More than 80% of Australian principals have experienced critical incidents in their schools including violent security threats, mental health crises, suicide attempts and medical emergencies, a new study shows.
The research, conducted by from the Australian Catholic University‘s (ACU) Institute for Positive Psychology and Education – found most common critical incidents reported by Australian school leaders include security threats (21.2%), mental health crises (12.3%), suicidal threats or attempts (10.8%), bullying (10.8%), and medical emergencies (9.9%).
“This was also reflected in our focus groups and online interviews, where participants shared experiences of violence or aggression, often from parents and students,” Chief investigator Associate Professor Theresa Dicke told The Educator.
What’s worse, school leaders overwhelmingly noted that these critical incidents have become more frequent.
Associate Professor Dicke said school attribute this to factors like increasing youth mental health issues, the lingering effects of COVID-19, rising parental abuse, greater access to weapons, shifting societal attitudes towards disruptive behaviour, and the role of social media in escalating conflicts.
“Indeed, we can see many of these factors as growing concerns of school leaders also in our annual survey that is responded to by around 2,500 school leaders every year,” she said. “I agree with their assumptions. The increase in critical incidents in schools is likely driven by a mix of broader societal and systemic factors.”
Associate Professor Dicke said Broader challenges like the worsening youth mental health crisis, fuelled by academic pressures and the lingering effects of the COVID-19 pandemic, play an important role.
“Social media might have also amplified conflicts and contributed to mental health struggles of students,” she said.
“Additionally, economic stressors and societal shifts, such as declining respect for authority, add to the pressures schools already face. Improved awareness and mandatory reporting practices may also contribute to the perception of an increase, as incidents are now prominently perceived.”
Associate Professor Dicke said research from organisations like the Australian Institute of Health and Welfare and the eSafety Commissioner supports these findings, highlighting the complex environment school leaders are navigating.
Leaders suffering from cumulative trauma
Associate Professor Dicke said school leaders described feeling significant strain from managing repeated critical incidents, with many sharing that they experience cumulative trauma, especially when incidents occur back-to-back without time to recover.
“This has led to mental health challenges, including anxiety and symptoms of post-traumatic stress, and has impacted their relationships with their families,” she said.
“For many, the ongoing demands of managing these events, coupled with feeling unsupported, have left them burnt out and questioning their long-term ability to continue in leadership roles.”
Exacerbating these issues are several key gaps in leaders’ training and support systems, such as lack of preparedness, limited induction training, inadequate system support, and lack of follow-up.
Just 13.5% of respondents said they felt “very prepared” or “extremely prepared” to handle critical incidents, while many leaders said they received little to no training on how to handle critical incidents when they stepped into their roles.
On average, school leaders rated the support they received from the system as just 2.9 out of 5, and several participants noted that after critical incidents, follow-up support from education departments was either delayed or insufficient.
“This is alarming as the survey data showed that support and feelings of preparedness play an important role in buffering the negative effects of experiencing an incident,” Associate Professor Dicke said.
Leaders need high quality training and timely psychological support
While specific strategies weren’t highlighted in the data, those leaders who felt more prepared, supported, and resilient appeared better equipped to handle the challenges,” Associate Professor Dicke noted.
“This underscores the importance of providing high-quality training, timely psychological support, and fostering a strong system of care for school leaders,” she said.
Based on the report’s findings, the ACU has derived several recommendations in collaboration with its partner, the Tasmanian Principals Association (TPA), that they say could make “a real difference” for school leaders:
- Develop a Standardised Critical Incident Roadmap: A clear, system-wide process should guide school leaders step-by-step in managing critical incidents.
- Provide Proactive Psychological Support: In-house psychological services tailored for school staff, including leaders, would help address mental health needs before they escalate.
- Improve Communication with Emergency Services: Stronger protocols are needed to ensure seamless collaboration with emergency responders during critical incidents.
- Offer Time Off Without Stigma: Leaders should be able to take time to recover after incidents without feeling judged or guilty.
- Regular Supervision Sessions: Structured sessions for reflection and guidance would help leaders process challenges and develop solutions.
- Designate a Support Role for Critical Incidents: A dedicated role or team with expertise in trauma and education leadership should support principals during incidents.
- Scenario-Based Training: Ongoing, practical training in trauma-informed practices should be included in induction programmes and refreshed regularly.
By addressing these gaps, we can create a stronger, more resilient support system for school leaders, ultimately benefiting the entire school community.”