IT’S TIME TO PRIORITISE EDUCATOR SAFETY
You have a right to feel safe at work
ADDRESSING GENDER-BASED VIOLENCE IN SCHOOLS Academic researchers share new findings
TAFE SA ENTERPRISE BARGAINING IS HAPPENING NOW Here's how to get involved
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What’s in this issue?
Centring Work, Health and Safety
Work, Health and Safety (WHS) is unapologetically union business. It’s foundational to our movement and underpins much of the support that we provide to our members.
Over the past 12 months, we’ve had a renewed focus on the WHS mechanisms that give educators the best chance to improve their feeling of safety. As your union, we work proactively to try to ensure that you make it home each day just as healthy as when you left. This edition of the Journal examines the complexities of violence in the workplace, psychosocial hazards, and the cultural changes we need to fight for to ensure every educator is holistically safe.
Last term, we convened our first Safe at Work Conference for AEU member Health and Safety Representatives (HSRs). This was an important first step in establishing stronger connections between the AEU and our HSR members. Conferences like this allow us to facilitate both information sharing and skill development within a vital sector of our membership and will become a regular feature of our schedule. In 2025, we’ll continue to expand on this work to ensure our members are empowered with a sound understanding of WHS rights and processes.
This year, we’ve also established a new Membership, Growth, and Training team within the AEU, which includes a dedicated WHS Officer. This role will work alongside members to support them as they address WHS concerns in their workplaces. Members have already begun collaborating with our WHS Officer to conduct psychosocial health and wellbeing surveys to improve consultation, decision making, and workplace culture at sites. This position sits within this specific team to also ensure that WHS is a pillar of all conferences and training.
In 2025, members will begin to feel the benefits of our investment in Growth Coaching. This member support approach will help us demonstrate and facilitate healthy and supportive communication styles focused on finding solutions to problems in our efforts to establish a healthier workplace culture. We’re committed to helping members achieve more fulsome and supportive discourse in sites, contributing to a healthier and safer working environment.
This promises to be a year of meaningful and positive change as we center Work, Health and Safety in our member support. We’re your union and we’re committed to making sure that you feel safe at work.
MATTHEW CHERRY, BRANCH SECRETARY
What you need to know
+ We’ve renewed our focus on Work, Health and Safety in 2025
+ WHS empowers every educator to take steps toward feeling safer at work
+ Our new Membership, Growth, and Training team includes a dedicated WHS Officer
Psychosocial Hazards
Violence in the Workplace
Cultural Change for Holistic Safety
Your safety is our life’s work
As the 2025 education year begins, it’s a great time to spotlight the importance of Workplace Health and Safety (WHS) in education. From preschools and schools to TAFE campusescreating safe, supportive environments for all educators is at the heart of our mission.
The AEU’s dedication to WHS is rooted in history. Back in 1915, the South Australian Teachers Association (the precursor to the AEU) pushed for better hygiene, lighting, seating, and smaller class sizes, emphasising the connection between healthy workplaces and quality education. By 1969, infrastructure issues like inadequate toilet facilities were raising alarms - not just for student welfare but for staff wellbeing. Those early actions set the tone for what would become a long-standing commitment to the health and safety of workers in educational settings.
Fast forward to today, and WHS remains as crucial as ever. The AEU continues to advocate for conditions that comply with the WHS Act, which protects employees’ health, safety, and welfare. Central to this effort is empowering educators to prioritise their safety through Health and Safety Representatives (HSRs). Elected by their peers, HSRs play a vital role in identifying hazards, voicing concerns, and working with employers to resolve issues.
Taking proactive steps
For TAFE members, an important tool in identifying potential psychosocial risks within the workplace is the Perspective Survey. This survey is a valuable resource for identifying psychosocial hazards, assessing mental and emotional health risks, and gathering feedback directly from staff on concerns such as stress, workload, workplace relationships, and overall psychological wellbeing. By using the Perspective Survey, TAFE can actively engage workers in the process of identifying and addressing psychosocial risks, fostering a supportive and mentally healthy work environment for everyone.
I also encourage all schools and preschools to adopt a 2025 My Wellbeing Action Plan, a personalised approach to workplace health. Whether it’s taking regular breaks, conducting ergonomic assessments, or managing workloadsthese plans help foster a proactive culture of safety and wellbeing.
At its core, WHS is about more than legal compliance - it’s an investment in the people who make education possible. The AEU’s ongoing commitment to WHS serves as a reminder that the protection of our members is central to the union’s work. As we move into 2025, let’s continue to advocate for safer workplaces and support the health and wellbeing of all education workers. Together, we can ensure that both staff and students thrive.
JENNIE-MARIE GORMAN, PRESIDENT
What you need to know
+ The AEU has been fighting for educator safety and wellbeing since its inception more than 100 years ago
+ We’ve renewed our focus on Work, Health, and Safety (WHS) in response to member’s feeling increasingly unsafe at work
+ Familiarise yourself with your preschool, school, or TAFE protocol for reporting risks and incidents
WHS Priorities for 2025
Proactive Wellbeing Plans
Addressing Psychosocial Risks
Empowering Health and Safety Representatives
It’s time to prioritise educator safety
Being an educator is more than a job - it’s a commitment to nurturing and inspiring the next generation. But for too many of us, this commitment comes at a cost. For years, educators have carried the emotional and physical toll of workplace violence and aggression, often believing it to be an unavoidable part of the profession. This has to change.
I left my role in a school 12 months ago, but the stories and experiences I carried from the classroom remain with me. I worked in mainstream junior primary classrooms and, like many of you, faced workplace violence regularly. I’ve been hit, kicked, scratched, spat at. I’ve had chairs and scissors thrown at me. And I’ve supported colleagues who’ve endured even worse. These stories are far too common, and many of these incidents, including those I experienced, went unreported. Why? Because educators are conditioned to believe that being hurt is ‘just part of the job’. This mindset is not only dangerous - it’s unacceptable.
Why this campaign, why now?
The Safe at School Campaign is about rejecting the normalisation of workplace violence and aggression. It’s about declaring that every educator has the right to feel secure at work. It’s about acknowledging that when educators are safe, our students are safe too.
