Staff

Given what we know about how widespread many forms of gender-based violence (GBV) are, it is good practice to assume there will be survivors of GBV within the staff team.

Staff may be affected in a number of ways; they may have experienced a form of GBV in the past, or they may be living with a current situation for example in relation to domestic abuse, stalking, sexual violence or honour-based violence.

Staff may also experience GBV in the workplace itself – whether perpetrated by staff members, students, parents, carers or other members of the community – either online or in person. There is some research into the prevalence and nature of this violence:

• Teachers taking part in research focus groups reported that women staff as well as female students were subjected to ‘casual though often vindictive use of overtly sexualised and derogatory language - ‘slut’, skank’ and ‘whore’ were widely used against girls or women staff’ and ‘contemptuous attitudes’, which were sometimes accepted or endorsed by male staff. (EIS Get it Right for Girls, 2016)
• Research into women’s experiences in the workplace in general shows that just over half had experienced some form of sexual harassment, and just under a quarter had experienced some kind of unwanted sexual touching. The figure is higher for disabled women; 68% of those surveyed said they had been sexually harassed at work. (TUC, 2016)

As well as their own experiences, staff may also be affected by GBV perpetrated against a family member, partner or friend.

Here are some key steps schools can take to support staff affected by gender-based violence (GBV) in the workplace:

• Acknowledge that staff may be affected by GBV, including in the workplace, and ensure they have access to information about support services (for example displaying information in staff rooms and bathroom facilities), and they know how to report any workplace issues to the school.
• Ensure that the school is equipped to handle any reports of GBV affecting staff
• Ensure that sexual harassment and gender-based discrimination attitudes towards staff are always challenged
• Ensure that staff who deal with GBV in the course of their work – whether routinely or on a one-off basis – can access emotional support and advice so that they are confident about how to handle such issues.
• Recognise that staff affected by past or current experiences of GBV may require measures to support them – for example in relation to any current safety concerns or mental health and wellbeing issues. It’s important to work together with staff to decide what measures may be of help, as a supportive and empowering approach is most likely to promote safety and recovery.
• In cases where it may be appropriate to involve the police, discuss this with the staff member in advance so that they can make an informed choice (unless you have to act on risk of immediate harm). They may wish to contact support services for further information about reporting and for access to support and advocacy services.

Schools can also consult their local authority’s GBV policy (or domestic abuse policy) for guidance on employment practices and support for survivors.

As schools engage with Equally Safe at School (ESAS) it’s important to think about how this work might affect staff who have personal experience of gender-based violence (GBV). In general, we know that survivors often welcome proactive measures from organisations and workplaces to tackle the issues, as this recognises and validates their experience and demonstrates a commitment to preventing violence and supporting those affected. However, it’s important to recognise that talking about GBV can bring up difficult feelings and memories for those with personal experience, and the following steps can be taken to help staff affected feel more comfortable engaging in the work:

• Informing staff of inputs and training sessions in advance, scheduling in breaks and reminding staff of support options.
• Allowing staff to determine their own engagement with the work, for example by inviting them to volunteer to take forward work, rather than appointing them.
• Signposting to support services when communicating with staff about ESAS.
• Outlining what steps a member of staff can take if they have any concerns about engaging with ESAS work.

The Public Sector Equality Duty (PSED) is a legal requirement under the Equality Act 2010, for public authorities to consider how their actions affect people with different protected characteristics, which includes sex and gender. Schools therefore have a duty to:

• Eliminate discrimination, harassment, victimisation and any other conduct that is prohibited by or under the Equality Act 2010.
• Advance equality of opportunity between persons who share a relevant protected characteristic and persons who do not share it
• Foster good relations between persons who share a relevant protected characteristic and persons who do not share it.

 

Scottish Specific Duties

As individual listed bodies, local education authorities are required by the Scottish-Specific Duties under the Equality Act 2010, to do the following:

• As employers and service providers, publish a mainstreaming report and set equality outcomes
• As employers, publish their gender pay gap and occupational segregation information in line with reporting schedules

Local authorities can draw on schools’ progress to tackle gender equality and gender-based violence (GBV) to help demonstrate their progress under the Duties. This may include:

• Addressing manifestations of gender inequality in their staff environment and structures, for example looking at gender balance in senior roles, and the impact of gendered norms and expectations affecting male and female teachers.
• Using ESAS tools and the Improving Gender Balance and Equalities resources as a tangible means of mainstreaming gender equality across all school systems and structures and achieving demonstrable outcomes (such as improved staff capacity and capability, competent policies, strengthened curriculum, and greater pupil voice in relation to gender inequality).

 

Equally Safe at Work Accreditation Programme

Close the Gap has developed an Employer Accreditation to support employers to improve their employment practice by advancing gender equality at work and preventing violence against women. Equally Safe at Work includes a range of useful resources including guidance for line managers on violence against women at work.

If you have been affected by any form of gender-based violence (GBV) – whether it’s something recent or ongoing or if it happened a long time ago, there is a range of support available to you. You can find information about services including emotional support, practical support and legal advice here.

Staff can also contact their trade union for support if they experience sexual harassment at work. The EIS has produced this advice for members on bullying & harassment.

 

If your school is engaging with ESAS

We hope staff will welcome their school doing more to address GBV, but it might also be challenging at times; staff may not usually discuss these issues in the context of their professional role, or they may encounter attitudes and beliefs that are difficult to hear.

It’s important that staff have options about how far they may or may not wish to be involved in any work relating to GBV. Advice to school leaders encourages them to give staff advance notice of any relevant activities, and to take a flexible approach to staff engagement so that they can determine how far they want to be involved. In some cases, staff may wish to speak to a colleague or manager so they can discuss any specific needs or considerations, though this is a personal decision.

You can find support resources from Rape Crisis Scotland here and information and advice from Scottish Women’s Aid here.

If there is any further information or resources you think would be helpful for staff, please feel welcome to contact us with any suggestions.