Teachers are facing a significant increase in complaints and aggressive behavior from parents, leading to detrimental effects on staff well-being, staff retention, and the quality of education provided in schools. The findings from the School Leaders Survey conducted by Browne Jacobson highlight the pervasive impact of dealing with complaints on teachers and school leaders alike.
According to the survey, nine out of ten staff report that the impact of handling complaints has had a negative effect on their well-being. This includes personal attacks or aggression from parents, which are cited as the most common types of behavior encountered by teachers. Additionally, seven out of ten teachers believe that parents and carers are now quicker to escalate concerns to a formal stage, adding to the pressure on school staff.
Hugh Greenway, CEO of the Elliot Foundation Academies Trust, points to the experience of the COVID-19 pandemic as a contributing factor to the increase in complaints. He suggests that the shift towards online communication during the pandemic may have made parents more comfortable with complaining online, leading to a rise in grievances. Moreover, the depersonalization of online communication may contribute to the rapid escalation of complaints, with parents going from zero to one hundred in seconds rather than following traditional escalation processes.
The survey reveals that the majority of grievances raised by parents revolve around support for pupils with special needs, behavior and discipline, equality complaints, parental responsibility, and safeguarding. Lengthy and overly complex emails are also cited as common types of complaints, along with raising multiple complaints about the same issue and discussing matters publicly on social media.
Despite efforts to address grievances internally, schools are experiencing a surge in complaints. During the 2022-23 academic year, schools within the Elliot Foundation Academies Trust saw a 100% increase in the number of complaints, with several reaching the highest stage three level. This is despite annual surveys indicating that the schools are highly regarded by families.
The lack of support from the Department for Education (DfE) on the issue is concerning for school leaders. Many feel that the DfE’s process for handling complaints is inadequate and does not provide sufficient guidance on distinguishing between vexatious complaints and unreasonable behavior. As a result, schools are left to manage complaints internally, often without clear guidance or support from government agencies.
In response to the rise in complaints, some schools have appointed complaints coordinators or sought legal advice to manage the issue. However, proactive steps to address the root causes of complaints within school communities are lacking. Victoria Hatton, a senior associate at Browne Jacobson, emphasizes the need for school leaders to take a more proactive approach to understanding and addressing the underlying issues contributing to the rise in complaints.
While clearer guidance from the DfE would undoubtedly assist schools in managing complaints, it is essential for school leaders to initiate change from within their institutions. This may involve fostering open communication channels with parents, providing training on conflict resolution and communication skills for staff, and promoting a culture of respect and collaboration within the school community.
Overall, the rise in complaints from parents poses significant challenges for schools and teachers. By addressing the root causes of complaints and implementing proactive measures to improve communication and conflict resolution, schools can better support staff, enhance the quality of education, and foster positive relationships with parents and carers.