I know the pressures educators face. Health and Safety Representatives (HSRs) often juggle their roles alongside already overwhelming responsibilities. These roles are typically taken on by those who care deeply about their colleagues, their students, and their own families. Yet, despite their efforts, more and more educators are returning home injured, unwell, or emotionally drained.
It’s time for meaningful action. WHS legislation gives us the tools to demand timely responses and employer accountability. But we need systemic change - adequate resourcing, increased staffing, and reduced class sizes. These aren’t just wish list items; they’re the foundation for safe, supportive learning environments.
A balance of rights
The UN Convention on the Rights of the Child reminds us that every child has the right to an education in an environment free from violence. But as Australian workers, we also have rights:
+ The right to work safely
+ The right to proper training and safety equipment
What you need to know
+ Educator safety has been deprioritised and underreported for too long
+ The AEU is launching a dedicated campaign focused on building a culture of safety for educators
+ Every member has a vital role in making this shift
+ The right to report unsafe conditions and say no to dangerous work
+ The right to fair pay, conditions, and workers’ compensation.
These rights should never conflict. Educators feel immense pressure to put children’s needs first, often at the expense of their own wellbeing. This imbalance leads to burnout and is part of what drives the current educator shortage crisis.
We must shift this narrative. A safe workplace for educators is a safe learning space for students. Protecting staff isn’t just about avoiding harm - it’s about fostering environments where students thrive, free from the trauma of witnessing violence.
Every educator deserves a safe workplace
Actions for all members
We need to act now to build stronger, safer schools. Here’s what every member can do:
+ Elect a Health and Safety Representative (HSR): HSRs play a critical role in ensuring workplace safety. Use our fact sheets to guide your site through the election process
+ Report all hazards and injuries: This includes physical hazards, violent behaviour, and psychosocial injuries. While reports are rising within the Department, we know that many incidents still go unreported due to workload pressures. Prioritise making time to report
+ Collaborate on your school’s 2025 MyWellbeing Action Plan: Ensure your school’s plan addresses the key concerns identified in your site’s MyWellbeing data. Advocate for it to remain central to decision-making processes and request regular communication about progress
+ Engage with your local Area Meeting: Share your site’s experiences and learn from others facing similar challenges
+ Strengthen our union: Encourage your colleagues to join the union. Our collective power is the foundation for meaningful change.
Actions for HSRs
As HSRs, you have a vital leadership role in this campaign. Here’s how you can make an impact:
+ Join HSR Connect: This online network meets twice per term and provides a platform to share resources, solve problems, and drive campaign efforts. Every second meeting will feature a special guest and focus on learning up-to-date WHS information
+ Ensure proper registration and access: Ensure you’re elected, registered with SafeWorkSA, and have HSR-level access to the Incident Reporting Management System (IRMS)
+ Establish a meeting schedule: Regularly meet with your principal or WHS Committee to address safety issues
+ Utilise your training entitlements: HSR training is centrally funded - use this opportunity to enhance your skills and knowledge each year of your three-year term of office.
Building a culture of safety
When we create safe workplaces for educators, we create safe learning environments for students. By working together, we can reshape the narrative around safety in education. It starts with rejecting the idea that violence and aggression are just part of the job and holding our employers accountable for creating safe and supportive workplaces.
The Safe at School campaign isn’t just about responding to incidents - it’s about prevention. It’s about fostering a culture where every educator feels secure, and every student has the stability to thrive.
Building collective strength
As we launch the Safe at School Campaign, I challenge each of you to think about how you can contribute to this movement. How can you bring your colleagues along on this journey? How can you build collective knowledge within your sub-branch and act collaboratively to make your workplace safer?
Workplace violence is not inevitable. Together, we can reshape the narrative and create workplaces where safety is the norm - not an exception.
Every child deserves an education in a safe, nurturing environment. And every educator deserves to return home each day as healthy and whole as when they arrived. Let’s work together to ensure this becomes a reality.
Because when educators are safe, students are safe. And that’s a goal worth fighting for.
KENDALL PROUD VICE PRESIDENT
Report all hazards and injuries Elect a HSR
Collaborate on your school's MyWellbeing surveybeing
Action Plan
Engage with your Area Meetings
Strengthen our union
Violence against educators is never okay
Speak Reporting workplace violence is essential. Use the Report an Injury button Incident360 on Edu Portal or the IRMS system through the Department for Education intranet. If you can’t report the incident yourself, a colleague can do it for you. Reports should be submitted within 24 hours and include clear details about injuries or impacts, whether physical or psychological. If the incident involved criminal behaviour, you have the right to report it directly to the police. For guidance, reach out to the AEU. Reporting violence triggers formal investigation and action. It also provides vital data to track hazard trends, enabling the Department for Education to allocate resources to address recurring issues.
Key questions for risk management
+ What is the hazard?
+ What is the risk to health and safety?
+ How can risks be minimized or eliminated?
+ How can risks be monitored and reviewed? If the issue involves a student, collaborate with your principal to engage Student Support Services for plans, training, or resources. Raise awareness in staff meetings if you’re unsure how to report incidents properly. Reporting occupational violence shows that such behaviour is unacceptable in schools —it’s not just part of the job.
Spot Occupational violence is defined by SafeWorkSA as ‘any incident where a person is abused, threatened, or assaulted in circumstances relating to their work.’
This includes physical harm, verbal abuse, threats, or aggression from students, parents, visitors, or colleagues. Examples range from biting and spitting to pushing, throwing objects, or verbal intimidation. Spot workplace violence and report it immediately. If anyone dismisses your concern, contact the AEU for support.
Secure Principals and managers must prioritise early intervention and compassionate responses. They should assess the risk, minimise hazards, and ensure follow-up support for affected staff.
Take action By spotting, speaking up, and securing your workplace, you help build a culture where safety and respect are non-negotiable. Together, we can ensure every school is a safe place to work.
We’ll support and advocate for you If you or a colleague think you might have experienced workplace violence, contact the confidential and supportive Info Unit.
