Part of the SU4QE campaign on ‘violence and aggression’ includes a survey sent to schools.
The purpose of the survey is to:
- Determine the nature and extent of the ‘violence and aggression’ faced by teachers
- Determine the nature and extent of the ‘violence and aggression’ faced by pupils
- Identify challenges around ‘violence & aggression and good practice to address or mitigate violence & aggression in schools
- Recommend SU4QE campaigning objectives to address or mitigate ‘violence and aggression’ in schools
The findings of this report will be considered and used to inform the EIS ‘Stand Up for Quality Education’ Campaign’s next steps on addressing ‘violence and aggression' in Scotland’s schools to the benefit of staff, pupils and wider society.
Executive Summary of Branch Survey Findings
- There is a significant amount of violence and aggression within Scotland’s schools with 82.7% of branches responding that there are incidents of ‘violence and aggression’ every week. Over 72% of branches stated that the amount of ‘violence and aggression’ had grown in the last four years – from levels before the Covid pandemic.
Almost 40% of branches stated that prejudice-based violence had increased over the same period. In Primary and Special Education, “physical violence towards a teacher” was the most common type of ‘violence and aggression’, whilst, in secondary schools, “Intimidatory, obscene or derogatory verbal comments towards a teacher” was the most common form of ‘violence and aggression’.
- A majority of school branches responded that boys were more likely to exhibit ‘violent and aggressive’ behaviours towards teachers, as 51% of branches responded that boys were more likely to exhibit ‘violent and aggressive’ behaviour towards women teachers than men teachers.
- Many schools/local authorities do not effectively disseminate policies and procedures to address ‘violence and aggression’ as fewer than half (47.9%) of branch responses collected stated that everyone in their branch was aware of the policies and procedures in place for dealing with pupil-on-teacher ‘violence and aggression’. Many individual responses stated that no such policy existed in their school.
- Fewer than 11% of branches felt that teachers were “always” supported after a pupil-on-teacher ‘violent and aggressive’ incident had been reported. A further 63% of branches stated that teachers were “sometimes” supported after a ‘violence and aggression’ incident.
Over a quarter of branches (26.1%) stated that teachers were never supported after a ‘violent and aggressive’ incident. A majority of branches therefore reported that the support given to teachers was inconsistent after a ‘violent and aggression’ incident was reported.
- A minority of branches (42.9%) thought that pupil victims were “well supported” after a ‘violent and aggressive’ incident was reported. A majority of branches (51.7%) thought that pupils exhibiting ‘violence and aggression’ were “well supported” after a ‘violent and aggressive’ incident was reported.
- Around 2/3 of branches (59.1%) felt that teachers were not well supported or received inconsistent support following pupil-on-pupil ‘violence and aggression’. A further 13.2% reported that even where some actions were taken, or there was a will to do so, there was a lack of follow-up or support available due to resource constraints.
The nature and extent of teacher support very much depended on the availability of colleagues to cover classes, work with and support the pupils involved, or overall resource capacity within the school.
- A number of responses alluded to staffing pressures that led to insufficient time to deal with incidents, decompress, report the incident and properly engage with restorative practices.
A lack of resources, training, local authority support and access to associated professionals were also cited as factors that did not help to address ‘violence and aggression’ in schools. Senior management responses were mixed, and local authority support was much criticised.
- Over half of branches (53.3%) reported parent/carer incidents of violence and aggression on teachers happened termly, monthly or weekly. Just over half of branches (50.5%) responded that parent/carer-on-teacher ‘violence and aggression’ was becoming more frequent. The most common violent and aggressive behaviour that teachers are exposed to from parents is ‘derogatory comments or gossiping about a teacher’.
- Almost all branches, 99% agreed that “violent, aggressive or disruptive behaviour, including persistent low-level disruption, in your school” has an effect on pupils' learning. Almost every branch (99.8%) indicated that ‘teaching and learning’ was disrupted, followed by ‘difficult to maintain or regain pupils’ attention’ (96.9%) and then followed closely by ‘other pupils’ behaviour is adversely affected’ (96.8%) then ‘it disrupts certain types of pedagogies’ (94.9%).
- Almost all of the branches surveyed said that pupils are less focussed (98.2%), more agitated or nervous (96.5%), withdrawn (94.0%), less happy (94.8%), more likely to be disruptive themselves (95.9%) or become angry or upset (92.9%) as impacts of violence, disruption or aggressive behaviour on pupils. Additional comments by branches outline the scale and nature of the problems caused by violence and aggression to pupils, and the adverse impact on pupils’ wellbeing, school attendance and learning.
- Almost all branches reported an increase in stress anxiety and depression for some teachers in their school. More than three-quarters of branches (78.5%) said that some of their teachers are afraid of certain pupils. Three-quarters of branches (75.4%) said some of their teachers have sustained physical injuries and 61% said some of the teachers in their school had been on sick leave following a ‘violent and aggressive’ incident.
- Almost 80% of branches reported (79%) that “members of the branch” considered leaving teaching as a result of the violence and aggression.
- Well over half of branches responded that they felt that reporting a ‘violent and aggressive’ incident did not generate a better outcome for pupils (59.9%). Most branches responded that they felt that reporting a ‘violent and aggressive’ incident did not generate a better outcome for teachers (66.9%).
- Qualitative responses from branches outlined a need for more ASN, de-escalation and CLPL training.
- The survey included (state) nurseries and early years centres and the outcomes of this report therefore apply to those bodies too.
- Several challenges and examples of good practice were identified by branches. These are captured in the recommendations section of this report.
Download full survey report
Download Branch Survey Report and Campaigning Recommendations
