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

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.