NASUWT Model Stress Policy

Transcription

1 Union NASUWT Model Stress Policy The fastest growing teachers union in Scotland

2 1. Background to the Policy 4 What is Stress? What are the Stressors? Causes of Harmful Levels of Stress Causes of Stress in the Education Sector 2. Guidance on Implementation 9 Strategies for Dealing with Stress at Work Planning Communication Roles and Responsibilities Training Work/life Balance School Organisation Support for Staff Suffering from Stress Phased Return to Work Following Long-term Absence The Legal Position Health and Safety Law Employment Law Risk Assessment Using the HSE Management Standards Links to Further Information 13 Annex 1 Statement of Intent Model Policy Statement for Schools

3 1. Background to the Policy The Confederation of British Industry (CBI) has estimated that stress costs employers around 5bn a year, and the Institute of Management has claimed that every working day more than a quarter of a million people take time off because of stress connected to work. 1 The potential effects on schools are significant: Financial the cost of recruiting replacement staff and the cost of supply cover. Organisational obtaining supply staff, timetable implications and management of temporary staff. Educational disruption to pupilsʼ education, increase in parental complaints and detrimental effect on teaching and learning. Whilst stress within the education sector is nothing new, it is widely accepted that recent developments have contributed to a marked increase in the number of staff taking early retirement, an increase in absenteeism, a shortage of newly qualified teachers in some areas of the curriculum, and increasing numbers of staff leaving teaching to pursue an alternative career. 1.1 What is Stress? Stress sets off an alarm in the brain, which responds by preparing the body for defensive action. The nervous system is aroused and hormones are released to sharpen the senses, quicken the pulse, deepen respiration and tense the muscles. This response (sometimes called the fight or flight response) is important because it helps us defend against threatening situations. The response is pre-programmed biologically. Everyone responds in much the same way, regardless of whether the stressful situation is at work or at home. Short-lived or infrequent episodes of stress pose a low risk but when stressful situations go unresolved, the body is kept in a constant state of activation, which increases the rate of wear and tear to biological systems. Ultimately, fatigue or damage results, and the ability of the body to repair and defend itself can become seriously compromised. As a result, the risk of injury or disease escalates. 1.2 What are the Stressors? There are three principal areas of life that may cause people to experience stress: their personal life (Personal Stressors); their working environment, which includes culture and style of management used (Work Related Stressors); 1 Work Stress (2013), ʻThe Cost of Work-Related Stressʼ, 4

4 the level of threat inherent in their job, given the difficult situations they often face and the people with whom they have to deal with (Operational Stressors). Situations/worries at work and/or at home can make people more vulnerable to the effects of stress. Either can exacerbate the other and affect a personʼs ability to cope. All work has its pressures but we all vary in our capacity to cope with different types of pressure. Some pressure, even when high, can be motivating and a challenge. Pressures that people can respond to effectively are more likely to lead to job satisfaction. However, pressures at a level we cannot cope with are likely to result in stress. In some cases, too little challenge or pressure will have the same effect. Stress can involve: emotional symptoms, such as increased anxiety and irritability, anger, detachment, depression, fear and panic, guilt, sadness, mood swings and withdrawal from social contact; physical symptoms, such as raised heart rate, increased sweating, headache, dizziness, fatigue, chest pains, blurred vision, aching neck, skin rashes, difficulty sleeping and a lowering of resistance to infection; behavioural symptoms, such as difficulty concentrating or remembering, inability to switch off, loss of creativity, making more errors, double-checking everything, an inability to deal calmly with everyday tasks and situations, loss of interest in sex, change/loss of appetite, apathy, absenteeism, indecision, evading duties/responsibilities, being unusually emotional or impulsive and an increasing use of tobacco, alcohol, coffee and drugs. These effects are usually short-lived and cause no lasting harm. When the pressures recede, there is a quick return to normal. Over a longer period, a variety of symptoms related to ill health could occur and these could be followed by serious stress-related illness. The employer has a duty to ensure a work/life balance. Work-related stress can also lead to organisational problems that involve: an increase in sickness absence, which can have a domino effect one person goes sick which leads to their workload being shared among the remaining staff. They are unable to cope, which affects their health, and this leads to greater sickness absence; a reduction in staff morale; resistance to change; poor staff performance; poor time-keeping; 5

