 | | Patrick Nash, Chief Executive of Teacher Support Network said: “Bullying and harassment are two of the main issues that teachers call or email Teacher Support Network about each year.
“Therefore the DfES must recognise that teachers are victims of bullying, and must extend their guidance to protect teachers. We want to encourage schools to have codes of conduct which recognise all forms of bullying: cyber-bullying, racial bullying and homophobic, bi-phobic or trans-phobic bullying.
“Cyber-bullying is a recent phenomenon with 17 per cent of respondents to a Teacher Support Network and Association of Teachers and Lecturers survey saying they have experienced bullying by mobile phone, email or over the internet. Incidents ranged from upsetting emails and unwelcome text messages, to silent phone calls and the malicious use of websites and internet chat rooms.
“Racial bullying is not a new form of discrimination yet a Teacher Support Network survey with the National Union of Teachers revealed that more than 60 per cent of respondents had experienced racial discrimination or harassment from their managers.
“And a further Teacher Support Network survey showed that 67 per cent of lesbian, gay, bisexual or transgender teachers have experienced harassment or discrimination at work because of their sexual orientation or gender identity. 83 per cent of these say they have experienced homophobic harassment or discrimination, including offensive ‘jokes’ or language, name calling, rumour spreading and abusive behaviour.
“Wherever appropriate, Teacher Support Network refers incidents of bullying to unions but also helps teachers to develop strategies to cope with this stressful situation via an information, support and counselling/coaching services, Teacher Support Line and Teacher Support Online.”
Case Study
Carla, a secondary school teacher from the South East, believes she has been looked over for promotion, in particular progression on the main scale, as a result of racial discrimination.
She says: “I changed jobs three years ago from a school where I had to deal with a lot of discrimination. If I was a ‘white’ colleague I believe I would have been part of the senior team, or a least a head of department, as promised to me earlier on in my role there.”
Carla’s lack of career development left her with reduced confidence in her abilities as a teacher, and feeling very stressed as a result. She dealt with her situation by talking to her union representative as well as her family and friends. Her union told her about Teacher Support Network and through the online coaching service one of the charity’s qualified coaches helped her to plan ways to overcome the difficulties she was facing at work.
Carla says: “I eventually decided to leave my previous role and the school I am working in at the moment values all staff regardless of their racial background. My confidence has improved and I was given the opportunity to complete the course ‘Investing in Diversity’, which allowed me time to meet with other BME teachers.”
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