Starting a new role, especially in teaching, can be a daunting experience. As an anxious individual, I’ve often found myself overwhelmed by the lack of structured information and support during the induction process. The anxiety this generates is something I know I’m not alone in experiencing, particularly among those of us who thrive on clear expectations and well-defined routines.
Reflecting on my own experiences, I’ve realised how crucial it is for induction processes to be inclusive for everyone.
Here’s what I believe should be part of an inclusive induction process.
1. Pre-Induction
The induction process should begin well before the first day on the job. Clear and early communication can significantly reduce the anxiety associated with starting a new role. Schools should provide:
- Transparent communication about the role: This includes a clear outline of the role and responsibilities of the position, along with sufficient time to review and query if required.
- Access to necessary paperwork: Provide all relevant forms and documents such as contracts, must-read policies, and any other essential paperwork well in advance of the start date. Too frequently, these things are delayed until the first week, when new staff could do without the stress of administrative tasks.
- A detailed handbook: Prior to starting the role, having access to key information to read and process helps with preparation and managing uncertainty. A lot of the following suggestions could easily be incorporated. Download my template here.
2. Pre-Arrival
The period before any teaching begins is crucial in setting the tone for a smooth transition when starting at a new school. To support this, schools should provide:
- A detailed schedule for the first two weeks: This should include daily activities, meetings, and any training sessions. Knowing what to expect each day helps in reducing the mental burden.
- The small details: Being left wondering about the dress code, times of the day, where to go and expectations can be an initial source of anxiety. Make these details explicit in advance of the first day.
- An introduction to key contacts: Provide a list of important contacts, including direct supervisors, HR personnel, and IT support. This helps new staff know who to reach out to for specific needs or questions.
- Step-by-step outlines of routines and expectations: Clearly communicate the school’s routines, such as behaviour management policies, teaching expectations, and day-to-day operations. Providing this information upfront helps new staff feel more confident and prepared to start teaching.
3. A Structured Induction Programme
A one-size-fits-all induction programme often overlooks the needs of individuals who might require more structure or time to process information. An inclusive induction programme should:
- Be clearly communicated: Ensure all steps of induction are clearly communicated and scheduled before commencing. Additionally, avoid jargon, use straightforward language, and provide written summaries of important meetings or instructions to reduce doubt and ambiguity.
- Offer clear, step-by-step guides to school systems and procedures: Break down complex information into manageable steps. This can include how to use the school’s online platforms, understanding the assessment system, or navigating the school’s communication channels. This helps avoid the anxiety that comes from feeling unprepared or confused.
- Provide access to induction resources: Provide induction materials in multiple formats, such as written guides, videos, and interactive modules. Ensure these resources are easy to access and allow new staff to review them at their own pace. Some may need to revisit certain aspects, and having flexible access to these materials can be incredibly beneficial.
- Provide opportunities for shadowing or observing: Allowing new staff to observe others before starting their role, or during the initial few weeks, can provide a gradual, less overwhelming introduction.
4. Mentorship and Support
Building a supportive network from the beginning is key to ensuring that new staff feel integrated into the school community. Consider implementing a system of mentorship and peer support. This may include:
- A designated mentor: Assign a mentor who is either neurodivergent themselves or has received training on neurodiversity. This mentor should be approachable and available to provide guidance, answer questions, and offer reassurance during the initial weeks.
- Structured social interactions: Instead of relying on informal meet-and-greets, which can be overwhelming, offer a more structured approach, such as scheduled check-ins or small group meetings. These can provide a more comfortable environment for building relationships.
- Regular check-ins: These check-ins should focus on how the new staff member is settling in, addressing any concerns, and making reasonable adjustments where needed. Open-ended questions can encourage new staff to voice any challenges they might be facing.
- Reasonable adjustments: Ensure that any necessary accommodations, such as sensory-friendly workspaces or flexible hours, are discussed and implemented from the outset. This proactive approach can make a significant difference in the comfort and productivity of staff, especially those with physical or mental health needs.
In conclusion, starting a role at a new school should be an exciting time, not one that is filled with anxiety and uncertainty. For some individuals such as myself, an inclusive induction process isn’t just a nice-to-have—it’s essential. In my opinion, by providing clear information, a structured process, and where required, tailored accommodations, a welcoming environment is created for all new staff to thrive within.
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