5 poor decision-making; increased accident rates; staff seeking alternative employment. Schools then have the expense of recruiting, inducting, and training new members of staff; poor industrial relations; increased costs associated with the above; poor community image; possible criminal cases and civil claims with associated costs. 1.3 Causes of Harmful Levels of Stress In general, harmful levels of stress are most likely to occur where: pressures pile on top of each other; people feel trapped or unable to exert any control over the demands placed upon them; people are confused by conflicting demands made on them; people feel vulnerable and ill-equipped to deal with change; people feel that they have no control over their work and/or working life. Problems can be triggered or made worse where: people feel a high degree of uncertainty about their work, their objectives, or their job and career prospects; work schedules are inflexible and over-demanding; there is prolonged conflict between individuals, including possibly sexual or racial harassment, or bullying, or where staff are treated with contempt or indifference; there is a lack of understanding and leadership from managers or supervisors. This does not mean that they have to be easy-going and less demanding. People usually welcome clear direction and will often feel less stress if they can see that the manager at least understands the problems they are under and will do what he or she can. Physical conditions in the working environment can also be stressful. These include: lighting, badly maintained buildings, inadequate or poorly sited equipment; excessive noise, heat, humidity and vibration; the presence of toxic or dangerous materials or other workplace hazards which might not be adequately controlled. Teaching can, by its nature, place heavy emotional demands on teachers, which, if not properly addressed, can result in harmful levels of stress. 6

6 1.4 Causes of Stress in the Education Sector Causes of stress for any individual or groups of staff in particular schools may vary, but there are a number of common factors, any combination of which may result in feelings of stress. These include the effects of rapid and farreaching changes, time pressures, low perceived status, poor working conditions and poor pupil motivation. Other examples are: Relationships with Pupils Inappropriate pupil/teacher ratios Actual or potential violence from pupils Uncertainty about limits of discipline Teaching low-ability children in mixed-ability classes Challenging pupil behaviour dealing with pupils, exclusions, etc Additional Support Needs (ASN) inclusion where this is proving to be problematic Malicious allegations Relationships with Parents Lack of parental support Unrealistic parental expectations Violence and aggression from parents sometimes under the influence of substances Malicious complaints Relationships with Colleagues Lack of communication Conflicts between members of staff Inequitable distribution of work Lack of contact with peers Pressure arising from supporting colleagues who are not coping Workplace/work-related bullying and harassment Management and Organisational Issues Total volume of work Volume of paperwork/administration HMIE inspection process New policies/initiatives from the Scottish Government/Local Authority Continuous deadlines Lack of support from external agencies Low level of input in decision-making process 7

7 Change in management style Quality of supervisory support Work overload Vacancies Teaching unfamiliar subjects Lack of support and understanding from managers/schools/employers Pressure to deliver on examinations Lack of funding Being set unrealistic targets Breaks/lunch time too short/not taken Inappropriate timetable and room allocation Lack of job security Being subjected to punitive performance management systems Being subjected to surveillance, unrestricted lesson observations and work scrutiny Societal Issues Poor perceived status and school ethos Changing societal expectations and concern about roles of schools Dealing with anxious, aggrieved, or aggressive parents Scrutiny of teachers and headteachers, criticism of profession Allegations against staff an increasing trend Dealing with the media Personal Perspective Conflict between work and family demands Unrealistic expectations Sense of injustice/bitterness Role ambiguity, no clear work objective and no clarity regarding scope of responsibilities Career development difficulties, over/under promotion Long hours of working at home are seldom acknowledged and rewarded. Alongside the stressors which can be experienced in any organisation (poor communication, conflicts with colleagues, unnecessary form filling, ineffective meetings, etc) staff in education are having to adapt to major changes, both organisational and societal, which for some may conflict with their own ideas of the job they are employed to do. 8

