A recent OECD TALIS 2024 survey reveals a significant increase in behavioral problems, violence, and vandalism in Austrian schools compared to 2018.
According to the study, 18% of secondary school teachers report that over 30% of their students exhibit behavioral issues, up from 14% in 2018. At academic secondary schools (AHS), 6% of teachers report similar challenges, an increase from 3% six years ago.
Classroom disruptions are also more frequent: 29% of teachers now identify them as a common problem, compared to 22% in 2018. The study shows that younger teachers with up to five years of experience find maintaining discipline particularly stressful, with almost two-thirds describing it as challenging. Overall, 50% of teachers feel burdened by disruptive behavior, up from 36% in 2018.
Violence and bullying remain pressing issues. About 3% of teachers report recurring student violence, while 9% work at schools where vandalism or theft is a regular problem. Drug and alcohol use is reported at 2% of schools, and insults or intimidation directed at staff occur regularly in 4%. According to surveyed principals, one in five teachers work at schools where bullying among students occurs at least weekly. Similarly, one in five students experience online harassment over an extended period. Bullying is particularly prevalent in schools with many non-German-speaking students or children from socioeconomically disadvantaged families.
Despite these challenges, almost all Austrian teachers report a zero-tolerance policy toward bullying. Schools generally have designated contact persons for students with personal issues, and over 90% of students turn to staff for help when problems arise.
Internationally, Austria falls in the mid-range of reported bullying. Countries such as South Korea, Kazakhstan, and North Macedonia report minimal issues, while Belgium, Finland, Malta, and France have higher rates. The OECD notes that proactive anti-bullying policies and awareness campaigns in some countries contribute to these variations.
Earlier reports have also highlighted the difficulties teachers in Vienna face when trying to educate migrant children. Despite the city spending €2.2 million annually on free German, English, and mathematics courses for around 12,000 children, attendance and engagement remain low. Many students either skip classes entirely or show little interest when present, and teachers report that parental support for education is often minimal.