The TRT survival kit
Being a new TRT can sometimes feel like you’ve been dropped into the middle of an episode of Survivor. You’re navigating unfamiliar terrain, handling unpredictable situations, and trying to keep everyone safe – including yourself. But with preparation and a positive mindset, you can keep your health, safety, and sanity in check.
Ask for help
Every school is different, so always ask for help. Need to find the art room? Not sure where yard duty starts? Wondering what the behaviour management process is? Don’t be afraid to ask!
Pack your bag
Start the day with some essentials. Make sure you have a school map, a copy of the student behaviour management process, a daily timetable, and the contact numbers for leadership and first aid. And keys, don’t forget keys! You’ll need access to classrooms, the staffroom, specialty teaching areas, the bathroom, and the printing area. Being locked out of your lesson is no fun and makes it much harder to keep your class under control.
Stay safe and healthy
Bringing your own ‘health kit’ isn’t a requirement, but it can keep minor inconveniences from becoming hazards. Carry essentials like masks, sanitiser, wipes, and tissues for cleanliness. Comfy shoes and weather-appropriate clothing including a hat, umbrella, and jacket for yard duty can make the difference in how much you enjoy the day.
Have a Plan B
Consider organising a mindfulness activity for both you and the students as a strategy if things begin to feel chaotic. While a whistle might feel heavy-handed, pack one for classes where students need a little extra motivation to pay attention.
Make sure you have some engaging Plan B teaching tasks up your sleeve and bring a notebook for reflection and to share with the teacher you’re relieving.
Consider this survival kit as a reminder to think about yourself as well as your students. As a worker, you have a right to be healthy, happy, and equipped to handle whatever the classroom throws you.
SADIE GENT VICE PRESIDENT
What you need to know
+ Being a new TRT can feel daunting
+ There are some simple steps you can take to make your introduction to a new school or preschool easier
+ Being prepared means you'll feel safe, comfortable, and ready to teach!
Student behaviour policy, key,masks, sanitiser, map, timetable,wipes, tissues,whistle,lunch, personal medication, umbrella, key phone numbers, jacket
AEU
xxx
Name badge Hat
Watch
Comfy clothes
Enclosed shoes
Mindfulness activity
Flexible mindset
Drink bottle
Addressing gender based violence in schools
What you need to know
+ Recent years have seen a significant rise in gendered violence, including sexist behaviours and language, in Australian schools
+ Proposed responses to this concerning issue fail to comprehensively address root causes
+ Education can and must be an essential part of the solution, backed by policy
While sexism and misogyny have always been part of Australian society and therefore, schooling, the past few years have seen a marked rise in sexist behaviours and language playing out in Australian schools.ⅰ
Some commentators suggest that ‘the problem’ of young Australian men and boys being swept up in this new wave of misogyny relates to a lack of positive male role models. In other words, if only there were enough popular, wise, and caring alternatives to the forms of masculinity espoused by online ‘manfluencers’, then the culture of genderbased violence that is rising in Australian schools would be resolved. Others say that if social media is the problem, ‘banning’ young people from harmful content is the solution.
In August 2024, the Australian Government Department of Prime Minister and Cabinet acknowledged that gender-based violence is now a national emergency that is “playing out in classrooms across Australia, where sexual harassment from male students towards teachers and peers is rising sharply (Schulz, 2024; Wescott et al, 2024), as well as in the radicalisation of some young men globally... If Australia does not meet this challenge… this will likely result in higher rates of violence and abuse… undoing decades of progress”.ⅱ
Meeting this challenge requires more than male role models or bans. Proposing men as the answer to women’s experiences of abuse also reinforces the trope that women lack agency and devalues the contribution of women to the teaching profession. Instead, we must listen to teachers’ stories and consider them within the context of Australia’s decades-long policy vacuum around gender education in schooling, given our current policy direction which exacerbates gendered and other harms, and considering the broader context of the global backlash against gender justice in which we now exist'.ⅲ
Solutions
Engage parents: Educate parents about the importance of addressing harmful behavior
Listen to educator stories: Give voice to their experiences and concerns
Implement gender education policies: Develop comprehensive curricula on gender and sexuality
Support educators: Increase institutional support to prevent burnout and isolation
Educator stories
In 2024, researchers ⅳ from The University of Adelaide and UniSA launched an anonymous online survey of South Australian teachers. The initial survey attracted a wealth of responses pointing to trends in Australia and overseas. Teachers described:
• Heightened use of misogynistic, sexualised, and aggressive language primarily by boys/young men targeting mostly girls/women to intimidate and exert power
• Boys/young men at times working in groups to physically intimidate (particularly young) female teachers
• Insufficient support from leadership coupled with bystander inaction
• Lack of shared critical knowledge or language around gender and sexuality amongst teachers and leaders
• Parents in denial about their young person’s behaviour (and in some cases, harassing teachers)
• Some female teachers leave the profession or change schools in search of safety
• A corresponding rise in homophobia and transphobia is also being experienced and witnessed by teachers.
The first phase of the research expanded to include in-depth interviews with South Australian teachers as well as surveys and interviews with tertiary educators nationwide.
The collective story that this data tells, is as follows:
• Teachers in schools are unprepared by their initial teacher education to navigate let alone teach about the heightened experiences of sexism, misogyny, and other forms of anti-social behaviour now playing out in schools
• Teacher educators who do teach this content –mostly women or minoritised academics –have little time in the initial teacher education curriculum, little institutional support, and are increasingly experiencing backlash from students (and sometimes colleagues) who frame diversityrelated curriculum as ‘woke’ or ‘politically extreme’
• Teachers at all levels who teach about gender, sexuality, race or other forms of justice are increasingly burnt out, isolated, and unsupported.
The roots of this situation run deep.
