For many secondary school teachers, a significant portion of their day is spent alone.
Considering that we are with up to 30 students in the classroom, the notion that we are “alone” may, at first, sound strange.
But the reality is that for the majority of the day teachers work without access to support or help from any other adult - and this has risks for both staff and students.
Teacher wellbeing: ‘Isolation’ in your classroom
For any secondary school teachers with medical conditions, the sense of isolation can be pronounced.
Whether it is a chronic illness, mental health condition or physical disability, teachers navigating medical challenges often find themselves grappling with physical and emotional burdens alone.
Common health conditions that have gained more awareness in recent years include the menopause and perimenopause. These conditions have a list of symptoms that can persist for months, if not years.
Is there an acknowledgment of this in the teaching profession? And are there any adaptations or modifications or accommodations that school settings have considered or made?
If I was to feel unwell or collapse in my classroom, I would have to rely on the students to know how and where to seek help to then ensure that I received the correct medical attention.
I have no phone line on my floor in the school building, and we have been asked not to have our mobile phones in our classrooms while we are teaching. This is not entirely reassuring.
For other conditions, such as epilepsy, the situation is better understood: modifications, such as closing window blinds, are required, and schools should have processes and risk assessments to help teachers.
Nevertheless, being alone and without immediate access to support can still be unnerving for many.
Keeping pupils safe
For students, too, the availability of only one adult is not ideal.
For example, I recall an incident involving a student in my previous school: a girl in a Year 8 class fell off her chair and on to the floor as she had an epileptic seizure.
This was her first-ever seizure and she had not been diagnosed with any such condition prior to this.
I needed to ensure that she was safe and remove any dangers from her, while also making sure that someone went to call for help and simultaneously calming the other students, who were in shock after witnessing their classmate’s rather disturbing condition.
This meant sending a student to reception to request an ambulance and alerting the first-aid team, who were also based in reception.
Bringing teachers together
For many teachers the reality is that they are often in a classroom a long way from the main “campus”, and this, too, can be isolating, leaving them feeling adrift, with little interaction with other adults during the working day.
Furthermore, with many schools closing staffrooms, opportunities to meet with other staff in a relaxed environment are reduced, making working “alone” not just a physical issue but a mental one, too.
This is an issue that senior leadership should be aware of, especially if they have classrooms spread out over a large site. They should try to ensure that there is time and space for all staff to be together. Ideally, no teacher should be on their own in a far-off classroom for too long.
Creating a supportive culture
Solving this problem is not easy - having two teachers per class is obviously not an option - but the most important thing is simply to be aware of the issue and demonstrate empathy regarding the challenges faced by teachers working alone in the classroom, especially those with medical conditions.
Teachers should be encouraged to openly discuss their needs, and schools should implement policies that prioritise inclusivity, accommodation and support for teachers dealing with medical conditions.
What’s more, there should be clear systems in place for teachers to raise a concern - whether for themselves or a student - and perhaps clear instructions should be given to students on how to raise help if required.
If we get this right then the isolation that some teachers can feel in the classroom can be lessened and we can ensure that there is a sense of community, support and understanding in schools to help teachers thrive personally and professionally.
Anjum Peerbacos is an English teacher in London
