European Agency for Safety and Health at Work
Education – evidence from the European Survey of Enterprises on New and Emerging Risks (ESENER)
Table of contents
List of figures and tables
Executive Summary
Introduction
Key findings
1 Introduction
1.1 Key features of the study on the education sector and ESENER
1.2 Overview of ESENER
1.3 Key features
2 Conceptual framework
2.1 Key aims and research questions
2.2 Study methodology
2.3 ESENER 2019 and the education sector subset
3 Literature review – work environment in the education sector
3.1 Introduction and search strategy
3.2 Psychosocial factors
3.2.1 Demands at work
3.2.2 Work organisation and job content
3.2.3 Interpersonal relations and leadership
3.2.4 Work–individual interference
3.2.5 Social capital
3.2.6 Offensive behaviour
3.2.7 Health and wellbeing
3.2.8 OSH management and training
3.3 Ergonomic factors
3.4 Unsafe noise levels
3.5 Other risks
4 OSH risk factors
4.1 Introduction
4.2 Summary of ESENER 2019 findings – OSH risk factors
4.3 Health and safety risks in European educational establishments
5 OSH management and risk assessment in the education sector
5.1 Introduction
5.2 Summary of ESENER 2019 findings
5.2.1 Risk assessment
5.2.2 Management of employee health
5.3 OSH commitment
5.4 Sources of OSH advice
5.5 Multivariate analysis of ESENER results
5.5.1 OSH management
5.5.2 Main factors influencing the perception that psychosocial risks are more difficult to manage than other risks
5.6 Composite indicators
6 OSH management of psychosocial and digitalisation risks in the education sector
6.1 Introduction
6.2 Summary of ESENER 2019 findings
6.3 Measures taken for psychosocial risk management
6.4 Psychosocial risk management (composite indicator)
6.5 Digitalisation risks
6.6 Multivariate analysis of ESENER results
6.6.1 Presence of psychosocial risks
6.6.2 The use of various measures for psychosocial risks
6.6.3 Reasons making psychosocial risks difficult to manage
6.6.4 Impact of digitalisation risks on OSH
7 Drivers and barriers to OSH risk management in the education sector
7.1 Introduction
7.2 Summary of ESENER 2019 findings
7.3 Drivers of OSH management
7.4 Barriers to OSH management
7.5 Barriers to psychosocial risk management
7.5.1 Multivariate analysis of ESENER results
8 OSH employee representation in the education sector
8.1 Introduction
8.2 Summary of ESENER 2019 findings
8.3 Methods of employee representation in the education sector
8.4 Methods of employee training and involvement
8.5 Multivariate analysis of ESENER results
8.5.1 Composite indicator (OSH employee representation)
9 Conclusions and policy pointers
9.1 Introduction
9.2 Conclusions and policy pointers
10 References
1. Annex - Data processing and analysis
2. Composite indicator analysis
3. Country reports
3.1 Denmark
3.2 Germany
3.3 France
3.4 Ireland
3.5 Italy
List of figures and tables
Figure 1: Risk factors (excluding psychosocial risks) in educational establishments (% educational establishments in the EU-27 for ESENER 2019 and 2014)
Figure 2: Reported presence of psychosocial risk factors in educational establishments (% educational establishments in the EU-27 for ESENER 2019 and 2014)
Figure 3: Reported presence of risk factors (excluding psychosocial risks) in educational establishments, by size (% educational establishments in the EU-27 for ESENER 2019)
Figure 4: Reported presence of psychosocial risk factors in educational establishments, by size (% educational establishments in the EU-27 for ESENER 2019)
Figure 5: Educational establishments that regularly carry out workplace risk assessments (% educational establishments by Member State for ESENER 2019 and 2014)
Figure 6: Workplace risk assessments carried out regularly (% establishments by sector ESENER 2019 and 2014)
Figure 7: Risk assessment covering workplaces outside the establishment (% educational establishments by Member State for ESENER 2019)
Figure 8: Items routinely evaluated in workplace risk assessments (% educational establishments for ESENER 2019 and 2014)
Figure 9: Provision of risk assessments in written form (% educational establishments by Member State for ESENER 2019 and 2014)
Figure 10: Summary of results for key questions on risk assessments by establishment size (% educational establishments by establishment size for ESENER 2019)
Figure 11: Regular medical examinations performed to monitor employee health (% educational establishments by Member State for ESENER 2019 and 2014)
Figure 12: Establishments that keep a record of employees’ absences due to sickness (% educational establishments by Member State for ESENER 2019)
Figure 13: Establishments with a procedure to support employees returning to work after a long-term sickness absence (% educational establishment by Member State for ESENER 2019 and 2014)
Figure 14: Measures to promote sustainable working lives by reducing MSDs (% educational establishments for ESENER 2019 and 2014)
Figure 15: Establishments with documents in place that explain responsibilities or procedures on health and safety (% educational establishments by Member State for ESENER 2019 and 2014)
Figure 16: Establishments where respondents have received training on how to manage health and safety (% educational establishments for ESENER 2019 and 2014)
Figure 17: Establishments where external OSH services were used within the previous three years (% educational establishments for ESENER 2019 and 2014)
Figure 18: How respondents rate external OSH services (% educational establishments for ESENER 2019 and 2014)
Figure 19: Establishments that were visited by labour inspectorates within the previous three years (% educational establishments for ESENER 2019 and 2014)
Figure 20: Probability (odds ratio) of OSH management practices in education vs other economic sectors (1 = similar probability as in education; <1 lower probability than in education; >1 higher probability than in education) .
