The IEU represents non-teaching support staff in schools, colleges and other educational institutions, with the exception of those employed in early childhood services.
Support staff can include school secretaries, teachers' aides, laboratory and library assistants, canteen staff, maintenance workers and groundkeepers.
The Union has achieved regular increases for support staff comparable with those of teacher-members and has constantly sought to improve working conditions for support staff in line with improvements achieved for teachers. Occupational Health and Safety is a major priority of the union and of particular concern for support staff.
The participation of support staff within the Union is further strengthened through the School Support Staff Advisory Committee and the contribution of Support Staff Vice President Carolyn Collins as a member of the IEU Executive.
The School Support Staff Advisory Committee has seven members from a broad range of classifications and sectors including clerical employees, school assistants, boarding house staff, and grounds and maintenance staff.
Your workplace news
Early learning services and schools can play a critical role in supporting communities to respond and recover from the bushfire crisis, whether they have been directly or indirectly affected by the fires. While the physical impact of the bushfire crisis is obvious, the mental health impact may not be. An online resource pack has been developed to support educators in looking after themselves and the children and young people in their care as they return from holidays.24 Jan 2020
The IEU has compiled a list of services and resources available to people affected by the ongoing bushfire disaster. This list is not exhaustive, and further information may continue to be added if appropriate.22 Jan 2020
Children attending child care and students in bushfire-declared communities will receive additional mental health support, according to Minister for Education Dan Tehan.21 Jan 2020
We are collecting information and stories from members who have been either directly, or indirectly, affected by the ongoing bushfire disaster. These stories and anecdotes, with your permission, may be included in the upcoming edition of Newsmonth, and in ongoing negotiations with employers.16 Jan 2020
Understanding and responding to trauma following a natural disaster – advice for early childhood teachers
Community Early Learning Australia has produced a useful article with advice for dealing with the bushfire trauma, including self care for early childhood teachers and addressing the needs of young children who may have experienced trauma.15 Jan 2020