8 Changes in management arrangements in schools are seen by some staff as a chance to learn and practise new skills. However, it is important to recognise that changes to job descriptions can only be made with agreement with the staff concerned, in consultation with recognised trade unions. Increased parental involvement in the running of schools is welcomed by some staff as a valuable new resource, but is viewed by others as a threat to their professional position and a potential vehicle for criticism. Whatever the merits of such changes and their final outcomes, there is no doubt that radical change in itself is a source of stress and its possible effects and consequences for schools need to be positively managed. 2. Guidance on Implementation 2.1 Strategies for Dealing with Stress at Work Staff react more positively when they understand the rationale behind decisions and fully understand what is expected of them. A headteacher/principal/line manager who takes time to explain is likely to have better motivated staff than one who does not. Support from headteachers/principals and managers can help minimise workrelated stress. Such support would typically include management issues such as planning, supervision, training and development and ensuring an appropriate work/life balance Planning The first stage in the planning process should be to ensure there are sufficient resources in terms of money, people and time to do the work Communication Talk to staff and their union representatives at an early stage to make sure they are involved in the planning and decision-making processes. Before setting tasks, discuss the work with staff and encourage them to be realistic about how long things take Roles and Responsibilities Allocate clear roles and responsibilities to team members when it has been decided what the key objectives are going to be for the work required Training If training needs have been identified, make sure that the person receives the training and is comfortable applying the skills before delegating the task Work/life Balance Managers should recognise that staff have a right to balance their work and home-life commitments. Inflexible working arrangements can 9

9 contribute to an individualʼs stress levels and managers should be sensitive to the individualʼs home circumstances School Organisation If stress is affecting several staff there will be a need to review, in consultation with unions, whether organisational factors may be a cause, e.g. inappropriate timetabling, unrealistic targets, inadequate breaks, inadequate facilities, amount/quality of non-teaching support, total volume of work and hours Support for Staff Suffering from Stress It is always preferable to tackle issues before they develop but inevitably there will be individuals who at some stage will suffer as a consequence of stress. Strategies to assist in supporting the individual may include: a re-examination of the individualʼs workload with a view to making beneficial changes; a re-examination of the individualʼs timetable and rooming with a view to making beneficial changes; offering access to training in Stress Management; provision of access to appropriate employee welfare or counselling services; support from a union representative; informal meetings with colleagues/networking groups; sharing concerns with other colleagues/friends; promoting health and exercise; developing team spirit in school; providing assistance in managing challenging pupils and parents; developing strategies and policies for dealing with aggression; developing models of good practice in terms of stress and other aspects of school life; more and better consultation with staff; improved management training for new headteachers/principals/ deputes; headteachers/principals/line managers networking groups; access to guidance via electronic websites Phased Return to Work Following Long-term Absence In cases of long-term absence, arranging a phased return to work with reduced hours and/or duties for a fixed period is regarded as best practice to ensure a sustained return to employment. It is therefore recommended that headteachers/principals/managers seek appropriate assistance to ensure that a phased return is initiated where possible, in accordance with the Managing Sickness Absence Policy (particularly where there are obligations under the Equality Act 2010). 10

10 2.2 The Legal Position Health and Safety Law Under the Health and Safety at Work etc Act 1974, employers have a general duty to ensure, as far as is reasonably practicable, the health of their employees. This includes taking steps to make sure they do not suffer stress-related ill health as a result of their work. Ill health from stress caused at work has to be treated in the same way as health due to physical causes in the workplace. This means that employers do have a legal duty to take reasonable care to ensure that employeesʼ health is not put at risk through excessive or sustained levels of stress arising from the way work is organised, or from the day-to-day demands placed upon them in their work. Also, employers must take account of the risk of stress-related ill health when undertaking their legal duties under the Management of Health and Safety at Work Regulations These include the duty to assess risk, duty to apply the principles of prevention, the duty to ensure employeesʼ capability, and to provide training and specific duties towards young people Employment Law Health and Safety Law is not the only legal reason why action needs to be taken to tackle work-related stress. Examples include: Employers have common law duties to take reasonable steps to ensure their employeesʼ physical and mental health at work. An employer may be found to have acted negligently in law if: it was reasonably foreseeable that the employee would suffer mental or physical illness; it failed to take reasonable steps to prevent the illness; the failure caused the ill health. The Protection from Harassment Act 1997 makes it an offence for a person to pursue a course of conduct which amounts to the harassment of another person. This harassment does not have to be motivated by a specific factor such as race or sex. This Act again may be relevant in some bullying cases. Within Contract of Employment (written or otherwise) there is an understanding that employers and employees will behave reasonably towards each other in a spirit of mutual trust and confidence. If an employer breaks this bond of trust by acting unreasonably towards an employee (this may include failing to act to reduce work-related stress), this may be a breach of contract. There are also considerations under the Working Time Regulations governing: 11

