Queensland principals abused, overworked, and depressed

A shocking new report has shone a grim light on the reality of the struggles Queensland school principals are facing, explaining just why levels of depression and stress are rising fast.

Queensland school principals are increasingly being abused, overworked and at risk of self-harm a shocking new report has revealed.

The Australian Principal Occupation, Health, Safety and Wellbeing survey has lifted the lid on the trauma many school leaders are suffering, with one Queensland principal saying he regularly feels “scared” while at school.

Conducted by researchers at Australian Catholic University and Deakin University, more than 2200 school leaders revealed the toll of 2020 in the survey, with already stressful scenarios amplified by the coronavirus pandemic.

Queensland principals reported the highest rates of stress and depressive symptoms in the country, with almost half reporting sleeping troubles.

More than 40 per cent of Queensland school leaders were either physically assaulted or threatened with violence last year – about nine times greater than the general population.

Over the past decade there has been a steady increase in slander, bullying, violence, sexual harassment, verbal abuse and threats towards principals.

Principals face nine times the risk of being assaulted or threatened with violence. Picture: iStock

One Queensland state high school leader said the verbal abuse had risen dramatically at his school, with two deputy principals hit by students over the past year.

“I can actually feel scared on some days, and the frequency of these sort of days, and days when I am ‘on edge’ has increased,” he said.

“I believe COVID-19 has not helped anyone be less edgy than they had been in the past.”

ACU Professor and survey co-chief investigator Herb Marsh said long hours and constant stress last year had left school principals “exhausted”.

Close to 70 per cent of principals worked more than 56 hours a week during the school term, plus 25 hours a week during the holidays. Almost all principals reported working overtime.

“The main sources of stress were the sheer quantity of work, the lack of time to focus on teaching and learning, the mental health issues of students and the expectations of the employer,” Professor Marsh said.

Alarmingly, three out of 10 school leaders received an red flag email during the survey period.

“These alert emails are triggered when school leaders are at risk of self-harm, occupational health problems or serious impacts to their quality of life,” he said.

In the survey principals expressed their distress about feeling ill-informed about how to manage the pandemic situation in their schools, particularly in the early months of the outbreak.

The survey has shone a light on “a year like no other” for school leaders. Picture: iStock

One Queensland principal of a state high school said though there were lots of “guidelines and expectations” rolled out, the burden of practical assistance such as sanitizers was placed onto schools.

“Even support for staff and students for coping their way through the social and mental health issues associated with the pandemic seems mostly platitudes rather than genuine and meaningful,” he said.

Deakin University’s Professor Phil Riley said the survey had shone a light on “a year like no other” for school leaders.

“As well as needing to quickly develop on-line learning practices, school principals were faced with managing COVID-safe processes to protect their employees, students, and parents from a global pandemic,” he said.

“Although schools were classed as essential services, and told to stay open to protect the economy, they were not privy to vital information.

“Particularly at the start of COVID-19, school leaders had to listen to the news to find out what to do with their schools’ operations.”

The survey researchers outlined 16 recommendations, and called for the need for long-term reform.

Among them was moving to more online meetings between parents and educators to minimise the potential exposure to offensive and dangerous behaviour.

There was also a call for educators to take responsibility for their own work-life balance, and to always seek help when necessary.