Victorian Catholic education member survey: Education Support staff
Education Support (ES) staff have raised serious concerns about inadequate pay, increasing workloads, and a lack of recognition of their work in their responses to the survey.
The crucial cohort, which includes including Learning Support Officers (LSOs), administrative workers, library and laboratory staff, health professionals and School Services Officers, expressed the need for systemic reform to acknowledge and properly support their vital contributions.
Read more results from our recent member survey:
At a glance:
47% of ES staff occasionally work overtime; 26% do so frequently; and only 22% rarely. 62% are compensated for additional hours worked, but (contrary to the provisions of the Agreement) only 31% of those are always given the option between payment and time off in lieu, while 39% are sometimes offered a choice and 30% are never given one. 64% say they have the resources to do their job properly, yet only 40% say they have enough paid time to complete their work.
Education Support Staff in Geelong at an event celebrating ESS Day
The main issues for ES staff
Inadequate pay and lack of parity
Among all groups in Catholic education, ES staff reported the most pressing need for improved salaries. There is widespread frustration with the so-called ‘glass ceiling’ in pay structures – especially at Levels 2 and 3 – which can make it challenging for even highly experienced staff to progress further. While rates of pay for Catholic school ES staff compare favourably with the government sector in Victoria, counterparts interstate often receive higher wages for equivalent roles.
‘We are para-professionals and should be paid as such.’
‘As a counsellor… the pay is not where it is for other organisations and should be reflective of a minimum Level 4.’
‘The pay does not reflect the complexity of this work, and once staff reach the top of Level 2, there is no more pay potential without further study.’
Inconsistent and inflexible work conditions
Many ES staff report irregular work schedules and a lack of fair compensation for time worked. Parttime workers especially struggle with changes to their hours, making it hard to plan financially. Members called for paid lunch breaks, especially when they remain on duty, and clear, reliable systems for the accrual and use of TIL.
‘We do not get paid for lunch, yet I am often supervising students with diabetes or taking extra yard duties.’
‘On excursions we do not get a break at all, not even our due paid break. This means we work all day – no break – yet don’t get paid for the entire time, having time taken from our pay for lunch.’
‘LSOs have been required to complete PD… in their own time, out of work hours. No TIL offered, banked time, or offers of payment.’
‘There is no acknowledgement of the above and beyond of working hours, particularly in the admin area.’
‘The college has refused to pay me for 60 hours of out-of-hours work, because it is not ‘principal directed’.’
Escalating workload and job complexity
Many ES staff, particularly LSOs, say their roles have become far more complex. Increasingly, they are supporting highneeds, neurodivergent, or violent students – often without sufficient training. Skills such as de-escalation, trauma-informed practice, and emotional regulation are now core parts of the job, but are not reflected in classification structures, professional learning access, or additional planning time.
‘We are the front line getting abused both physically and mentally by these students… our pay should also reflect this.’
‘The work we do is so valuable and at times dangerous to our physical safety, yet this is not acknowledged in our wages.’
‘All leadership were adjusted up a scale due to the student-number banding … but ES staff were expected to take on extra work with no remuneration.’
Lack of career progression and role misclassification
Career advancement for ES staff is often blocked by rigid classification systems and structural limitations. Staff expressed frustration at not being able to progress beyond certain levels, even after years of service. They also want the ability to carry over their classification level when moving to a new school, as teachers can. ‘There is no possibility of pay increase despite 17 years of experience. The requirements between Level 2 and 3 are too difficult to achieve as we work under teacher direction.’ ‘I was told this was the highest category I can get to… it is unfair and gives us nothing to achieve or aim for.’
Lack of recognition
A strong theme in the survey was the feeling of being sidelined. Many ES staff said they felt like an ‘afterthought’ in school communications. They also reported being expected to attend irrelevant meetings without notice and expressed a strong desire to be more directly involved in EBA negotiations to ensure their voices are heard.
Inappropriate duty allocations and supervision challenges
ES staff are frequently assigned to supervise large groups of students alone – such as in libraries or playgrounds – without a teacher present or clear authority to manage behaviour. This is a breach of the Agreement and a liability and safety risk, and we advise members in this scenario to contact the IEU for advice. Many also reported being tasked with non-educational duties like cleaning or maintenance, due to vague role descriptions.
Suggestions for change
ES staff have proposed a shift away from burdensome reclassification applications towards a longer progression system similar to that used for teachers. Many called for alignment with interstate pay rates and clearer classification guidelines that reflect actual job duties and responsibilities.
The message from ES staff is clear: they are calling for recognition, respect, and meaningful reform – through fair pay, improved conditions, better classification systems, and genuine inclusion in decision-making.