11 number of hours worked; periods of rest; paid holidays and time off for dependants. The HSE is also clear that employers must take steps to ensure the mental wellbeing of staff and consideration should be given to mental illness/disability under the Equality Act 2010 and unrecognised mental impairment caused or made worse by work activity. Under the Equality Act 2010, employers have a duty not to discriminate against employees on account of any disability as defined under the Act. This involves making reasonable adjustment to the workplace or to the way the work is done, if the existing working arrangements or physical features place the disabled person at a substantial disadvantage. Ill health arising from, or exacerbated by, stress at work may constitute a disability under the Act. Under discrimination legislation, victims of workplace discrimination or harassment on the grounds of a protected characteristic have the right of access to employment tribunals to challenge such conduct on the part of the employer. Protected characteristics are sex, race, religion or belief, age, disability, sexual orientation, gender reassignment, or marital or civil partnership status. Stress-related illness may result from such discrimination or harassment. 2.3 Risk Assessment There is a legal requirement for employers to consider stress when they carry out risk assessments. In schools, this would be the headteacher/principal as the local authority representative. Stress can lead to ill health and employers must consider factors which are likely to cause intense or sustained levels of work-related stress. There are likely to be external factors which cannot be controlled by the school. However, schools need to ensure that basic systems are in place to control or reduce the level of risk in the workplace. Some of the common causes of stress in the workplace have been identified. A key issue when looking at stress risk assessment is consultation with staff through their union representatives. Systems need to be set up which give staff an opportunity to let managers know how they feel. This could be done formally on an individual basis or informally at a staff meeting, faculty or departmental meeting. Whatever route is taken, managers need to ensure that their conceptions about stress and the causes are matched against the actual issues raised by staff. Immediate action may be appropriate where serious issues are identified or where several members of staff raise a key area of concern. 12

12 2.4 Using the HSE Management Standards In 2005 the HSE introduced Tackling Stress: The Management Standards approach. The Management Standards cover six key areas of work design that, if not managed, are associated with poor health and wellbeing, lower productivity, and increased sickness absence. In other words, the six Management Standards cover the primary sources of stress at work. These are: demands such as workload, work patterns and the work environment; control such as how much say the person has in the way they work; support such as the encouragement and resources provided by the organisation, line management and colleagues; relationships such as promoting positive working to avoid conflict and dealing with unacceptable behaviour; role such as whether people understand their role within the organisation and whether the organisation ensures that they do not have conflicting; change such as how organisational change (large or small) is managed and communicated in the organisation. To assess the schoolʼs performance against the Management Standards, discussion with all employees is essential. Employees must be able to express honest opinions, and outcomes should be recorded. A review of sickness absence or staff turnover data can also be undertaken or a survey carried out. Once the schoolʼs performance against the six Management Standards has been assessed, measures to prevent or reduce work-related stress can be considered. This will demonstrate that the school has been proactive in identifying stress-inducing factors at work and preventing problems arising in the first place. 3. Links to Further Information The following websites offer important sources of information. HSE NASUWT NHS Support Services Teacher Support Network 13

13 Annex 1 Statement of Intent recognises that there are increasing demands and pressures placed upon staff. Every job has its own unique pressures and demands, responsibilities and day-to-day problems. However, no two members of staff are alike all people are individuals with unique characteristics and capacities to deal with pressure in the workplace and their everyday lives. is fully aware of the need to manage stress in the workplace and seeks to provide a working environment that safeguards the health, safety and welfare of all persons at work. Through this policy aims to have measures in place to monitor and assess stress in the workplace and to introduce measures aimed at reducing stress. will develop support, information and training to reduce the possible effects on staff as far as reasonably practicable. This policy aims to set out position on stress and aims to provide headteachers/principals and line managers with an understanding of the problem, including a definition and a summary of the more common causes. It also sets out responsibilities for both individual members of staff and line managers and clarifies the support, information and training that is available to deal with the problem. 14

