Statistically, sickness absence by teachers compares favourably with other parts of the public sector. Although there is no analysis of the underlying types of illness that lead to sickness absence, we know from reviewing literature that, as in other professions, depression and anxiety feature prominently.

In the school environment stress, including work-related stress, can be recognised in a number of ways through personality change, poor performance, grievance issues and sickness absence. There are common reasons why individuals will try to carry on for a long time before recognising that they just can’t cope. These include:

• Denial of a problem
• Natural dedication to their job
• Concerns about the negative reaction of others

Delays in identifying and tackling signs of common mental health problems can have an impact on personal well being and the good of the school. There is clear evidence that early recognition and intervention is helpful.

Being aware of changes in an individual’s behaviour, personal demeanour and performance at work is crucial if problems are to be addressed before they become a crisis.

The earlier a mental health condition is recognised and acted upon, the better the outcome for all, resulting in less impact on:

• The teacher’s health
• Staff morale
• School performance
• Pupils’ work and achievements

Early intervention can also help staff stay at work while they get help, and following a period of absence, return to work and full teaching capacity sooner than would otherwise occur – which benefits both the teacher and the school.