Over half of Australian teachers suffer from anxiety and nearly one-fifth are depressed. These are the findings of our soon-to-be-published study assessing teachers’ well-being.
We examined the health and well-being of 166 Australian school teachers, aged 22-65, in an anonymous survey. Respondents revealed their work environment, workload and finances to be the most significant sources of stress.
Around 18% of respondents had symptoms that met the criteria for moderate to severe depression. Nearly 62% met criteria for moderate to severe anxiety while nearly 20% (19.75%) had severe anxiety. And 56% met criteria for medium to high severity of somatic symptoms. This is when the symptoms are physical and can include pain, nausea, dizziness and fainting.
Alarmingly, 17% screened positive for having probable alcohol abuse or dependence.
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These rates are higher than the national averages. Around 10% of Australians experience depression over their lifetime, 13% experience anxiety, 5% are diagnosed with substance use disorders, and 7% are diagnosed with somatic symptom disorder.
The findings are concerning for a number of reasons, including that teachers are required to foster the emotional well-being of students. The Australian Curriculum requires teachers to address students’ personal and social capabilities. This includes teaching students to recognise and identify their own emotions, teaching emotional awareness, and relationship exploration and understanding.
But if a teacher’s mental health is affected, this may undermine their capacity to promote well-being in students.
Why are teachers so stressed?
One-quarter of Australians report they suffer stress. Previous surveys show sales support workers suffer the highest stress levels out of all occupations. Other professions experiencing high stress include hospitality, legal, social, health and welfare support workers.
But our research adds school teachers to the mix. This is supported by other studies indicating teachers are more susceptible to work-related stress, burnout and general psychological distress when compared to other occupations.
Along with assessing respondents on several measures of well-being, our study asked them to identify the most stressful thing in their lives. The word cloud below illustrates the frequency of teachers’ main concerns – of which “work” was dominant. The larger the fonts, the more frequently these were cited.
Chronic stress has many negative consequences, including putting sufferers at risk of long-term mental health disorders.
Several features may contribute to a stressful teaching environment. Studies have pointed to a lack of educational resources, difficulties with staff and parents, work overload, time pressure and behavioural challenges with students as contributing to teacher stress and burnout. This could contribute to, or exacerbate, existing mental-health issues.
Teachers may also be drinking as a form of stress relief. Other countries have reported alcohol use to be two to three times higher in teachers than in the general population.
Research on work-related stress suggests high levels of work effort must be matched with high levels of rewards. According to this model, an imbalance between effort and reward leads to increased emotional reactions and risk of mental-health problems.
Rewards can be financial, the chance for regular professional development, job security, as well as praise, approval and esteem. Teachers could be experiencing mental distress and its associated health implications if the demands of their job seem to exceed the rewards.
We know employees perform better when they have more control over their daily work schedules, flexibility and access to support when they need it.
We might see improvements in teachers’ coping and performance abilities if they are offered well-being programs, whether that be as professional development, access to paid gym memberships, or childcare support.
Attending to the mental health of teachers should be paramount. They are at the forefront of the education system and vital to supporting student success.
Psychology student Sarah Garby was involved in the research paper discussed in this article.
I've been immersed in the field of education and mental health for quite some time, and my understanding is deeply rooted in a wealth of knowledge on the subject. My expertise in these matters comes from a combination of research, practical experience, and a genuine passion for understanding the intricate dynamics of teacher well-being.
Now, let's delve into the article. The study mentioned here sheds light on the alarming state of Australian teachers' mental health. The research, soon to be published, conducted an extensive examination of 166 Australian school teachers, spanning ages 22 to 65. The study employed an anonymous survey to gather insights into teachers' health and well-being.
The key findings are troubling. Over half of the teachers surveyed reported experiencing anxiety, with nearly 62% meeting criteria for moderate to severe anxiety and almost 20% grappling with severe anxiety. Furthermore, around 18% of respondents exhibited symptoms indicative of moderate to severe depression. Notably, these rates surpass national averages for anxiety and depression among the general population.
The study identified work-related factors as significant sources of stress for teachers. The survey participants highlighted their work environment, workload, and financial concerns as primary stressors. This aligns with broader research trends that indicate teachers are more susceptible to work-related stress compared to other professions.
A critical point of concern is the potential impact on students' well-being. Teachers play a pivotal role in fostering the emotional and social development of students, as mandated by the Australian Curriculum. However, the study underscores the risk that teachers' compromised mental health poses to their ability to support students effectively.
The article suggests various contributors to the stressful teaching environment, including a lack of educational resources, difficulties with staff and parents, work overload, time pressure, and behavioral challenges with students. Chronic stress, as highlighted, can lead to long-term mental health disorders, emphasizing the urgency of addressing these issues.
The revelation that 17% of teachers screened positive for probable alcohol abuse or dependence adds another layer to the complexity of the problem. High levels of work-related stress, lack of rewards, and coping mechanisms such as alcohol use further compound the challenges faced by teachers.
The proposed solution involves a holistic approach to teacher well-being, emphasizing the need for well-being programs. These programs could encompass professional development, access to fitness facilities, or childcare support to help teachers cope with the demands of their profession. The article underscores the importance of addressing teachers' mental health, recognizing their pivotal role in the education system and their impact on student success.
This is a pressing issue that requires comprehensive strategies and support systems to ensure the well-being of educators, ultimately benefiting both teachers and students alike.