14 Model Policy Statement for Schools The recognise their Health and Safety responsibilities and will take all practicable steps to address stress-related issues in this school. In dealing with the issues of stress in school, the will, to the best of their ability, ensure that the following systems are in place, understood and acted upon in an attempt to deal with a problem which is giving increasing cause for concern. In order to achieve the policy aims, the school will: ensure that the Stress Policy is brought to the attention of all staff who work in the school; ensure that a Risk Assessment is undertaken to identify the scope and causes of stress related to work and the findings shared with staff; implement control measures to minimise the risk of stress; monitor and audit the arrangements in an effort to continuously improve the quality of the working environment and the implemented stress-minimisation arrangements; encourage staff to report their views and to discuss stress-related issues with a member of the schoolʼs Senior Management Team; ensure equality of treatment of staff; ensure that individuals who have or have had symptoms of stress-related illness are treated responsibly and fairly at an early stage and that confidentiality is ensured; consider job security, sick leave provision, retention of status etc in accordance with the rights of the individual to employment protection and in accordance with the schoolʼs sickness absence policy; establish a culture in school where stress is reviewed as a serious management issue rather than viewed as a personal weakness; nominate a member of the schoolʼs Senior Management Team to be responsible for the co-ordination of stress management in school; communicate and consult effectively and ʻmanage changeʼ in a sensitive and responsible manner; review arrangements for managing stress in consultation with recognised trade unions on a regular basis or following changes in the schoolʼs Senior Management Team, organisation or structure. 15

15 Policy A copy of this policy and accompanying guidance of School can be found in (location) (staff handbook/office etc). Responsibility for Co-ordination of Stress Management in the School The member of staff responsible for co-ordinating stress management in School is (member of school SMT). Risk Assessment Risk assessments will be undertaken following consultation with staff through their recognised trade unions, considering the examples given in the policy. The findings of the risk assessment will be communicated promptly to staff and their trade union representatives as appropriate. Monitoring and Review Procedures for monitoring stress in school should be an integral management function and be the subject of a regular review. Changes to the schoolʼs Senior Management Team, organisation or structure should initiate a review of procedures. Statement of Individual s Responsibilities Individuals have a duty to co-operate with their employer in minimising, so far as is reasonably practicable, work-related stress. Individuals have a part to play in making reasonable adjustments about which working practices have to change due to circumstances beyond the schoolʼs control. Anyone who feels he/she is suffering from stress should, wherever possible, inform their line manager so that he/she will have an opportunity to resolve the problem. If anyone feels that they are unable to raise the matter with their line manager they should then contact. The matter will be dealt with in confidence, unless the individual concerned gives express permission for information to be shared., with the consent of the individual concerned, will then take the matter forward. If an individual believes there is a factor in the workplace causing work-related stress, then advice should be sought promptly from their trade union representative. If appropriate, this should then be brought to the attention of the line manager or. Statement of Headteachers /Principals /Managers Responsibilities Headteachers/Principals and line managers at all levels have a key role to play in considering the workload and health implications of decisions involving staff. It is recognised that the style of management adopted has an impact on stress levels amongst staff. As a consequence it may be helpful for headteachers/principals/managers to complete the Health and Safety Executive 16

16 (HSE) stress management competency indicator tool: It is the responsibility of headteachers and managers to: ensure that adequate risk assessments are carried out to evaluate stress; ensure that sickness absence and staff turnover is regularly reviewed and monitored in accordance with other agreed policies; be able to identify and respond to issues of work-related stress; ensure good communication with employees, particularly where there are, for example, service provision and procedural changes; monitor workload with reference to the potential impact on individual employeesʼ stress levels; ensure that any new policies and procedures are workload impact assessed; monitor working hours to ensure that staff are able to exercise their right to a work/life balance; attend training related to good management practice and health and safety in general; be aware that stress is minimised in an organisation where there exists mutual trust, promotion of self-esteem, shared objectives and common goals; ensure that bullying and harassment is not tolerated within their area of responsibility; be vigilant and offer support to an employee who is experiencing both work and/or non-work-related stress. Statement of Employers Responsibilities Employers will: give staff comprehensive and relevant information about work related stress; put measures in place to prevent, so far as is practicable, work related stress; ensure that adequate resources are in place to support the policy; review and monitor sickness absence levels and staff turnover in accordance with other agreed policies. The Role of Trade Union/Safety Representatives Representatives will be: meaningfully consulted on any changes to work practices or work design to consider whether such changes could precipitate stress; meaningfully involved in the risk assessment and risk management process; provided with access to collective and statistical data; 17

17 provided with paid time away from normal duties to attend any relevant trade union training in accordance with time off policy; allowed reasonable time in accordance with policy to conduct joint inspections of the workplace to ensure that environmental stressors are properly controlled. The Model Policy Statement for Schools can be downloaded from 18

18 Union 35 Young Street North Lane, Edinburgh EH2 4JD Telephone: Fax: Website: The fastest growing teachers union in Scotland 13/03030 Scotland