Teaching Assistant Suffers Serious Injuries After Pupil Assault
Raha is apprehensive about returning to her role as a primary school teaching assistant after sustaining fractures to her cheekbone and wrist when a pupil threw her to the floor.
This incident is among tens of thousands of attacks on school staff annually, with many reporting that violence in classrooms is increasingly unmanageable.
Rising Physical Assaults on School Staff Across Scotland
Data obtained by BBC Scotland News through Freedom of Information (FOI) requests reveals over 35,000 physical assaults on school staff, marking a 55% increase over two years.
More than two-thirds of Scotland's councils provided figures in response to the FOI request; however, some councils could not contribute due to how their data was stored.
Unions argue that inadequate reporting systems nationwide mean the actual number of assaults on staff is likely higher.
Cosla, representing local authorities, stated it has no reason to suspect under-reporting, while the Scottish government noted its action plan is developing guidance to improve monitoring of violent incidents.
Raha's Experience and Challenges in Managing Additional Support Needs
Raha, a pseudonym to protect her identity, described being "traumatised" by the violence she experienced in a mainstream primary school.
She sustained fractures to her face and wrist, along with injuries to her ankle, knee, and the right side of her body after being pulled to the floor by a pupil.
"For up to two, three months, I wasn't able to speak and I couldn't eat properly," Raha told .
"[My managers] say this is part of the job, so we can't do anything."
Raha noted that incidents have escalated over the past five years, coinciding with an increase in children with more complex additional support needs attending mainstream schools.
She claims she has received no specific training on managing children with additional needs and that risk assessments, if conducted, are not shared with support staff.
"They have very challenging behaviour," she said.
"They don't talk, they kick the staff, they punch them and also they spit at us. It is very severe."
Definition and Scope of Violence in Schools
The official definition of workplace violence includes verbal abuse, threats, or harassment. Consequently, recorded incidents of 'violence' in Scotland's schools range from swearing at teachers to severe physical assaults.
The BBC sought specific figures on physical assaults on school staff from all 32 Scottish councils.
Data recorded in health and safety systems by academic year was provided by 25 councils. Five councils could not provide equivalent figures due to data format differences.
Aberdeen Council could not provide data as it does not separate physical assaults from physical injuries, while Stirling Council's system did not differentiate between assaults on pupils and teachers until changes were made earlier this year.
Council-Specific Assault Figures and Responses
Among councils that provided data, Glasgow City Council, Scotland's largest local authority, recorded the highest number of physical assaults at 4,960, an 87% increase over two years.
Glasgow stated it does not tolerate violence or aggression and that appropriate sanctions are always applied. The council is collaborating with unions on new procedures to protect teaching staff.
Edinburgh reported the second highest number with 3,525 physical assaults on staff, a 70% rise in two years. The council maintains a zero-tolerance approach to abuse against teachers and support staff, taking all reports seriously.
Fife Council recorded the third highest number at 3,524, up 50%. It has simplified and streamlined its reporting process to address under-reporting concerns raised by staff and trade unions.
Teaching Assistants Share Impact of Violence
Stephanie, a teaching assistant, told the BBC she was off work for months after being punched in the face by a primary school pupil.
"It did knock my confidence," she said.
"It stopped me going out with my family and friends.
"I had to go on antidepressants from my doctors."
Stephanie was offered a transfer to another school due to her fear of returning but felt she should not have to move.
She highlighted the lack of consequences for violent pupils as a major issue.
"When I go in each day I think, oh my goodness what's going to happen now?"
"There's not a day that goes by that there is not an incident.
"We get the police out to our school most days."
Violence in Special Schools
While Raha and Stephanie work in mainstream primary schools, staff in special schools often face more severe conditions.
Andrea reported a dramatic increase in violence at her school over the past decade.
She has suffered two broken noses, a brain bleed, torn ligaments in her leg, and multiple bites inflicted by pupils in recent years.
Andrea stated that assaults were once occasional but have become normalized, with children now "more aggressive, more violent."
"You're getting hurt, it's becoming the norm," she said.
She explained that special needs teachers now routinely use personal protective equipment (PPE) such as bite-proof gloves, shin guards, and face shields, which were previously only occasionally necessary.
"You would never wear it constantly," she said.
"Now you're wearing this for the minute you walk in the door to the minute we leave the classroom at 3 o'clock."
Union Perspectives on Violence and Support
Sylvia Haughney of the Unison union reported hearing similar accounts from teaching assistants nationwide, emphasizing the need for improved training, support, and risk assessments by local authorities.
A Unison survey last year of 450 staff indicated that 89% had been punched, 93% kicked, and 82% bitten.
She attributed the worsening situation to resource cuts and reductions in specialists such as educational psychologists and speech and language staff.
"On a daily basis, our members face being swore at, misogynist language being used, racist language being used, punched, bitten, spat on, objects thrown," she said.
"I'm saying objects, but this is possibly more tables and chairs. It's not just a pencil that's been thrown now.
"So the lessons are disrupted on a daily basis. Ten years ago this wasn't happening."
Haughney added that staff are often told to tolerate such behavior, which would be unacceptable in other professions.
Government and Union Responses to Violence in Schools
The Scottish Government's Action Plan on behaviour, published in 2024, has been criticized by staff for having limited impact.
Concerns include a lack of consequences for violent pupils and insufficient resources to address the issue.
Teachers and unions report reluctance among schools and local authorities to exclude pupils regardless of their actions.
Exclusions in Scotland have decreased by 75% over 20 years.
Mike Corbett, president of the NASUWT teaching union, stated that the actual number of attacks on teaching staff is likely higher than BBC figures due to some schools discouraging reporting and others not allowing time for it.
"We would be almost 100% sure that this is not the full picture. How can you properly address things unless you have the full picture?
"You need to be looking at improving the recording systems to get that true picture.
"We need to be looking at what needs done to make teachers safe in the workplace."
Andrea Bradley of the EIS union noted a significant rise in violence against teachers, largely due to unmet diverse needs of children.
"There was no one solution but that there was a need for increased investment in schools, in school staff, in reducing class sizes, and in tailored support for young people with additional needs," she said.
Official Statements from Cosla and Scottish Government
A Cosla spokesperson affirmed that no teacher should face abuse and that they support any staff experiencing it.
"We have no reason to believe that there is underreporting not least because recording of accidents and injuries at work is a legal requirement under health and safety legislation," they said.
A Scottish government spokesperson highlighted ongoing collaboration with Cosla and teaching unions to implement the Schools Action Plan.
"Last year as part of this action plan we published new guidance for schools on consequences, developed in collaboration with headteachers, teaching unions and local authorities.
"The second annual progress report on delivery of the action plan shows that good progress is being made to deliver all 20 actions within the plan.
"As part of the plan, a working group is developing guidance to support improvements in the recording and monitoring of violent incidents across local authorities and schools."
