Behaviour and burnout: the need for a supportive workplace

Emma Sanderson, Managing Director of Options Autism, discusses the rising incidents of challenging behaviour, its impact on the lives of both pupils and staff, and ways schools can make a change.

Education Support’s recent Teacher Wellbeing Index reported 82% of those surveyed felt “that challenging behaviour by pupils and students had increased…and this negatively affected their mental health and wellbeing”. The results also showed disturbingly high rates of stress, anxiety, depression, and burnout in the education workforce. These shocking statistics go some way to explain the current teaching recruitment and retention crisis.

The rise in challenging behaviour is not solely a child or young person issue. It reflects broader systemic problems, including unmet special educational needs (SEN) and a lack of specialist resources. Funding cuts and inadequate support services, leave schools to manage pupils’ increasingly complex behavioural and emotional needs, without the tools or expertise to address them effectively.

The situation is exacerbated by ever-increasing societal pressures including the continuing but now rarely discussed postpandemic recovery, and the economic hardships caused by the cost of living crisis. Schools are under immense strain, yet they lack clear guidance on what responsibilities should fall within their remit. The significant shift in pupil behaviour and an escalation in children’s mental health challenges further intensifies teachers’ workloads, taking them beyond their professional expertise and into unsustainable territory.

But what can schools do in the meantime? We can’t wait for the government to address these issues, we need to do something now! Proactive steps must be taken to support staff and help foster resilience within the workforce.

A school’s culture plays a significant role in mitigating stress and improving mental wellbeing. Initiatives such as adopting a four-day working week (4DWW), providing mental health first aid training for staff, and managing workloads more effectively, can yield positive results. Campaigns to reduce mental health stigma and provide high-quality support for leaders are also essential in creating a resilient educational environment.

Just as pupil wellbeing is a priority in schools, it may be time to formally integrate staff wellbeing into school development plans. This could involve: regularly reviewing workloads to identify and eliminate unnecessary pressures; offering professional development focused on managing challenging behaviour and building resilience; promoting open dialogue about mental health, and encouraging staff to seek help without fear of judgment.

Ultimately, the challenges faced by educators extend beyond the school walls and require collective action. Government support is vital in clarifying school responsibilities, increasing funding for SEN resources, and addressing the broader mental health crisis among children and young people.

However, immediate action at the school level through cultural shifts and prioritising staff wellbeing – can make a tangible difference. By creating supportive environments for both staff and students, we can help ensure that teaching remains a sustainable and rewarding profession for the future.