Perceptions of Workload: A Qualitative Exploration of School Well-being Professionals in Queensland

Abstract

School psychologists, counsellors, and guidance officers—collectively referred to as school well-being professionals (SWBPs)—play a critical role in supporting student mental health and positive educational outcomes. However, increasing student needs, expanding policy expectations, and systemic pressures have intensified demands on this workforce. This study explores how SWBPs in Queensland perceive and experience their workload and the emotional demands within complex educational contexts. Using thematic analysis and drawing on qualitative data from a larger mixed-methods study, open-ended survey responses from practising SWBPs were examined. Findings reveal widespread perceptions of high and often unsustainable workloads, long hours, competing demands, and limited capacity for preventative work. Role-based differences contributed to perceived inequities, while emotional labour and exposure to student trauma heightened risks of burnout and attrition. These results highlight the need for systemic reforms, clearer role expectations, and stronger organisational supports to sustain the SWBP workforce and ensure equitable student access to well-being services.

Introduction

School psychologists (SPs), counsellors (SCs), and guidance officers (GOs), collectively referred to as school well-being professionals (SWBPs), play a critical role in supporting student mental health, emotional development, and learning engagement (Scott et al., 2019). As schools increasingly become central to addressing complex social and emotional challenges, SWBPs are at the forefront of implementing evidence-based interventions, strengthening inclusion, and coordinating supports across education and community systems (Palomo et al., 2024). Over recent decades, their roles have expanded in response to rising student needs, evolving policy priorities, and increasing classroom complexity (Viviers et al., 2023). As such, SWBPs are now required to balance therapeutic work with preventative programming, consultation with teachers, and broader advisory support for school leadership. Policy frameworks such as multi-tiered systems of support (MTSS) and trauma-informed practices further increase expectations, requiring professionals to operate across multiple systemic levels (Leslie & Oberg, 2025). This is particularly evident within MTSS frameworks where SWBP are required to work across three tiers of prevention and intervention addressing the needs of whole school cohorts (Tier 1), small groups of students (Tier 2), and intensive individualised support (Tier 3) (Goodman-Scott et al., 2020).

Despite the importance of the SWBP role within schools, research highlights growing concerns about workload, role clarity, and workforce sustainability. Existing studies largely focus on mapping responsibilities and service delivery (Billett et al., 2020), with less attention to how professionals perceive and emotionally experience these demands. Understanding these perspectives is critical as policymakers, schools, and professional associations seek effective strategies to support SWBPs and retain this essential workforce. This study addresses this gap by examining how SWBPs in Queensland perceive and experience their workload and emotional demands within increasingly complex educational contexts. By foregrounding the voices of practising professionals, it aims to illuminate systemic and individual challenges while informing policy, training, and workplace supports to strengthen role sustainability.

The Evolving Responsibilities of SWBPs

The roles of SWBPs have broadened considerably over the past two decades, with schools increasingly responsible for addressing student well-being alongside academic outcomes. Traditionally centred on individual counselling and assessments, these roles now encompass preventative program design, teacher consultation, family engagement, crisis response, and leadership in whole-school well-being initiatives (Campbell & Colmar, 2014). Policy shifts have intensified these demands. Frameworks such as MTSS and trauma-informed practices prioritise inclusive, collaborative approaches and position SWBPs as leaders in school-wide strategies for supporting student well-being (Palomo et al., 2024). These reforms require professionals to operate at multiple levels, supporting individual students while contributing to systemic planning and capacity building (Leslie & Oberg, 2025). International trends mirror this expansion, with studies from Europe, North America, and South Africa reporting similar increases in workload and role complexity among school psychologists and counsellors (Viviers et al., 2023). This shift reflects recognition of the critical importance of well-being in education but has also heightened challenges in balancing therapeutic, administrative, and leadership responsibilities.

