HOT TOPIC // Principal Mental Health
Supporting mental health POOR MENTAL HEALTH AMONG PRINCIPALS IS A GROWING CONCERN, WITH ISSUES RELATED TO STRESS, ANXIETY AND DEPRESSION BECOMING ALL TOO COMMONPLACE. THIS HAS SPARKED THE CREATION OF A RANGE OF RESOURCES THAT AIM TO SUPPORT SCHOOL LEADERS INTO A BRIGHTER, HEALTHIER FUTURE. The role of a school principal is dynamic, fluid and always under pressure. Having to oversee all that goes on in a school – from the wellbeing of young people and the day-to-day issues of teachers, to the way in which the curriculum is delivered, school programs, class schedules, policies and procedures, budgets, school facilities and maintenance, the list goes on. Add to this the increasingly complex issues coming from parents and families – and it’s not hard to see why the number of school principals who feel stressed and overworked is on the rise. While most principals are handling the realities well, increasingly mental health has become a serious issue that is having a detrimental impact on the wellbeing of many of our school leaders. The results of the latest Australian Principal Occupational Health, Safety and Wellbeing Survey, which were released at the end of February 2019, showed alarming figures, with almost one in three principals experiencing dangerously high levels of stress. This annual survey is led by Associate Professor Philip Riley of Australian Catholic University, who is also a registered psychologist. Results involved the responses of 2365 participants. Since starting in 2011, around 50 per cent of Australia’s 10,000 principals have taken part in the survey. According to Nadine Bartholomeusz-Raymond, General Manager Education and Families at Beyond Blue, there are common factors that contribute to high stress levels for those in leadership roles. “It is estimated that 45 per cent of Australians will experience a mental health condition in their lifetime. These conditions tend to affect individuals during their working years, with one in five workers currently experiencing a mental health condition in Australia,” explains Ms Bartholomeusz-Raymond. “Work and the work environment can promote or negatively impact mental health. Being in a meaningful job you enjoy is good for mental health and wellbeing. However, workplaces with persistent high stress which is not well managed can increase the risk of mental health issues including anxiety and depression.” Beyond Blue provides information and support around mental health, addressing issues associated with depression, suicide, anxiety disorders and other related mental disorders. It lists the following factors that can lead to workplace stress for educators: • Time pressures and workload. • Student behaviour including lack of motivation and effort, disrespect, challenging authority and violence. • Managing instances of bullying and other behavioural issues. • Conflict with managers and colleagues. • Adapting and implementing change. • Being evaluated by others.
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Persistent high levels of stress at work can increase the risk of mental health concerns.
• Poor working conditions. • Self-esteem and status. Though Ms Bartholomeusz-Raymond acknowledges that most jobs involve some amount of stress, which can affect staff at all levels, she adds, “While some stress can be managed well, it can become an issue when it is excessive and ongoing. Principals face the specific challenges of leading improvement, being accountable for their staff and students, and meeting the expectations of parents. Being responsible and accountable for educators and support staff whose sole purpose is to nurture, grow and enrich the learning environment of students and create a physical and mentally healthy environment is also a significant responsibility. The level of accountability and responsibility on principals’ shoulders is considerable when you recognise the expectations of their staff, parents, families and local communities. Stress is unavoidable.” And this view is echoed by the National Excellence in School Leadership Institute (NESLI). When asked about the biggest drivers of poor mental health among school principals and school leaders, NESLI General Manager Paul Mears explains, “It’s around workload, around pressure to innovate and change, but not really having the capacity to do that because the role of a principal needs to be redesigned into one that focuses on innovation and change.” Mr Mears believes that in the same vein, there is a reactive rather than a proactive approach, so the pressures on principals are really intense. “There is not enough scope to apply and achieve the things principals want to achieve due to constraints of dealing with mental health issues of students, pressure from parents, and all of the social dynamics that impact the role of a school leader. “They are susceptible and immediately impacted by changes in society. We can see from the results of Professor Riley’s research that the increased levels of violence in schools are alarming.”
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