European Trade Union Committee for Education

APRES COVID: European Sectoral Social Partners in Education Addressing Psychosocial Risks for an Equitable and Sustainable recovery from the COVID-19 crisis  APRES COVID is a two-year social dialogue project, seeking to assess the long-term impact of the COVID crisis on the psychosocial risks in the teaching profession and actively promote an equitable and sustainable education-led recovery. The initiative is carried out by the ETUCE and EFEE in partnership with education trade unions and employer organisations from Belgium, Malta, Portugal, and Slovenia. The project features three case-study visits, a training seminar, and a final conference.  

• Context
• Research
• Case-study visits
• 1st Case Study Visit | Ljubljana (Slovenia)
• Training seminar
• Final Conference

On 22-23 May 2024, Ljubljana hosted a crucial case study visit as part of the EU-funded social dialogue project, "APRES COVID." The initiative aims to address psychosocial risks in the education sector to ensure an equitable and sustainable recovery from the COVID-19 crisis. This visit marked the first in a series of national case studies, focused on engaging with Slovenian education stakeholders, including social partners, teachers, school leaders, and education personnel, to address the mental health and well-being challenges that have intensified since the pandemic. 

Impact of the COVID-19 Crisis on Slovenian Education 
The immediate impact of the pandemic on Slovenian education was severe. Interviews conducted in primary and secondary schools revealed a significant increase in the workload of teachers and education staff. The sudden shift to online and hybrid teaching demanded rapid upskilling in digital technology, often with limited prior experience. While some teachers welcomed digital tools as a way to foster collaboration and create repositories of educational materials, the overall experience of hybrid teaching was considered ineffective and burdensome. Increased parental demands further strained teachers' well-being, with the boundaries between personal and professional life becoming blurred. Teachers reported heightened stress levels due to the constant influx of requests, particularly outside regular working hours. The psychological toll was evident, as education staff experienced burnout, declining job satisfaction, and challenges in maintaining work-life balance. 

Long-Term Challenges: A New Normal in Education 
The long-term effects of the pandemic continue to shape the educational landscape in Slovenia. Teachers and education staff described the current period as a “new normal,” characterized by sustained high workloads and increasing pressures. Students, too, have been deeply affected, with primary school children experiencing speech difficulties and developmental delays, while older students exhibit a rise in violent and disruptive behaviors. The introduction of digital tools was described as a positive development. However, the emergence of news particularly around cyberharassment was underlined. Secondary schools, in response, have taken steps to monitor social media for violent communication and promote social activities aimed at strengthening student bonds. However, schools are still working on developing policies to protect staff from the overwhelming demands of digitalisation, including the right to disconnect. 

The role of social dialogue in enhancing occupational well-being and mental health in education 
A key aspect of the case study was the national social dialogue meeting, which brought together Slovenian social partners in education, including trade unions, education employers, and Education Minustry representatives. The discussion highlighted the importance of collaborative efforts to address psychosocial risks and ensure the well-being of education staff. The Ministry of Education of Slovenia recognised the acute shortage of teachers and school leaders, which has further complicated the post-pandemic recovery. The meeting also stressed the need for additional support, including professional development opportunities focused on conflict resolution, mental health, and well-being. While school leaders have implemented a range of health and well-being initiatives—such as sports activities, professional development workshops, and mental health programs—participation remains limited, indicating the need for further engagement. 

Looking Ahead: Key Recommendations for Sustainable Recovery 
To ensure a sustainable recovery from the COVID-19 crisis in Slovenia’s education sector, a range of priorities and recommendations were collected from interviews with education staff and social partners such as:  

• Student Mental Health 
  The mental health of students remains a key concern. The digitalisation introduced during the pandemic is now a permanent feature of the education system, making it essential to address the resulting challenges to ensure a resilient and effective educational environment. 

• Access to Psychological Services 
  A significant issue identified is the long waiting list for specialists, such as psychologists. This delay calls for preventive measures and faster coordinated responses from social services, the police, and the Ministry of Education, emphasizing the need for more decisive action and fewer bureaucratic delays. 

• Parental Interference and Administrative Burdens 
  Teachers and schools highlighted the increasing interference of parents in educational matters, which often disrupts the learning process. There is also a pressing need to reduce the administrative workload faced by education staff. Streamlining paperwork and reducing bureaucratic tasks would allow teachers and school leaders to focus more on their primary role of teaching and supporting students. 

• Autonomy for Teachers and Schools 
  Greater autonomy for teachers and schools is a recurring theme. More investment in continuous professional development (CPD) is needed, including efforts to eliminate barriers such as limited time and ensure these opportunities are freely accessible. With rising inflation, financial resources and salaries must also be adjusted to reflect the increasing cost of living. 

• Bridging the Gap with the Ministry of Education 
  Education staff emphasized the need for better alignment between schools and the Ministry of Education. While regulations are necessary, an overly rigid legal framework can hinder school operations. Simplifying educational policies and granting more autonomy, especially in financial matters, would allow schools to manage their resources more effectively. 

• Enhancing Financial Resources and Legal Autonomy 
  The interviews underscored a strong call for schools to receive greater financial resources and legal authority. Improved salaries, better working conditions, and more comfortable spaces for staff discussions are vital to creating a supportive educational environment. By addressing these critical areas, Slovenia can move towards a more sustainable and resilient education system that benefits both teachers and students in the post-pandemic period. 

By addressing these critical areas, Slovenia can work towards a more sustainable and resilient educational system that supports both teachers and students in the post-pandemic era. 

Research Report

• Case Study Report (EN)
• Case Study Report (SL)