Teachers in Scotland are facing serious challenges to their wellbeing, with many experiencing prolonged, but avoidable, negative impacts from workplace culture.

In a recent survey of teachers:

78% reported experiencing workplace bullying
75% said these incidents took place over months or years
88% experienced deterioration in their mental health
1 in 5 experienced suicidal ideation
71% considered leaving teaching, and 10% left the profession because of their treatment at work

These findings highlight the urgent need for stronger, preventative frameworks, consistent professional standards, and independent oversight, to ensure that all teachers can work in safe, supportive, and fair environments.

We have been overwhelmed by teachers contacting us who are experiencing a wide range of physical and mental health difficulties as a result of their experiences in schools, highlighting the urgent need for consistent approaches that prioritise professional conduct, wellbeing, and early support.

What we are asking for:
We are asking the Scottish Government, GTCS, and COSLA to support this initiative by helping to embed preventative frameworks, consistent professional standards, and wellbeing-focused practices across Scottish schools. By working together with teachers, local authorities, and education leaders, these organisations can play a proactive role in creating safe, supportive, and positive workplaces, ensuring that staff wellbeing is protected and professional standards are upheld consistently.

We ask:

the GTCS to provide guidance on embedding professional standards proactively, promote consistency in expectations across settings, and support staff wellbeing through preventative approaches.

COSLA to encourage consistency across local authorities, share and support best practice, and recognise the impact of workplace culture on staff wellbeing and retention.

the Scottish Government / Cabinet Secretary for Education to provide national oversight and leadership, ensuring alignment between policy, professional standards, and local practice, and promoting preventative frameworks that protect teacher wellbeing.

Through these collaborative measures, teachers will be supported to work in environments where their wellbeing is safeguarded, and professional standards are upheld consistently across all schools in Scotland.

By prioritising prevention, we can stop harm before it occurs, rather than dealing with the devastating impact on teachers’ mental health, wellbeing, and families after the fact. We cannot afford to wait until mental health deteriorates to crisis levels, as highlighted by survey data showing high rates of stress, burnout, and distress, before demanding fairer treatment and proactive measures. If our employers will not take the steps needed to protect staff wellbeing, then we must do everything we can to ensure fair, transparent, and preventative practices are embedded across Scottish schools now.