Based on my Northern Territory experience, the context is applicable to educators everywhere.

The Northern Territory, Government and Education Department have finally recognised an issue that has been dogging Principals and Assistant Principals for many years. Our school leaders are very stressed people.

Several years ago, it was agreed that Principals and Assistant Principals should be entitled to an allowance of $600 per year to be spent on goods or services helping to alleviate undue stress. This can be used to fund course attendance, spent to assist in purchasing stress-reducing equipment and so on.

There are many factors driving stress. Possibly the most significant issue is that of school leaders being required to be all things to all people. They are confronted by significant challenges in trying to meld the expectations of the government, the education department, the community, parents, students and staff. Developing an accord between these groups that fulfils expectations is a significant task.

The NT Principals Association, the teachers union, and other professional groups connected with the further development of education have known of the deep stress confronting educators for many years. It now seems that the education department has agreed that the existence of undue and “over the top“ work pressures is a reality.

Minimising unnecessary stress has been recognised as a necessary adjunct to promoting the physical health and mental well-being needs of principals.

However, this will, at best, be palliative. The intention is to dissipate the effects of a deepening and broadening problem. It would be altogether better if unnecessary stressors were identified and removed.

Much of the load on school leaders is about accountability and “justification“. While responsibility for educational outcomes must be taken seriously, going over the top is problematic. The need to constantly justify one’s existence takes from what the prime focus of education for school leaders should be all about.

One stress area is wholly overlooked. Regarding impact, the most significant school staff stress is borne by classroom teachers. Curriculum and teaching demands placed on schools by departments are generally passed down to teachers.

It is at the classroom level that expectations demanded of students must be met. Teachers spend more time teaching, testing, measuring and recording results. Departmental recognition of stress and tangible support should be extended to all teachers in all our schools. Allowing teachers to teach rather than inundating them with excessive data demands would be a good start.

The stress relief program goes some way toward recognising and countering the issue. However, there is still a long way to go.