Gender-Based
Violence in Schools
The education policy vacuum
It was not until the mid-1970s that the Commonwealth Schools Commission finally acknowledged that Australian schooling was sexist and limited girls’ options within and outside of school ⅴ. However, the rise of the Howard-led Coalition Government in the mid-1990s saw equity agendas in education quickly sidelined. In their place, Australia’s education system has grown exponentially more privatised, as well as wrought through accountability frameworks and aggressive modes of competition. This approach not only obscures and denies structural inequality but manifests in the top-down engineering of teachers’ work that now underpins our crisis of teacher attrition ⅵ
The Government’s response to teacher shortages has been to double down on this approach, which denies that teaching and learning are impacted by “broader social, ecological, environmental and cultural factors which affect how teaching happens and how students learn” ⅶ
Try telling this to the teacher whose students are chanting ‘Andrew Tate’, whose water bottle has been spat in, whose male peers question her reality because male students treat them respectfully, or whose students tell her to ‘get back in your box, bitch; get back in the kitchen’.ⅷ
Teaching and learning cannot be excised from social or cultural contexts. Teaching across today’s increasingly diverse student terrain requires a complex mix of culturally and sociologically informed knowledge and pedagogical skills. However, the Government’s approach fortifies conditions for institutional gaslighting wherein women’s and minoritised teachers’ experiences frequently go unheard or second-guessed ⅸ
This does not create the conditions out of which ‘kind and wise’ male role models magically surface. In fact, when men are viewed as the main or only mentors for boys, women get sidelined as adjuncts or assistants ⅹ Moreover, responses that treat only the symptoms of gendered violence do not equip young people with the critical, social, and media literacies required to navigate online worlds and their offline consequences.
Why role models and social media bans are insufficient
Formal education is a core cultural experience for every young Australian. It is a space where clear and consistent counterpoints to the disinformation around gender and sexualities should be shared.
Given that people of all genders and sexualities exist, our education systems should ensure that we build safe societies in which differences are normalised and hierarchical categories are called into question. Disappointingly, Australia’s education system has never been strong on gender, racial or sexuality equity.
Australia has a decades-long policy vacuum around that is now implicated in the rising tide of gender-based violence we are seeing in schools and society.
Young people are being duped into believing that gender or sexuality equity in education is somehow woke or politically extreme. In truth, education is political, and the incidents of gender-based violence that we are seeing flourish across Australian schools and society are extreme. Education must be part of the solution, not a breeding ground for gender-based violence, but the burden of this necessary, reparative, and complex educational work must be recognised, valued, and backed by policy while carried evenly. Gender justice in education should be a right, not a poorly realised add-on, and as populist authoritarianism rises worldwide, this work could not be more urgent.
Bio: Associate Professor Sam Schulz (she/her) is a sociologist of education at the University of Adelaide. Stef Rozitis (they/them) is a doctoral candidate researching Early Childhood Education at UniSA. Sam and Stef deliver workshops on gender and sexuality equity for the Australian Education Union.
ⅰ ‘Make me a sandwich’: our survey’s disturbing picture of how some boys treat their teachers, Schulz, 2024; Andrew Tate’s extreme views about women are infiltrating Australian schools. We need a zero-tolerance response, Wescott & Roberts, 2024
ⅱ Unlocking the Prevention Potential: accelerating action to end domestic, family and sexual violence, Australian Government Department of Prime Miniter and Cabinet, 2024
ⅲ Feminist pedagogies in a time of backlash, Elwell & Buchanan, 201
ⅳ Led by Associate Professor Samantha Schulz with Professor Edward Palmer, Dr Daniel Lee, Dr Eszter Szenes (The University of Adelaide) and Dr Sarah McDonald (UniSA).
ⅵ A national approach to gender equity policy in Australia: another ending, another opening?, Ailwood, 2003)
ⅴ Policy makers as experts and teachers in need of reform: a critique of ‘evidence-based’ reforms of initial teacher education in Australia, Deuchar, 2024
ⅶ Policy makers as experts and teachers in need of reform: a critique of ‘evidencebased’ reforms of initial teacher education in Australia, Deuchar, 2024
ⅷ Common themes surfacing across the SA and broader Australian research, led by Schulz and Wescott respectively.
ⅸ Conceptualising school-level responses to sexual harassment of women teachers as institutional gaslighting, Wescott & Roberts, 2024
ⅹ Understanding and celebrating advantaged boys: education that excludes, Rozitis, 2023
Address the root causes of gendered violence and equip students with social and media literacy.
Associate Professor Dr. Sam Schulz PHD. Candidate Stef Rozitis
Think of the most insulting words you know. Notice any themes?
If you keep up with my Journal articles, you know I’ve written time and again about gendered violence and its impact on educators. It’s clear to me that this issue is institutional, deeply ingrained, and isn’t going to be fixed with quick-fix solutions. The work of solving gendered violence is long-haul.
One small but important lesson I’ve learned is that the term ‘gendered violence’ is widely misunderstood. Helping members and the general public to better understand the full scope of this term is a meaningful and actionable step in the right direction. While gendered violence can be physical, this is just one small part of a complex system.
The United Nations Declaration on the Elimination of Violence against Women states that "any act... which results in or is likely to result in, physical, sexual or psychological harm or suffering to women, including threats of such acts, coercion or arbitrary deprivation of liberty, whether occurring in public or private life" is an act of gendered violence. Gendered violence has an equally significant impact on non-binary and LGBTIQ+ community members.
Consider gendered language. Quickly list a few of the rudest words you know, you might notice a gendered theme. Not only can violence be verbal, but our very language normalises gendered violence.
Gendered violence also includes intimidation tactics, microaggressions such as discussion of a woman’s place in society, gender-based jokes, threats, ganging up by a group of boys against a non-male teacher, deepfake-created sexual images of people without their consent, and commentary on appearance. The list is long, and every example bolsters the devaluing of women, non-binary, and LGBTIQ+ lives.
As we know, the beliefs that result in gendered violence also harm men. For example, prejudices that criticise men who work in early childhood or assume men should be responsible for intervening in physical altercations at school have the potential to harm their psychological and physical wellbeing. Men who don’t conform to gender norms often find themselves the subject of vitriol and abuse, feel lesser about themselves, or feel shame and anger about not meeting some arbitrarily constructed ideal. These are also important examples of gendered violence which must be addressed as part of our approach to resolving this growing issue.
