Q&A Julian Stanley

last updated:27 Jan 2010

Julian Stanley is Chief Executive of the Teacher Support Network (TSN).

Before moving into the charity field via arts administration, Julian trained as an actor, working alongside Ben Kingsley among others.

TSN is the leader in its field, providing practical and emotional support to staff in the education sector and their families. 

TSN has a very distinct niche within education. How would you describe its mission?
Our mission is essentially to serve teachers: to protect and enhance their wellbeing and that of their families. For over a century we were a benevolent fund; helping teachers in financial need as well as running nursing homes. As the nature of teaching and the needs of the profession changed, so did we. Whilst retaining our benevolent function, we now give much greater focus to the practical and emotional challenges that teachers face on a daily basis.

We’ve essentially evolved to meet the needs of the modern teacher, providing telephone and online services which offer both preventative and reactive support. Through coaching, counselling, information, money advice and financial support, the charity helps tens of thousands of teachers tackle personal and work-related issues each year.

On top of this, we use the knowledge gained from these services to raise awareness of the issues affecting teachers with the aim of improving education policies and practices which impact teacher wellbeing.
 
You have a varied background – from drama school to charity leadership and training consultancy. What are the principal skills you bring to TSN?
My principal areas of expertise are communication, advocacy, and people management skills. I also bring extensive experience of the charity, public and private sectors to the role, together with some experience of teaching and the world of counselling.

The thread that holds my career together is a deep interest in what makes us tick and in providing opportunities to learn, grow and develop. I also have a passion for education, so my work with Teacher Support Network affords me the most wonderful opportunity to help make a positive contribution to improving the quality of the lives of teachers and lecturers, when the going gets tough. I view this as a real privilege.
 
What are the most common concerns that teachers bring to TSN, and how do you try to help to resolve them?
The issues that teachers raise vary immensely and we pride ourselves on being able to provide support on the full range. Over the last year the recession has caused financial difficulties for a higher proportion of those who contact us, who come to us for both money advice and financial assistance.

Common mental health problems, such as stress, anxiety and depression, are obviously widespread amongst teachers and these difficulties are a very common cause – or an important factor in – teachers contacting us.

Workload is a widespread problem amongst teachers, and we help many through advice on time management and other strategies. Unfortunately problems with colleagues consistently surfaces as a problem, with bullying far too common in the staffroom, and disruptive behaviour, mostly low-level and persistent, also coming up during calls and online interactions. Whilst not the most common concern, false allegations is a growing and very serious problem.
 
The way we support teachers will vary depending on the teacher and situation. We have professional counsellors, coaches and advisors in our Contact Centre who can help find practical solutions to specific problems, such as how to approach a conversation with a manager, but also provide support for those suffering intensely difficult emotional problems, whether a personal or professional concern. We’re there to support those difficult calls in the middle of the night or public holidays, but our online InfoCentre, which contains hundreds of factsheets on a wide range of subjects, can also provide tips on improving your CV.
 
Many professionals, not just teachers, experience high stress levels. Is stress a greater problem, in scale or in kind, for teachers compared to others?
Unfortunately yes. Teaching consistently tops – or features in the top three – polls on this subject. Stress is of course a factor of modern life and we recognise the need for emotional support for non-teachers, working with Dame Carol Black, the government’s Director of Health and Work. But the nature of teaching – whether working hours, the implementation of initiatives or problems with parents, means that stress and other mental health problems are widespread.
 
When you joined TSN, you called teachers 'the backbone of our society ...  [they] play a vital role in developing social cohesion in our communities'. Is there a risk that we put unfair expectations on teachers?
Teachers help us to inspire and influence the aspiration and achievement of young people. They guide us through the key milestones in our lives and their impact must never be underestimated. Teachers I speak to are very proud of this role, however modestly the express it.

Nevertheless, the circumstances in which many work are certainly unfair. Their work is subjected to more scrutiny than almost any other profession, through inspections and league tables, for example. The work they do is constantly assessed – and unfairly criticised - in the media and teachers are increasingly held accountable for issues that would traditionally be considered the responsibility of parents.

Despite all this, teachers still strive tirelessly to improve the lives and futures of young people. They deserve recognition for this role, and at Teacher Support Network we are increasingly seeing our role as creating a wider appreciation of teachers and championing the profession for the vital role its plays within society.
 
There is a strong partnership between the GTC and TSN. What benefits has it brought?
Ultimately the partnership between the two organisations helps both of us achieve our aims and, most importantly, serves the profession itself. We’re very happy that the GTC helps ensure teachers know about us and recognises the immense value in teachers being able to access our services easily and quickly throughout their career.

A good example of this is the recent development over call referrals – where callers to the GTC can be transferred directly to our support line if they would like to receive the emotional or practical support that we offer. 

This is the full text version of an interview that appears in the spring 2010 issue of Teaching: The GTC Magazine.