Importantly, the expansion of responsibilities described here does not apply uniformly across all SWBP roles or jurisdictions. In Queensland state schools, guidance officers and school psychologists are employed under distinct role descriptions that shape both the nature of their work and the leadership expectations attached to it. Guidance officers typically operate in a broad, school-facing role that extends beyond individual therapeutic support to include consultation with families, teachers, and case management teams, as well as advisory support for school-level decision making (Queensland Government, Department of Education, 2025a). This work often positions guidance officers in de facto leadership roles within school support systems, despite these responsibilities not always being formally recognised or resourced. In contrast, school psychologists are largely funded to provide targeted support for students experiencing mild to moderate mental health concerns, with a narrower scope of practice and limited involvement in preventative programming, whole-school initiatives, or leadership advisory functions (Queensland Government, Department of Education, 2025b).

Emotional Labour

The expanding scope of SWBPs’ responsibilities has intensified exposure to emotionally demanding situations. Working with students facing trauma, family instability, and complex psychological needs requires professionals to manage their own emotional responses while supporting those of others, leading to increased risks of burnout, compassion fatigue, and secondary traumatic stress (Ebuk & Afu, 2020). Australian research highlights the impact of high caseloads and limited systemic supports on educator well-being (Oberg, 2025). Internationally, school counsellors and psychologists report elevated stress and attrition rates, particularly where supervision and organisational supports were lacking (Viviers et al., 2023). Protective factors, however, have been identified. Research shows that clear role expectations, supportive school leadership, manageable workloads, and access to regular supervision can reduce emotional strain and improve retention (Green & Lloyd, 2021). These supports, however, remain inconsistently available, with professionals in regional and rural schools often reporting greater challenges than their urban counterparts.

Systemic Pressures and Role Ambiguity

In addition to emotional demands, structural factors shape how SWBPs experience their roles. Role ambiguity, created by unclear expectations, competing priorities, and limited integration into school decision-making, is consistently identified as a source of professional stress (Bettman & Digiacomo, 2022). Professionals frequently balance compliance-driven reporting with direct student support, often without sufficient staffing or resources to meet competing demands. Differences in qualification pathways and scope of practice add further complexity. Guidance officers, counsellors, and school psychologists operate under distinct role descriptions, yet overlapping responsibilities often result in inconsistent workloads and perceptions of inequity (Leslie & Oberg, 2025). These discrepancies influence caseload size, administrative burden, and expectations around crisis response, contributing to dissatisfaction and professional strain. Addressing these systemic challenges requires coordinated efforts across policy, school, and professional levels. Establishing clearer role definitions, ensuring equitable distribution of responsibilities, and providing adequate resources are critical to sustaining the SWBP workforce and enabling professionals to meet the growing demands of their roles.

Although existing research documents increasing role expectations, emotional demands, and systemic pressures, there is limited qualitative insight into how SWBPs interpret and navigate these challenges. Much of the literature focuses on service delivery metrics or policy frameworks (Billett et al., 2020), providing little understanding of the lived experiences and emotional realities of professionals working within increasingly complex school environments. By foregrounding SWBPs’ perspectives, this study addresses this gap by asking the question “what perceptions do Queensland school psychologists, counsellors, and guidance officers have of their workload?” These insights can inform policies, training, and organisational supports aimed at strengthening both workforce retention and service quality.

Methods

Study Design and Context

This article addresses calls for deeper understanding of SWBP experiences in supporting student well-being (Bettman & Digiacomo, 2022; Campbell & Colmar, 2014). In recognising that experience is subjective (Dewey, 1994), but the result of transactions with individuals and environments (Bronfenbrenner & Morris, 2006), the study broadly recognises the interplay between SWBPs and the educational context in which they work. Ethical approval was obtained from the University of Southern Queensland Human Research Ethics Committee (HREC approval number: ETH2024-0140). With grounding in a social constructivist paradigm (Amineh & Asl, 2015), this article draws qualitative findings from currently practising SWBPs in Queensland, capturing detailed accounts of workload perceptions to address significant gaps in understanding practitioners’ lived realities.

Participants

Participants included practising school psychologists, counsellors, and guidance officers employed in Queensland state, Catholic and independent schools. Recruitment occurred via professional associations and professional social media networks. Eligibility required participants to be currently practising and hold primary responsibility for student well-being within their school. Demographic information, including role, years of experience, school type (primary, secondary, or P–12), and geographic context (urban, regional, or rural), was collected. In total 70 participants contributed narrative responses.