Late last year, I attended the AEU Federal Women’s Conference in Melbourne with delegates from across Australia. The 2024 conference focused on gendered violence in education, and featured expert speakers such as Dr Stephanie Wescott, who gave a keynote on her research into the radicalisation of boys and young
What you need to know
+ Gendered violence isn’t just physical
+ It’s a complex, far-reaching, and deeply ingrained belief system that harms people of all genders
+ We must broaden our understanding of gendered violence to begin eliminating it
What is gendered violence?
Microaggressions
Verbal abuse
Intimidation Tech violence
men and the danger this poses to the security of safety of all Australians.
All delegates had the opportunity to work together in their respective sectors, focusing on the Work, Health and Safety risks associated with gender-based violence and how they might be able to move their sectors forward to take steps in this area. Being the experts in their sectors, these women knew first-hand the challenges women in their area face and what their student needs are.
Addressing gendered violence in education, and society more broadly requires both a systemic lens and individual action. It’s not a problem with easy answers or quick fixes, but one that demands a commitment to sustained effort and cultural change. By broadening our understanding of what gendered violence entails and recognising its many forms - from physical harm to the subtle erosion of dignity through language, microaggressions, and societal expectations - we can begin to dismantle the structures that perpetuate it. Conferences like the AEU Federal Women’s Conference are vital spaces for collaboration, insight, and action, empowering educators to champion safety and equality in their schools and communities. The work ahead may be long and challenging, but it is necessary if we are to build a world where everyone, regardless of gender, can thrive free from fear and harm.
JAKI HEIM WOMEN'S OFFICER
Member stories
Supporting mental health and wellbeing at Open Access College
At Open Access College, we’re committed to fostering a culture prioritising mental health and well-being. As AEU members, we recognise that mental injuries are genuine injuries and should be treated with the same seriousness as physical ones. Through targeted actions and collaboration, we aim to create a safe and supportive workplace where staff feel comfortable reporting mental health concerns.
Raising awareness about mental health issues has been a key strategy. We provide facts and statistics about the impact and costs of mental health challenges to normalise conversations and encourage open discussions.
To empower staff, we have demonstrated how to lodge a mental injury report and sent detailed emails outlining the process. This ensures that all staff understand where and how to report incidents.
Collaboration has been central to our approach. We have worked closely with our Health and Safety Representative and the Work Health and Safety (WHS) Committee to highlight mental injuries. The WHS Committee also tracks documented injury types to inform strategies.
Personal stories have been a powerful tool in breaking down barriers. We’ve shared real examples to demonstrate the importance of taking formal action. Additionally, we encourage members who have disclosed mental injuries informally to report them officially.
Challenging outdated beliefs has also been a focus. By working with Student Wellbeing Leaders, we have confronted the notion that exposure to traumatic events is just 'part of the job'. Instead, we advocate for recognising and addressing these experiences as serious workplace issues.
Our Sub-Branch Secretary has educated ancillary staff about psychosocial injuries, utilising resources from the Australian Council of Trade Unions' Mind Your Head campaign. Additionally, a sub-branch member has joined the AEU SA Occupational Health, Safety and Welfare Standing Committee to advance these efforts more broadly.
Through these actions, Open Access College is leading by example, showing that prioritising mental health in the workplace is necessary and achievable. Together, we continue to build a culture of safety, support, and resilience.
A career dedicated to educator wellbeing
My 26-year journey as a Health and Safety Representative (HSR) began in 1996 at Balaklava High School. Back then, HSRs from district schools met once a term with the Education Director and two members of the Department’s Work, Health and Safety (WHS) division, in Clare. These meetings provided invaluable opportunities for professional dialogue and personal connection. Unfortunately, in recent years, this level of personal interaction has diminished, making it more challenging to discuss school-based issues effectively. These early connections with the Department’s WHS Division sparked my interest in WHS, ultimately leading me to postgraduate studies in WHS Management. Reflecting on that experience, I wonder whether the same inspiration and encouragement would be available today for someone just starting out as an HSR.
The AEU played a pivotal role in my journey. Joining the Occupational Health, Safety, and Welfare Standing Committee provided me with greater insight into how the Department communicated with HSRs and shaped its policies. Over the years, committee members have influenced how the AEU Committee Chair approaches discussions with Department WHS personnel.
As teachers, we often see WHS issues emerge and resolve within our schools. However, the behind-the-scenes work by committee members and the AEU often shapes the Department’s responses and policies. This highlights the vital role Standing Committee members play as a direct link between school sites and the Department.
HSRs serving on the committee may not always realise their impact, but their involvement can lead to meaningful improvements in working conditions for all school staff. It is a reminder that collective action and advocacy can bring about real change.
The committee is currently seeking AEU member HSRs to fill vacancies. The role is a two-year commitment, and meetings are conducted online. I thoroughly enjoyed my time on the committee, particularly collaborating with both country and city members. This mix of perspectives introduced me to new strategies for improving safety across different sites.
If you are passionate about workplace safety and want to make a difference, I encourage you to consider joining the committee. It’s a rewarding experience that supports professional development and strengthens the collective voice of HSRs within our education system.
LIAM GOODFELLOW, MEMBERS LAURA MURPHY, MEMBERS
SHANE MAWSON, RETIRED MEMBER
Building safe workplaces, together
Have you heard of BATNA (Best Alternative to a Negotiated Agreement) and WATNA (Worst Alternative to a Negotiated Agreement)?
These negotiation concepts, pioneered by academics Roger Fisher and William Ury, were key themes at the Australian Education Union's inaugural Safe at Work Conference for Health and Safety Representatives (HSRs) in term four, 2024.
The conference was organised in response to the increased severity and complexity of the risks educators are facing in their day-to-day work. With rising challenges around physical and psychological safety, the event provided a much-needed platform for HSRs to build skills, share experiences, and strategise for safer working environments.
Our keynote speaker explored how BATNA and WATNA could be applied when negotiating improvements or using compliance tools like Provisional Improvement Notices (PINs) to achieve safer workplaces.
