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Secondary teachers view “online abuse and digital misrepresentation” as a “serious and growing professional risk”, a survey has found.

The poll by the Scottish Secondary Teachers’ Association (SSTA) also lays bare the “emotional impact” and teachers’ fears over their personal safety.

The SSTA says that responses from nearly 500 education professionals across Scotland suggest that “incidents involving fake accounts, manipulated images, humiliating social media posts and AI-generated content are becoming increasingly common and are having a significant impact on teacher wellbeing, confidence and professional relationships”.

AI abuse ‘particularly concerning’

More than 80 per cent of survey respondents reported incidents affecting themselves or colleagues.

Euan Duncan, SSTA assistant general secretary, said that among the “distressing examples”, “the emergence of AI-related abuse is particularly concerning”. Schools were “already dealing with sophisticated forms of digital impersonation and humiliation”, he added.

“The emotional impact on teachers was substantial. Stress and anxiety were by far the most common consequences, alongside reduced confidence at work, damage to professional reputation and strained relationships with pupils and parents,” Mr Duncan said.

“Some respondents also reported fear for their personal safety and time away from work as a result of incidents. This, of course, carries a cost to the public purse and has an impact on teaching and learning.”

Although most cases were reported to school leadership or other bodies, the SSTA found that confidence in the responses was low.

Only a small minority of respondents believed responses were adequate; almost a third said no support was offered at all. Legal advice and practical support to remove harmful content were, the SSTA noted, “particularly limited”.

Schools ‘lack protection’

Mr Duncan said: “There was overwhelming agreement that current policies are not sufficient to deal with this issue.

“More than three-quarters of respondents believed schools and local authorities lack the necessary procedures and protections. Teachers strongly supported faster disciplinary action, greater police involvement, stronger policies and legal protections specifically addressing online impersonation and AI misuse.”

He added: “Overall, the findings suggest that online abuse of teachers is no longer seen as isolated misconduct but as a significant safeguarding, wellbeing and workforce issue requiring stronger institutional and legal responses.

“T�����徱�پ��DzԲ�������, safeguarding frameworks have focused primarily on protecting children and young people. However, these findings indicate that schools and authorities may now need to think more explicitly about staff digital safety, reputational protection and rapid-response systems for dealing with online abuse.”

Meanwhile, SSTA general secretary Seamus Searson has revealed that he will be stepping down in the autumn.

Mr Searson, who has been in the role since 2015, told delegates about his departure at the SSTA annual conference in Glasgow on Friday.

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