Psychological Safety and Risk Management

3. Preventing and proactively managing psychosocial hazards

Psychosocial hazards in schools could include, but are not limited to:

• students with challenging behaviours
• work-related violence and aggression
• bullying
• discrimination and racial, religious or cultural vilification
• sexual harassment
• poor support
• poor organisational change management
• high and low job demands
• poor workplace relationships
• exposure to traumatic events.

These hazards can occur alone or in combination and may result in a psychologically unsafe working environment, potentially leading to harm.

Analysing and improving associated workplace factors can be used to reduce the risk of psychosocial hazards through early identification of issues and opportunities for improvement.

Workplace factors can include, but are not limited to:

• organisational culture
• psychological and social support
• leadership and expectations
• civility and respect
• psychological requirements and competencies
• growth and development
• recognition and reward
• involvement and influence
• workload management
• engagement
• work-life balance
• psychological protection
• protection of physical safety
• managing exposure to traumatic events.

The state of workplace factors (that is, either positive or negative) can contribute to psychosocial hazards in the school environment.

Refer to the Psychological safety guide for schools (DOCX) for an extensive overview of each of the workplace factors.

A checklist is available for school leaders to assist school principals or their delegate in reviewing their current school environment, including strengths and areas for improvement, to proactively implement the foundations of a psychologically safe school. Refer to the Resources tab to access the ‘Psychological safety foundations checklist for schools’.

It is important to consider other staffing roles that may manage or provide psychological support to staff, and ensure they have access to information and resources to support them to do so. This is especially important in larger schools, where more comprehensive support systems are needed.

By empowering these roles, such as business managers, leading teachers and education support managers, to actively reach out to their staff and promote information and resources available to them, schools can:

• enhance the support provided to staff
• distribute the responsibility of supporting mental health and psychological safety
• reduce burnout for principals
• create a more sustainable and comprehensive support system in the school.

Schools can have some of the most dynamic and challenging work environments. Therefore, it is important to note that a work environment completely free of psychosocial hazards can be difficult to achieve.

Referring staff to proactive supports

Managing mental health in the workplace can be complex. It is important for principals and their delegates to remember that there may be factors outside of the workplace that could be affecting staff mental health.

If staff choose to make the principal or their delegate aware of these factors, principals are not responsible for managing hazards outside of the workplace. However, there are a range of supports they can refer or provide to staff, including:

• Employee Wellbeing Support Services (EWSS)
• Conflict Resolution Support Service
• flexible working arrangements
• leave entitlements
• further expert health, safety and wellbeing supports.

Proactive supports for principals, delegates and others who support staff

Manager Assist is a dedicated coaching support service for people managers on:

• staff wellbeing matters
• having difficult conversations
• developing leadership competencies
• leading through change
• any other people management matters.

Call 1300 291 071 to book a session, or refer to the Employee Wellbeing Support Services page for more information and options for making an appointment.

There are dedicated services available to support principal-class employees provided under the Principal Health and Wellbeing Strategy, including Proactive Wellbeing Supervision, Principal Mentoring Program and the Early Intervention Program. Refer to the Principal Health and Wellbeing page.

Principals can refer to the Complaints, Misconduct and Unsatisfactory Performance policy when resolving conflict in the workplace.

The Health, Safety and Wellbeing course provided by the Victorian Academy of Teaching and Leadership aims to empower school leaders to look after their own health and wellbeing, connect with key department supports and grow a safe and supportive environment to work and learn.