A standout workshop focused on workplace hazards, particularly violence. Participants learned how to identify, prioritise, and report psychological risks, with occupational assault—physical, verbal, or threatened—serving as a case study. Strategies for managing these issues were discussed in depth.
Another significant topic was the impact of the ‘manosphere’ on women and LGBTIQ+ workers. This discussion, framed by Australia’s lack of gender equity policies in education and the concept of ‘institutional gaslighting’, highlighted the need for a shared language to address sexism, misogyny, and other social harms in schools. You can read more about this subject on page 9.
SafeWork SA also presented on safety in education, emphasising that while physical injuries remain the most common workplace issue reported in TAFE, schools, and preschools, creating psychologically safe environments is equally essential. Attendees were encouraged to report all hazards, but the message was clear: SafeWork alone cannot drive change without data, resources, and the collective strength of site members.
The conference fostered a true sense of camaraderie among our passionate HSRs, with participants offering to share resources, build networks, and provide ongoing support.
What you need to know
+ We hosted the first Safe at Work Conference in term four 2024
+ The conference was organised in response to increased reports of members feeling unsafe at work
+ Health and Safety Representatives who attended the conference are empowered to use policy and process to take practical steps toward educator safety
Next steps
Every Sub-Branch is encouraged to elect an HSR for their TAFE, school, preschool, or regional office. If you need guidance on this process, we’re just a phone call away.
Stay tuned for more HSR activities and updates on the AEU SA website. Together, we can build safer, stronger workplaces.
SAM LISLE-MENZEL EDUCATION DIRECTOR
Term 1 Planner
Safety and liberation: insights from the Federal Women's Conference
The AEU Federal Women’s Conference highlighted critical issues surrounding gendered violence in public education, providing a stark reminder of the urgent need to address gender justice in schools.
The conference featured a remarkable lineup of speakers, who closely examined the current socio-political climate that exacerbates the gendered violence so many female, non-binary, and LGBTIQ+ educators are experiencing.
Online radicalisation
The radicalisation of boys through the online ‘Manosphere’ emerged as a particularly troubling trend. This space fosters the belief that women are oppressors and blames feminism for perceived economic and romantic struggles. Female educators are viewed by these boys as part of a powerful group working against them, further fuelling resentment.
Social media algorithms amplify these issues by channelling young male users towards manosphere content, reinforcing harmful stereotypes and attitudes. While misogyny predates social media, the digital age has magnified its reach, presenting new challenges for educators.
A cultural reckoning
In April 2024, Prime Minister Anthony Albanese officially recognised violence against women as a national emergency. This acknowledgement reflects the depth of the issue but also raises the question of whether there is sufficient political will to implement meaningful gender justice initiatives in schools.
The conference also connected gendered violence in schools to broader societal structures, including Australia’s colonial history. Schools, as institutions founded within a settler-colonial state, continue to perpetuate the violence inherent in that history. The neoliberal, market-driven approach to education compounds this issue, prioritising achievement and competition over the safety and wellbeing of students and educators.
Liberation and transformation
The UNICEF concept of ‘school-related gender-based violence’ provides a framework for addressing these issues. However, the conference emphasised the need to go beyond addressing violence and work towards gender emancipation and liberation. This vision moves past equality - defined as simply emulating male power dynamics - and towards creating a system where power is used differently and equitably.
Practical solutions include adopting a saturation model, where anti-gender-violence messaging is integrated across all aspects of a student’s life, from schools to sports clubs and homes. This holistic approach is essential for dismantling entrenched misogyny and fostering a culture of respect and safety for all.
The challenges are immense, but this timely conference underscored the potential for preschools, schools, and campuses to become spaces of transformation. To achieve this, policymakers, educators, and communities must collectively prioritise gender justice, challenge institutional norms, and envision a future where public education is a tool for liberation, rather than oppression.
How to elect a HSR
Health and Safety Representatives (HSRs) play a vital role in ensuring safe and healthy workplaces across South Australian public preschools, schools, and TAFE SA. If you and your colleagues wish to elect a HSR, follow these steps as outlined by WHS legislation:
Request a HSR election
If at least one employee requests the election of a HSR to represent them on WHS matters, the leadership at your school, preschool, or TAFE SA must act within 14 days.
Conduct the election (if required)
If the number of nominations exceeds the number of HSRs required, an election must be held. This election should be conducted fairly and transparently to ensure the work group’s confidence in their HSR.
Consult to determine the work group
Leadership is required to consult with employees to establish the work group that the HSR will represent. In larger sites, there may be more than one workgroup, each with its own HSR. The workgroup should reflect on how employees perform their work, ensuring effective representation. If agreed upon during the consultation, multiple HSRs or deputy HSRs may be elected for a single work group. This can be beneficial where large numbers of employees are performing similar tasks.
Notify employees of the outcome
Once the election process is complete, the leadership must notify all employees of the outcome, including the name of the HSR and the work group they represent.
Consult on the nomination process and election process
The leadership must consult with the work group to determine how the nomination and election process will be conducted. This ensures transparency and fairness in the election process.
Register the elected HSR
Within 14 days of the election, the site leader must register the HSR with the Department or TAFE SA.
Call for nominations
Once the process is agreed upon, leadership will call for nominations for the role of HSR. All members of the work group are eligible to nominate themselves or another employee.
READ THE FULL PROCESS
For further details on electing a HSR, scan the QR code below.
TAFE SA enterprise bargaining is happening now
As we begin a new year, we want to update you on our enterprise bargaining efforts on behalf of TAFE SA educators. Last term, we held member forums across South Australia, listening to your concerns and priorities. Your input has shaped the core pillars of our bargaining platform, which focuses on reducing workloads, securing fair salaries, and improving resourcing and facilities.
Our bargaining priorities
A sustainable workload
The average TAFE educator works 10 extra unpaid hours per week just to manage workload demands. Administrative tasks are increasingly consuming time meant for teaching and preparation. We are advocating for a reduction in administrivia, enabling educators to concentrate on what matters most - teaching Australia’s future workforce.