Data Collection

Data were collected via an online questionnaire between September and December 2024. Example prompts included:

• What are your perceptions of the workload of school psychologists, counsellors, and/or guidance officers?

• What are your perceptions of your workload? (e.g., adequate, manageable, busy, close to burnout).

Informed consent was obtained electronically prior to the commencement of the survey, with participants assured of confidentiality and the voluntary and anonymous nature of participation.

Analysis

Qualitative data were analysed using Braun and Clarke’s (2006) six-phase thematic analysis. This process involved familiarisation with the data, generating initial codes, developing, refining and naming themes, and synthesising findings into a final narrative. Reflexive journaling documented analytic decisions, and discussions among co-authors enhanced rigour and credibility. All data were de-identified and stored securely according to the University of Southern Queensland Research Data and Primary Materials Management Procedure, ensuring participant confidentiality throughout.

Findings

One of the most significant findings of the survey was the considerable emphasis on the workload of school well-being professionals in Queensland as more than what can be reasonably achieved. Over half of those practicing as a school well-being professionals (SWBP) (n = 44) described the role as involving a high or unsustainable workload, with no positive qualifiers. Words such as “intense,” “extensive,” “exorbitant,” and “immense” were used to qualify how the workload was perceived. Further, some words such as “unpredictable,” “demanding,” “varied,” and complex” gave some insight into the belief that contextual factors influenced the workload of the participants. One participant described the workload as “through the roof,” while another noted the “workload is incredibly high and increasing all the time.” Notably, participants commented on their belief “that people have no idea about what we really do and the immense amount of work we have” as well as, how “the workload becoming almost unmanageable.” These responses illustrate how the perceptions of workload expectations of SWBP were predominantly negative.

The findings also revealed insights into the positive perceptions of workload amongst SWBP. Concerningly, only a few (n = 11) participants provided responses that only contained positive perceptions of workload as “manageable,” “not a challenge,” or providing “work-life balance.” The number of participants who responded positively was a quarter of the number of participants who provided wholly negative responses. It is interesting to note that some participants (n=13) provided positive responses that contained negative qualifiers. For example, workload was considered “manageable but stressful” by one respondent and “manageable but extremely busy most days.” “[The] current rate is not sustainable” by another. These positive responses with negative qualifiers indicate that there may be conflicting perceptions about workload.

Most concerningly, were comments made by some participants about the implications of the workload they experienced. For example, one respondent provided context through comments such as “the workload is so great that we are forced to focus on reactive rather than proactive measures.” Another participant shared how they were “having to turn away teachers asking for advice and support in order to complete [their] workload.” These comments indicate the perceptions SWBP have on potential relationship between the volume of workload and their ability to perform the range of tasks that are required of their role.

Further implications were evident in participant responses that indicated that perceptions of excessive workload may influence SWBP decisions to remain in the profession. One participant revealed that “it will be unsustainable workload that will eventually see me move on to something else” giving insight into workload being a potential contributor to SWBP attrition. This sentiment was echoed with another participant commenting “I have reached the stage where it is no longer manageable.” These comments, combined with the overwhelming emphasis on negative perceptions around the workload in general raise concerns for the sustainability of the role of SWBPs.

An interesting finding was that while the survey question asked, “What are your perceptions of the workload of school psychologists, counsellors and/or guidance officers?” only some respondents (n = 9) explicitly commented on the differences between the Guidance Officer, Guidance Officer Wellbeing and School Psychologist roles in the state school context. These comments revealed a perceived discrepancy between the workloads across the different roles, for example one respondent noted “Psychologist workload is manageable.” Guidance Officer workload is unmanageable with another stating that “Guidance Officers have a hefty workload and are spread thin.” “[As a] Guidance Officer - Wellbeing, I see my workload as being busy but manageable.” Further comments from within these respondents (n = 6) revealed that those in a school psychologists role perceived their workload in a positive light with respondents sharing that “workload is not a challenge” and that the “lower pay [for school psychologists] justifies the smaller caseload [than a Guidance Officer has].” Another participant revealed that their “workload is less than the guidance officer (or at least much more structured).” Finally, some context for the potential discrepancy in the workload between roles was shared in the comment “the scope of practice for school psychs is ‘mild to moderate’ which makes the case load easier [than for Guidance Officers].”

