the CCT, I was lucky enough to have the chance to attend the All Party Parliamentary Group for Teaching on October 22nd. During the meeting, Professor Dame Alison Peacock spoke about the ethos of the CCT and their expansion over the past year. However, it was also a brilliant opportunity to hear from other researchers and their proposals to improve teacher wellbeing. For example, Julian Stanley who is the CEO of the Education Support Partnership, presented their 2018 Teacher Wellbeing Index.
Second to inadequate funding, I think mental health and wellbeing is the most significant issue in education. Not just for pupils, but also staff. The yearly Wellbeing Index which is the UK’s largest teacher survey found 57% of teachers had considered leaving the sector during the last 5 years because of health pressures. Moreover, in comparison to the rest of the UK workforce, over 1/3 of education professionals described their role as causing them to feel stressed, either most or all of the time over the past few weeks.
As Julian explained, a consequence of this is a growing teacher recruitment and retention crisis. The Department for Education has failed to meet their recruitment targets for a successive 5 years. The graph below depicts how this could lead to a national catastrophe.
I believe teaching is one of the most important jobs in society, it shapes future generations, and all of the jobs preceding it. Furthermore, the index also included a word cloud of the most common concerns with teaching:
In the words of Julian Stanley, “by turning the role into an unmanageable task we risk alienating those with the passion and skill to succeed”. I personally feel incredibly strongly about the lack of wellbeing provision in schools, due to my own battle with anxiety. I didn’t receive a diagnosis and thus access to support until I reached crisis point at university. I’d never even heard the words “mental health” until shortly before. Furthermore, I believe if we foster a positive culture of speaking about ways to look after our mental health at an early age, I would have been able to access support sooner. Which is one of the main reasons why I wanted to become a teacher.
Fortunately, I think we are heading in the right direction as a society. Mental Health is becoming more prevalent in discussions. However, the level of support is still inadequate. In July, the DfE announced plans to amend the National Curriculum, meaning from September 2020, all schools must follow a programme of ‘health education’, incorporating an understanding of both physical and mental health.
However, despite welcoming the news we’re becoming the first country to include mental wellbeing within our curriculum. I don’t believe specific lessons are enough to change attitudes, and ultimately develop a society where mental health is not shunned or stigmatised, but nurtured openly and honestly. I firmly believe a child should have the same confidence, and reaction from others in expressing that they’re anxious, as they would to announcing they have a sore throat.
My concern derives from headlines such as that of The Times, “students aged 4 will learn how to beat depression”, indicating ‘health’ lessons may reflect the same stigma or worries which sex and relationship education currently evokes. Headlines such as these, leave visions of Y1s playing snap the symptom to the mental health condition! Instead, we need to focus on the fantastic work which schools are already doing to promote mental wellbeing. Activities which need to remain prevalent across ALL lessons and day-to-day activities, not merely standalone sessions, working towards building a culture of tolerance and understanding.
Although ultimately, sole responsibility should not lie within teachers. The DfE needs to provide sufficient funding behind their proposals. This will ensure teachers receive adequate training to manage the workload associated with undertaking a new responsibility. Additionally, research states one of the key factors associated with improving mental well-being is the importance of exercise and creativity. Both of which are being drastically reduced from school timetables as a consequence of a range of factors. I’d like to see this addressed within DfE proposals, as opposed to just an outline of curriculum content.
The Education Support Partnership also recommend mandatory provision of personal mental health and wellbeing guidance within Initial Teacher Training. In addition to annual staff surveys to become statutory in all schools and colleges; with senior leaders acting on the issues identified in an open and transparent way. This may also lead to increased awareness, knowledge and signposting to external support services for teachers.
In conclusion, everyone at the APPG was incredibly welcoming and friendly, and regardless of qualifications or status, you had the opportunity to share your opinions. I think it’s great how the experiences of frontline teachers are valued and have the potential to shape policy. I was the only student there, but being able to provide a trainee insight into teacher training was a fantastic opportunity and I hope to be able to attend future meetings and encourage others to join the CTT and get involved!