Survey reveals clear picture of a profession under strain
Queensland Teachers' Journal, Vol 131 No 4, 26 June 2026, page no.12&13
Across Queensland, teachers and school leaders are speaking with one voice: safety in our schools is not negotiable!
The results of the recent Safe to Teach – Safe to Learn survey confirm what members have been telling the QTU for years — that the conditions in which we work, teach, and lead are increasingly unsafe, unsustainable, and unsupported.
This year, 9,043 members took the time to share their experiences. That level of engagement reflects both the seriousness of the issues and the determination of educators to secure meaningful change. The survey asked members to reflect on four critical areas:
- safe and sustainable working conditions
- improved support for students with disability
- stronger system responses to violence and aggression
- investment in specialist facilities and infrastructure.
The survey results paint a clear and compelling picture of a profession under strain.
Safety
Verbal aggression was the most prevalent experience, identified by 57.5 per cent of respondents as a daily or weekly event in the past 12 months. Seven in ten respondents have experienced an incident they considered serious, with 83 per cent of those citing psychological stress/anxiety as the greatest impact.
A majority of respondents disagreed or strongly disagreed with the following statements:
- incidents of violence are taken seriously by the department
- consequences for violent student behaviour are appropriate
- staff safety is prioritised in decision-making and policy.
“Consequences for violent student behaviour are appropriate” was disagreed or strongly disagreed with by 78.1 per cent, while 40.7 per cent have been involved in (or aware of) the overturning of a student disciplinary decision. 78.5 per cent did not believe safety considerations were adequately addressed.
Unsafe and unsustainable workloads
Members reported that workload intensification continues to erode both wellbeing and the capacity to deliver high-quality teaching. Excessive administrative tasks, inadequate planning time, and the growing complexity of student needs were repeatedly identified as major contributors to burnout. Many members described their workload as “unsustainable”, with some noting that they are considering leaving the profession if conditions do not improve.
Support for students with disability
Educators consistently expressed deep concern about the widening gap between student needs and available resources. Members called for more specialist staff, improved access to therapists, and stable, predictable funding models. Members indicated that the top three infrastructure improvements to better support special education and inclusive education are: dedicated special education program spaces, small group/withdrawal rooms, and safe de-escalation rooms.
Violence, aggression, and inconsistent responses
Members described incidents ranging from verbal abuse to serious physical harm, often accompanied by inconsistent departmental responses. Many expressed frustration that reporting processes are timeconsuming, outcomes are unclear, and followup is frequently inconsistent because schools are not adequately resourced. The profession is calling for system-level accountability, transparent processes, and stronger protections.
Facilities and infrastructure
From mould and asbestos to inadequate fencing and outdated specialist spaces, members highlighted the urgent need for investment in safe, modern learning environments. Many schools are operating with facilities that simply do not meet contemporary standards for safety or pedagogy.
What's next?
The open-ended responses provided by thousands of members reinforce these themes, revealing a profession that is proud, resilient, and committed — but increasingly stretched beyond reasonable limits.
In June, the QTU launched its new safety campaign — Right Here. Right Now. Safe Schools Make Great Schools (RHRN). Every worker in every workplace has the right to feel safe and free from occupational violence and aggression. QTU members are no exception — schools are their workplaces. Safe teaching environments are not optional; they are essential to delivering quality learning.
As part of the launch, the QTU argued that the State Budget presented the Crisafulli government with a genuine opportunity to take meaningful action. Now is the time for the state government and the employer to ensure QTU members have the protection, facilities, and resources needed to be safe at work.
The RHRN campaign calls on the Crisafulli government to urgently:
- amend the Criminal Code Act 1889 to include teachers, school leaders, and frontline workers in state schools and TAFE
- develop a statewide charter of expectations
- support safety first assessments to ensure safe learning environments for all students, teachers, and school leaders — a core responsibility of the department
- commit to a dedicated special education capital fund, enabling schools to invest in specialist infrastructure in modern, inclusive learning environments.
QTU members can access a suite of campaign materials — posters, videos, web resources — designed to support conversations with parents, communities and MPs. Mobilising our collective voice is central to securing the changes needed in every school, from Coolangatta to the Torres Strait.
When hazards go unreported, when violence is normalised, when mould and asbestos are ignored, when dust accumulates in classrooms, when students run onto busy roads because fencing is inadequate — the system fails both educators and learners.
Yes, reporting hazards and incidents in MyHR takes time. But the department does not know what it does not know.
Right here, right now, every teacher and school leader has a responsibility to:
- identify hazards
- manage risks using the hierarchy of controls
- review controls regularly.
Let’s be clear, our amazing state schools are incredible places of learning, but occupational violence and aggression are unacceptable. Every incident of harm:
- leaves a teacher or school leader feeling unsafe at work
- compromises a student’s learning
- exacerbates Queensland’s teacher shortage crisis.
Safety in schools is everyone’s business. If you would like to know more about what can be done to improve safety in your school, be sure to check out the webinars and other resources available on the QTU website here or contact your Organiser.
Please note, in Term 3 the QTU will be rolling out monthly themed resources and webinars related to occupational violence and aggression.