Finally, comments from respondents on the question of perceptions on workload revealed a relationship to the hours worked and the tasks undertaken. For example, only a few respondents (n = 5) provided a response that spoke positively of their work hours with comments such as “I don’t take work home with me,” “Manageable in work hours,” and “I can do most of my time in work hours.” However, a higher number of respondents (n = 16) shared comments that spoke to challenges with the number of hours worked. These participants shared how “additional hours are worked.” I never seem to “catch-up,” “extensive hours of work [is done] out of hours,” or how they worked beyond their regular hours, such as undertaking “12-14 hour days and I still never finished the work.” Further, participants commented that during “term time I would work 60 hours plus” and shared that “my workload has been in excess of 60 hours per week.” One respondent shared that they were “working above ratio by one day” indicating that they had been allocated workload above what they were required to undertake.

Discussion and Conclusion

This study examined how SWBPs in Queensland perceive and experience their workload and its associated emotional demands within increasingly complex educational contexts. The findings reveal widespread concerns about workload intensity, professional sustainability, and variability across roles, offering important insights into the systemic and individual factors shaping their experiences.

Workload Intensity and Role Complexity

Most participants described their workloads as excessive, using terms such as “immense,” “exorbitant,” and “through the roof” to convey the scale of demands. These perceptions align with research showing that SWBP roles have become increasingly complex due to growing student needs, policy-driven compliance requirements, and heightened administrative responsibilities (Bettman & Digiacomo, 2022; Viviers et al., 2023). A recurring theme was the tension between reactive and proactive practice. Many professionals reported being forced to prioritise crisis management over preventative work, leaving little capacity for long-term well-being initiatives. Similar trends are documented internationally, where systemic pressures often limit opportunities for proactive engagement, resulting in fragmented student support systems (Palomo et al., 2024). This suggests some conflict with proposed MTSS models for SWBPs that recommend greater emphasis on proactive Tier 1 tasks in order to reduce reactive Tier 3 responses (Goodman-Scott et al., 2020). Further the contrasting perspectives on workload suggest that workload pressures may be shaped by contextual factors, including school size, resource availability, leadership support, and student needs, which aligns with research showing that these variables significantly influence professional experiences (Green & Lloyd, 2021).

Variability Across Professional Roles

The findings also highlight notable disparities in workload perceptions between SWBP roles. Several participants reported that school psychologists often had smaller, more structured caseloads, whereas guidance officers and guidance officers specialising in well-being carried broader responsibilities and heavier workloads. These discrepancies are consistent with previous research demonstrating that differences in qualifications, role descriptions, and policy frameworks contribute to significant variation in caseloads and expectations (Bell & McKenzie, 2013; Leslie & Oberg, 2025). Such inconsistencies influence perceptions of fairness, professional identity, and collaborative practice, as misaligned expectations create friction between roles and can lead to uneven service provision across schools. Establishing greater clarity around scope of practice and aligning expectations across SWBP roles are therefore critical for workforce equity and efficiency.

Emotional Labour and Workforce Sustainability

The findings also underscore the significant emotional demands associated with SWBP roles which appear to be shaped not only by student complexity, but also by jurisdiction-specific role expectations. Many participants reported extended working hours, including evenings and weekends, in attempts to manage complex student needs, contributing to feelings of exhaustion, frustration, and, for some, a sense of professional inadequacy. This is particularly evident in roles where therapeutic work is combined with consultation, advisory responsibilities, and informal leadership within school wellbeing systems and may illustrate why competing demands are more often reported by guidance officers than by psychologists, whose scope of practice is typically more narrowly defined.