Fair pay for essential work
TAFE educators are essential to South Australia’s future. Your expertise, dedication, and professionalism build the skilled workforce our state relies on. Yet, current salaries fail to reflect this critical contribution. We are advocating for pay that truly values the vital role you play in vocational education and training.
Improved resourcing and facilities
Quality vocational education depends on modern facilities and adequate resources. We are advocating for increased investment to ensure that both educators and students have what they need to succeed. This includes fit-for-purpose learning spaces and tools that support best-practice teaching.
The urgency of change
TAFE educators are the backbone of South Australia’s vocational education system. For decades, your skills and dedication have produced industry-leading professionals, innovative thinkers, and strong community members. However, years of underfunding have pushed TAFE educators to their professional and personal limits.
The role of TAFE educators has also changed. You are now expected to teach larger cohorts, support students with increasingly complex needs, and provide tailored assistance - all without adequate institutional support. This is simply unsustainable.
Your involvement remains crucial. Stay engaged, encourage your colleagues to join, and watch for updates as we continue negotiating for a fair agreement. Together, we can demand the respect, recognition, and resources you deserve.
Thank you for your continued commitment and solidarity. Let’s build a stronger future for TAFE SA, now.
ANGELA DEAN ORGANISER: TAFE FOCUS, AEU SA
Together, we can achieve respect, recognition, and the resources TAFE educators deserve.
Why not plan a special trip or a relaxing staycation for your summer holidays at one of their many beautiful hotels? Simply scan the QR code or use the promo code to access your discount.
Happy retirement Irene
Irene Tam
We would like to take a moment to recognise and celebrate the outstanding career of Irene Tam, a dedicated member of the Australian Education Union who has provided exceptional service to our movement for many years.
Irene began her journey with us as the Assistant to the Branch Secretary in 1986, where her commitment and expertise quickly became apparent. In January 2003, she stepped into the role of Organiser with a focus on SSOs, a position she held with dedication until January 2012, with multiple reappointments reflecting her remarkable impact.
In March 2010, Irene returned to the critical role of Administration Manager, again bringing her insight and reliability to our operations. Then, following a comprehensive review, she was appointed Manager of Operations and Compliance in March 2022. In this demanding role, she adeptly managed new compliance requirements from the Registered Organisations Commission, Fair Work Commission, and Australian Electoral Commission. Despite a challenging landscape marked by changing staff structures and internal reviews,
Irene consistently ensured our operations ran smoothly, skilfully navigating each challenge with a steady hand.
Beyond her technical expertise and knowledge of union history, Irene was deeply committed to the CO staff she led, as well as to the AEU and our members. Her dedication to fostering strong connections with current and former team members exemplifies her loyalty and passion. We are incredibly grateful for Irene's 38 years of service and the lasting positive impact she has made on
Our walks are organised at several levels:
Stay connected after retirement
Soon to retire? Join the Retired Teachers Walking Group and build a new community of friends.
For many years, the Retired Teachers Walking Group has helped teachers, early childhood educators, leaders, and support staff stay connected with the education community after leaving the workforce. If you or someone you know has recently or is soon to retire, we invite you and your partner to join us on our regular walks throughout 2025.
Our group caters to a wide range of fitness levels – from experienced hikers to those who wish to improve their fitness levels at a less demanding level. Our levels include ‘Strollers’ who walk up to three kilometres on flat trails with local history themes and finish with a meal at a local pub; ‘Ramblers’ who walk six to seven kilometres over some gently undulating trails; ‘Walkers’ who cover up to 10 kilometres with a few more undulations; and ‘Rovers’ who walk from 14 to 18 kilometres with some steep climbs and descents.
Our walks and hikes are also an opportunity to learn more about the city, hills, and bushland while making new friends. We walk in conservation and national parks within the Mount Lofty Ranges and Fleurieu Peninsula, suburban beaches, along the six creeks of the Adelaide Plains, the River Torrens Linear Park, and other suburban trails. We also organise a camp each year in country areas within South Australia or Victoria!
JOHN EATON, PUBLICITY, RETIRED TEACHERS WALKING GROUP
ROVERS: 14-18 KMS
WALKERS: UPTO 10 KMS
RAMBLERS: 6-7 KMS
STROLLERS: 2-3 KMS
GET INVOLVED
If you are interested in finding out more about our walking group, don’t hesitate to contact us.
+ Co-ordinator : Carol Fallon 0417 001 766 dave.fallon@bigpond.com
+ Secretary: Kym Wenham 0412 408 568 wenhams@adam.com.au
+ Walking SA Rep: John Eaton 8431 5460 joneaton@bigpond.net.au
Professional Learning
Access a wide range of values-based professional learning to develop your practical skills and grow as an educator.
The sessions are in real time and allow you to work with other professionals to gain insight and grow as an educator. Online/ Virtual In Person Key
Check out the AEU SA website regularly for more dates and courses at aeusa.asn.au/upcoming
AEU SA Merit Selection Training and Retraining
+ Mon 17 Feb, 4:00pm - 6.00pm
+ Tue 18 Mar, 4:30 - 6pm
+ Cost: Free for members
+ For: Members only
For AEU SA merit selection panellist accreditation. This training is for retraining and new training.
Women’s Contact Officer Training
+ Thur-Fri 6-7 Mar, 9:15am - 3:30pm
+ Cost: Free for members
+ For: Women's contact officers
Dynamic two-day training for Women's Contacts in AEU SA Sub Branches.
New Council Delegates Training
+ Thur 13 Mar, 9:30am - 4.30pm
+ Fri 14 Mar, 9:30am - 3.30pm
+ Cost: Free for members
+ For: Members only
A mandatory two day course to upskill and accredit new Branch Council and Executive delegates.
Self-Care For School Staff
+ Thur 20 Mar, 4:30pm - 5:30pm
+ Cost: Free for members
+ For: Members only
As educators we are committed to our craft and students, sometimes forgetting about ourselves. To provide the best for out students, we need to be physically and mentally healthy. Lara will explore a range of simple, but effective techniques that educators of all levels can use care for themselves.
