NEU help and advice pages comprise FAQs and other guidance which address common employment workplace issues and are entirely problem focused. These documents, along with our current top 5 FAQs posed by members, represent the quickest way to get support if you need it.

Other ways to get help

Your first point of contact is your workplace reps - they are best placed to discuss your next steps to dealing with your issue. If you don't know who that is, contact your branch for assistance. Find the contact details here.

You also contact the Employment AdviceLine - however, please be advised that this national service deals with a very high volume of emails and calls and your waiting time for a response may be long.

If you can't find the answer to your question below, speaking to your rep or branch secretary will be the quickest way to answer your query.

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  • Advice on classroom acoustics and reducing the risk of vocal strain on teachers

  • Advice on dealing with asbestos problems in schools, including the law on asbestos removal and management in schools.

  • Investment in school building needs to be a priority for the 2020s
  • Guidance on maximum class and room sizes

  • Advice on the heating levels in schools and classrooms in England, and how to deal with the various types of heating problems which are commonly encountered during cold weather and snow.

  • Advice on the heating levels in schools and classrooms in Wales, and how to deal with the various types of heating problems which are commonly encountered during cold weather and snow.

  • Ventilating indoor work areas is a key control measure in reducing Covid-19 transmission.
  • Advice on responding to flood alerts in schools and dealing with the aftermath.
  • Supporting NEU members in schools which suffer particularly badly in times of extreme heat.
  • Hot summers bring regular queries about the maximum temperatures under which staff and pupils should be expected to work in schools.

  • Mould is a health and safety issue as it can cause a variety of health problems.
  • This advice sets out advice and guidance on playground supervision to allow children to play safely.

  • The Equality Act 2010 requires employers to make reasonable adjustments to premises or working practices to ensure that employees are not disadvantaged because of their disability.

  • Frequently asked questions in relation to staff car parking on school premises. It includes information on provision of school car parks, charges for car parking, car park safety and malicious damage to cars.
  • Advice on legal requirements and good practice for construction work in schools and a stage-by-stage guide to the role of safety representatives.

  • Advice about school security, in particular at security arrangements and methods to deal with intruders.

  • A quick guide on what to do in severe winter conditions or adverse weather.

  • Overcrowding is a common problem in classrooms. Unfortunately, there are no legal minimum space requirements specifying classroom dimensions. There are, however, a number of legal provisions and sources of guidance that can be drawn upon in challenging cramped teaching areas
  • There is a vast range of legislation on health and safety matters which applies in whole, or in part, to schools. This briefing identifies those which will be most relevant and the areas which they cover.

  • There is a vast range of legislation on health and safety matters which applies in whole, or in part, to schools in Wales. This briefing identifies those which will be most relevant and the areas which they cover.

  • How schools can help protect pupils from sun exposure and advice around sunscreen.
  • Your employer should be monitoring readings from all the CO2 monitors in your school. See our tips on how to make the most effective use of CO2 monitors.
  • Advice for teachers on voice care, including spotting problems, simple preventative measures and information on how and when to seek appropriate specialist help

  • Share our ground-breaking report on sexism and sexual harassment in schools.
  • The campaign for equal pay has a long history; one which is still ongoing.
  • The results of UK Feminista and NEU’s groundbreaking study are clear: schools, education bodies and Government must take urgent action to tackle sexism in schools. "It's just everywhere" is a study on sexism in schools and how we tackle it.

  • The legal definitions of sex discrimination, who is protected and the first steps you should take if you think you have been discriminated against at work.
  • Who is protected from sexual harassment and the first steps you should take if you think you are being subjected to such harassment.

  • NEU guidance for members who are unable to work due to illness and assist them back in to work as quickly as it is possible.

  • Relevant extracts from the Burgundy Book and Green Book sick pay schemes
  • Checklist for Sickness Absence Policy: Covid-19 appendix
  • Doctors issue fit notes to provide evidence of advice they have given to patients about their fitness to work. They record details of the effects of the patient’s condition so that the patient and employee can consider ways to facilitate a return to work where appropriate.
  • Returning to work after a long illness can be daunting. A well-supported phased return can make the process easier. This guidance describes what a phased return to work is, how it operates and answers common queries.
  • Guidance about the operation of absence monitoring/management procedures so that members are better informed about what to expect.
  • Most teachers will at some point need to take sick leave. This document sets out arrangements for teachers’ sick pay and sick leave.

  • The policy includes advice on the monitoring of teacher absence reported as sickness absence and does not apply to other authorised absences.

  • Information on pay and conditions for Soulbury paid officers in England and Wales.

  • Excessive workload is a key cause of mental health problems among teachers and education professionals. This advice explains what to do if you are struggling with mental health and outlines the different ways you can get support.

  • In response to requests for assistance with undertaking stress surveys, a system has been developed which enables the NEU to provide an online staff stress survey as a resource for local officers, reps and safety reps.
  • A stress risk assessment is a careful examination of what in a workplace could cause staff to suffer from work-related stress, so that you can weigh up whether you have done enough, or should do more to prevent harm.
  • Excessive workload and working hours are continually cited by teachers as one of the main causes of their workplace stress. This advice explains how to tackle stress at a local level in your workplace.

  • If someone is threatening imminent suicide call 999 and stay with them until the emergency services arrive.

  • Guidance on what you can do to ensure you have the best start on your trainee placement, including a visit to the school and familiarising yourself with policies and procedures.
  • Tips for trainee members on managing behaviour in the classroom, including tips for your first lesson and managing conflict.
  • NEU advice regarding the completion of initial teacher training courses and inducation of newly qualified teachers during the coronavirus crisis.
  • This advice contains advice about health and safety matters which both newly qualified and student teachers should be aware of when entering the profession.

  • Like others on the way to gaining QTS, you may be feeling anxious about your legal position while in the classroom. This brief summary should help you understand your rights and responsibilities.
  • Advice for trainee members on lesson planning, timing and pacing, and tips on how to save time.
  • Advice for trainees on managing behaviour in the classroom, including physical and social contact and infatuations.
  • What to expect on your teaching placement, including advice on what you should and should not be asked to do in the classroom.
  • There are lots of relationships to get used to when you first go into the classroom. Here are some tips for navigating relationships with pupils, colleagues and parents.
  • Advice for trainee members on the role of a mentor, how to work best with your mentor and what to do if you feel you are not being supported.
  • Advice for trainee members on the additional work outside the classroom you may be involved in.

  • Advice on your eligibility for and access to workplace pension schemes as an agency supply worker.
  • What are the Agency Worker Regulations 2010 and what protection do they offer supply teachers and support staff?

  • NEU guidance on some of the issues supply members may encounter in their day-to-day work.
  • Advice for members on how to secure the best deal when employed by an agency
  • Health and safety issues for supply teachers, including those employed directly by local authorities, schools and academy trusts and those employed via supply agencies. Supply teachers have to adapt quickly to changing surroundings but will not be as familiar with schools’ policies and security arrangements as the permanent teaching staff.

  • Cutting out the middleman – a marketing approach to applying for direct supply teaching work in schools. Part of the Alternatives to Agencies (A2A) toolkit.
  • Supply teachers who are in a 'pool' maintained by a LA, those located through the school's own contacts, or part-timers who wish to temporarily increase their hours, are likely to be employees of the school or LA for their period of supply work.
  • Key questions and answers on pay and conditions for supply teachers.
  • How can I get the most from supply work and avoid the worst problems facing supply staff today?
  • Advice on ‘umbrella’ and ‘limited’ companies and how to spot and prevent being caught up in tax avoidance schemes.