A union representing teachers in Dumfries and Galloway has warned that levels of pupil anxiety and depression have “greatly increased” since the Covid-19 pandemic.
An Educational Institute of Scotland (EIS) survey has looked into trends in “dysregulated behaviour” – which includes depression, anxiety, high levels of shame and anger, self-harm, eating disorders and extreme perfectionism – in the classroom.
The union’s local association secretary Andrew O’Halloran said: “Since the pandemic EIS members have noted issues of pupil anxiety and dysregulated behaviour have greatly increased, and this is having a big impact on teachers in terms of work-related stress.
“We are working closely with Dumfries and Galloway Council to look at this and to find local solutions.
“But this can only go so far as this is a national problem which requires input from both the Scottish and UK governments. We do not have enough educational psychologists or learning assistants.”
The local EIS survey showed 66.3 per cent of members in the region would like to see more learning assistants in schools.
While course content was delivered through online learning during the pandemic and lockdown the unions says this was no substitute for having a GTCS-qualified teacher in a classroom with pupils.
Mr O’Halloran added: “Our members would like to see larger numbers of learning assistants in classes to help deal with the some of the issues that have emerged since the end of lockdown.
“However, the return to in-person teaching is entirely positive, as face-to-face teaching is always better than online delivery, especially for socialisation and pupil welfare.”
The survey results come as the Scottish Government has announced a summit on pupil violence in Scotland which will be convened by education secretary Jenny Gilruth in the coming weeks.
Ms Gilruth said: “I have been in post for two months now, and during that time I have made it absolutely clear that behaviour in schools is one of my top priorities.
“Children and young people must have every opportunity for successful learning that is unhindered by disruptive behaviour.”
She added: “I also want to make sure that teachers and school staff are working in a safe, welcoming and supportive environment.
“Any form of violence in our schools is completely unacceptable.
The EIS welcomed the summit but said it must lead to “tangible action”.
