The annual Teacher Wellbeing Index from Education Support shows staff wellbeing dropping to its lowest point since 2019.
The report highlights rising stress levels among education staff nationwide, with more than three quarters of respondents reporting symptoms of poor mental health.
Local pressures reflected
Peter Shreeve, Assistant District Secretary of the National Education Union, describes the findings as “a worrying worsening national picture of teacher wellbeing”.
He says education staff on the Isle of Wight are overworked, under-supported and increasingly exposed to stress, anxiety and burnout.
He says Island members are requesting union support in growing numbers, adding that teaching and support staff regularly report that their organisation’s work culture has a negative effect on their wellbeing.
He notes that nationally teachers reported the same at 51 per cent, with senior leaders close behind at 45 per cent.
Concerns over support
Mr Shreeve points to the lack of mental health support available to school staff.
He says teachers at 44 per cent and senior leaders at 35 per cent said their mental health was not well supported by their organisation.
He adds that local figures were likely higher because of the primary schools closure event last year.
He refers to the impact of the pandemic and rising poverty, noting that 87 per cent of staff provide emotional support to pupils at least once a month.
He says around half provide pupils with food monthly, alongside basic teaching supplies.
Impact on retention
The report suggests more than one in three staff nationally experienced a mental health issue in the past academic year.
Mr Shreeve links this to the high number of teachers leaving the profession.
He says a third of new teachers leave within the first five years and more experienced staff leave early because of workload fatigue.
He highlights a key recommendation from the report, which calls for better school resources so “education staff aren’t left filling gaps in social, emotional and practical support for young people”.
A call for change
Mr Shreeve stresses the importance of supporting teachers and support staff.
He says wellbeing matters because when staff are well, students thrive.
He adds that less staff turnover reduces costs and disruption to learning.
He notes that research consistently links teacher wellbeing with student progress and engagement.
He says it is time to redefine teacher support, ensure proper funding and protect staff from stress and burnout so teacher and support staff wellbeing becomes a workforce priority.