AEU SA PAC Training
+ Tue 25 Mar, 2:00pm - 5:00pm
+ Wed 9 Apr, 2:00pm - 5:00pm
+ Wed 16 Apr, 10:00am - 1:00pm
+ Cost: Free for members
+ For: Members only
AEU member PAC training is offered to ensure all members with an interest or responsibility in school human resource matters can access, investigate and discuss elements of the enterprise agreement and other documents in relation to PAC decisions.
Classroom Structures That Work
+ Thur 27 Mar, 4:30pm - 5:30pm
+ Cost: Free for members
+ For: Members only
Behaviour management is one of the more challenging issues teachers and schools face on a day-to-day basis; students who feel safe, supported, and connected are more likely to be active participants in their learning. In this session the presenter will explore how to setup and implement classroom structures that create an environment that is conducive to learning.
Classroom Management and Engagement Strategies
+ Tue-Wed 15-16 Apr, 9:15am - 3:30pm
+ Cost: $99 for members and $333 for non member
+ For: Staff working in public education
A highly regarded two-day course delivered by classroom teachers focused on new ways to engage students and create safe and accountable classroom spaces.
Supporting Students with Dyscalculia
+ Tue 15 Apr, 12:30pm - 1.30pm
+ Cost: Free for members
+ For: Members only
Students with dyscalculia will encounter difficulties with maths and numeracy tasks. Not every student who experiences difficulty with Maths or numeracy will have dyscalculia, but it is helpful to understand the condition and to make an informed decision about whether additional assistance is needed for the student. In this session, the presenter will outline typical indicators of student who are experiencing dyscalculia; some effective strategies for supporting students in the classroom; and the session will also explore resources that can be accessed for further support. This session will also be helpful for support staff who may be working one to one or with small groups.
Union Financial Governance Training
+ Thur 17 Apr, 9:15am - 3.30pm
+ Cost: Free for members
+ For: Members only
Compulsory training for elected Branch Council delegates and alternate delegates plus TAFE Divisional Council delegates.
Improving Literacy Outcomes in Secondary Schools
+ Thur 17 Apr, 10:30am - 11:30am
+ Cost: Free for members
+ For: Members only
It is the responsibility of all teachers in the secondary years to promote improved literacy outcomes to assist students to succeed in their career and life ambitions. Secondary schools need a consistent approach to literacy improvement across all subject disciplines. In this session, Laura will work through approaches to promote literacy across the curriculum, including building essential vocabulary, explicit teaching to master complex writing tasks and developing the capacity to read the required texts in any subject.
Brain Breaks
Quick breaks that help you refocus and return to work feeling centered.
To play a criss-cross puzzle, read the clues and find the words that match. Fill the grid by placing the words in their correct spots, ensuring they intersect properly. Adjust as needed to fit all the words without overlapping incorrectly.
Body stretch
+ Start on your stomach: Lie face down on the floor with your legs extended straight behind you and the tops of your feet flat on the ground.
+ Position your hands: Place your palms flat on the floor beside your ribs, just below your shoulders, with your elbows pointing backward.
+ Engage your muscles: Press the tops of your feet into the floor and activate your leg muscles to lift your knees slightly off the ground.
+ Lift your chest: Inhale as you straighten your arms to lift your chest and upper body off the floor, keeping your shoulders relaxed and away from your ears.
+ Stretch upward: Gaze forward or slightly upward, allowing your spine to gently arch, while engaging your core to protect your lower back.
+ Hold and release: Hold the position for a few breaths, then exhale as you lower your chest and return to the starting position.
Union, Violence, Health, Educator, Safety, Secure
Help shape your union
Nominations are called for 2025 positions of General Division Delegates and Alternate Delegates to Branch Council
Branch Council is the highest decision-making body of the AEU. Branch Council determines policy, sets priorities, and appoints Administrative Officers.
Branch Council is made up of delegates elected annually from local areas, TAFE delegates elected from TAFE Divisional Council, and Branch Executive members. This election is conducted by the Australian Electoral Commission (AEC) and members are required to complete the Nomination Form provided by the AEC.
The Election Notice provides information on the required number of Delegates and Alternate Delegates for each Area
Nominations must be lodged with the Returning Officer, Australian Electoral Commission by no later than 5:00pm on Tuesday 02 February. Details on how to lodge nominations are on the Nomination Form.
More information has been emailed to all members. Contact the AEU Information Unit for advice about AEU elections on (08) 8172 6300. Find out more at aeusa.asn.au/elections
Step up in 2025
nomination time for Sub-Branch Secretaries and Workplace Representatives
The bigger and stronger our sub-branches are, the more positive change we can create for our members and the children and students we work with.
Make your mark
Your sub-branch AGM must be held prior to Tuesday 18 February 2025 in order to appoint your local union leadership. Once you’ve completed your AEU elections, please pass the results onto the AEU membership team, membership@aeusa.asn.au
Increase membership at your site! All members contribute to building our union. Ask your colleagues to join the AEU community comprising of over 185,000 educators across Australia. For more information visit www.aeusa.asn.au/join
ADVERTISE WITH US:
If you would like to advertise in an upcoming edition of the Journal, email Journal@aeusa.asn.au for details and rates (where applicable).
SUBMIT A PIECE:
Do you have a story to share? Send us an email: Journal@aeusa.asn.au + Articles: maximum 400 words + Letters to the editor: maximum 200 words
All submissions should be signed with name, membership status, and role description. If you would prefer to remain anonymous, please indicate this in your submission.
Editorial policy: Not all articles submitted will be published. Articles, letters to the editor, and advertising do not necessarily represent the views of the AEU. Submissions may be edited for publication.
EDITORIAL DEADLINES:
AEU SA Journal Deadlines 2025 + Term 2: 17 February 2025 + Term 3: 4 June 2025 + Term 4: 27 August 2025
Supporting the health and wellbeing of AEU SA members
At Teachers Health, we go the extra mile to support the health and wellbeing of AEU SA members and their families.
From helping you manage your mental wellness or health conditions, to having a baby and more, we support our members through life’s ups and downs.
To discover how we can support you, scan the QR code
Guy and Allana, Teachers Health and union members