Figure 21: Probability (odds ratio) of respondents’ perception that psychosocial risks are more difficult in education vs other sectors (1 = similar probability as in education; <1 lower probability than in education; >1 higher probability than in education)
Figure 22: Risk assessment
Figure 23: OSH commitment
Figure 24: Establishments that have an action plan in place to prevent work-related stress (% educational establishments by Member State for ESENER 2019 and 2014)
Figure 25: Establishments that have procedures in place to prevent cases of bullying or harassment (% educational establishments by Member State for ESENER 2019 and 2014)
Figure 26: Establishments that have procedures in place to deal with possible cases of threats, abuse or assaults by external persons (% educational establishments by Member State for ESENER 2019 and 2014)
Figure 27: How easy or difficult it is for educational establishments to address psychosocial risks compared to other risks (% educational establishments by Member State for ESENER 2019 and 2014)
Figure 28: Establishments that have sufficient information to include psychosocial risks in risk assessments (% educational establishments by Member State for ESENER 2019 and 2014)
Figure 29: Establishments where employees have played a role in the design and set-up of measures to address psychosocial risks (% educational establishments for ESENER 2019 and 2014)
Figure 30: Psychosocial risk management
Figure 31: Used digital technologies (% educational establishments by establishment size for ESENER 2019)
Figure 32: Establishments where the possible OSH impacts of the use of digital technologies have been discussed (% educational establishments by Member State for ESENER 2019)
Figure 33: The impacts that have been discussed (% educational establishments by establishment size for ESENER 2019)
Figure 34: Probability (odds ratio) of the presence of psychosocial risks in education vs other sectors (1 = similar probability as in education; <1 lower probability than in education; >1 higher probability than in education)
Figure 35: Probability (odds ratio) of applying measures for psychosocial risks in education vs other sectors (1 = similar probability as in education; <1 lower probability than in education; >1 higher probability than in education)
Figure 36: Probability (odds ratio) of reasons making addressing psychosocial risks difficult in education vs other sectors (1 = similar probability as in education; <1 lower probability than in education; >1 higher probability than in education)
Figure 37: Probability (odds ratio) of discussing possible impacts of digital technology in education vs other sectors (1 = similar probability as in education; <1 lower probability than in education; >1 higher probability than in education)
Figure 38: Reasons for addressing health and safety (% educational establishments for ESENER 2019)
Figure 39: Difficulties addressing health and safety risks in educational establishments
Figure 40: Probability (odds ratio) of reasons and barriers addressing health and safety in education vs other sectors (1 = similar probability as in education; <1 lower probability than in education; >1 higher probability than in education)
Figure 41: Forms of employee representation (% educational establishments for ESENER 2014 and 2019)
Figure 42: How health and safety representatives are appointed (% educational establishments by Member State for ESENER 2014 and 2019)
Figure 43: Establishments that have conducted an employee survey including questions on work-related stress in the last three years (% educational establishments for ESENER 2019)
Figure 44: Establishments where employees have been involved in identifying possible causes for work-related stress (% educational establishments for ESENER 2019)
Figure 45: Establishments where employees have played a role in the design and set-up of measures to address psychosocial risks (% educational establishments for ESENER 2014 and 2019)
Figure 46: Probability (odds ratio) of the presence of a health and safety representative in education vs other economic activities (1 = similar probability as in education; <1 lower probability than in education; >1 higher probability than in education)
Figure 47: Worker participation
Table 1: Key research questions
Table 2: Search strategy
Table 3: Probability of OSH management activities in the establishment (in %) after accounting for contextual variables
Table 4: Probability of the presence of a psychosocial risk in the establishment (in %) after accounting for contextual variables
Table 5: Probability of applying the measure for psychosocial risks in the establishment (in %) after accounting for contextual variables
Table 6: Probability of the perceived reasons that make addressing psychosocial risks difficult (in %) after accounting for contextual variables
Table 7: Probability of the presence of barriers to addressing health and safety in the establishment (in %) after accounting for contextual variables
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© European Agency for Safety and Health at Work, 2022
fonte: osha.europa.eu