This is concerning in light of the fact that SWBPs, facing demanding workloads and emotional strain, are particularly susceptible to burnout, which can hinder their effectiveness (Aniyatussaidah & Herdi, 2023). Supporting students experiencing trauma, family instability, and acute psychological distress requires SWBPs to continually manage both their own emotions and those of others, intensifying the personal toll of the role. These findings are consistent with research linking emotionally demanding work to increased risks of burnout, compassion fatigue, and secondary traumatic stress (Berger & Nott, 2024; Oberg, 2025). Clarifying role boundaries and leadership expectations is therefore essential. Without sufficient systemic supports, such as realistic caseloads, regular supervision, and access to collaborative networks, SWBPs remain vulnerable to emotional exhaustion and attrition. Some participants reported actively considering leaving the profession, reflecting broader workforce sustainability concerns.

Implications for Policy, Training, and Practice

The findings highlight an urgent need for coordinated multi-level strategies to address the systemic and emotional challenges faced by SWBPs. At the policy level, clearer role definitions and aligned scope-of-practice frameworks are needed to ensure consistency between psychologists, counsellors, and guidance officers (Leslie & Oberg, 2025). Establishing recommended caseload ratios tailored to student needs and school contexts, alongside improved funding models, would enable professionals to deliver high-quality services without compromising their own well-being. Professional training and development are also critical as training in MTSS can help SWBP to work efficiently and effectively (Goodman-Scott et al., 2020). Further, embedding trauma-informed approaches, balancing crisis response with preventative interventions, and providing regular clinical supervision should be standard components of ongoing professional development frameworks (Howard et al., 2022; Tan & Chou, 2018). Importantly, these supports must be embedded within organisational policies rather than treated as optional or discretionary.

At the school level, leadership plays a pivotal role in shaping workload experiences. Participants who described positive relationships with school leaders and colleagues reported greater job satisfaction and perceived sustainability. Schools that foster collaborative cultures, allocate protected time for planning and professional learning, and provide access to structured debriefing processes can mitigate burnout and create conditions where SWBPs are better able to engage in preventative work rather than responding solely to crises. Together, these findings suggest that sustaining the SWBP workforce requires an integrated approach that combines systemic reforms, resourcing, professional development, and supportive workplace cultures. Without such interventions, the profession risks losing highly skilled practitioners, reducing schools’ capacity to meet growing student well-being needs.

Limitations and Future Directions

While the study provides important insights, several limitations should be acknowledged. The sample was drawn exclusively from SWBPs practising in Queensland, and variations in policy priorities, funding models, and workforce structures across Australian jurisdictions may limit generalisability. In addition, the study relied on self-reported perceptions, which reflect subjective experiences and may differ from objective workload measures. Finally, while the qualitative focus enabled rich exploration of professional experiences, the modest sample size suggests that findings should be interpreted as exploratory. Future research should build on these findings by conducting larger-scale, cross-jurisdictional studies to compare SWBP experiences nationally. Combining qualitative insights with quantitative workload measures would allow for a more comprehensive understanding of role demands and systemic pressures. Evaluating the impact of structural reforms, such as caseload adjustments, increased supervision access, and clarified role definitions, would also provide valuable evidence to guide workforce planning and policy development.

Conclusion

This study highlights the complex realities faced by SWBPs as they navigate growing workloads, heightened emotional demands, and evolving systemic expectations. Participants described significant pressures, exacerbated by role variability and inconsistent organisational supports, aligning with national and international literature on workforce strain (Bettman & Digiacomo, 2022; Viviers et al., 2023). Despite these challenges, the findings also reveal opportunities to strengthen workforce sustainability. Supportive leadership, collaborative school cultures, equitable workload distribution, and consistent access to supervision were associated with more positive professional experiences. Embedding these supports within systemic reforms is critical to retaining skilled professionals and ensuring students’ equitable access to mental health and well-being services. By foregrounding the voices of practising SWBPs, this research contributes important insights into the interplay between workload, emotional labour, and systemic pressures. Addressing these challenges requires coordinated reforms at policy, school, and organisational levels. Sustaining the SWBP workforce is essential not only for protecting professionals’ well-being but also for ensuring the delivery of high-quality, consistent support to students across Australian schools.