When willing hands don’t meet school needs: The tuckshop volunteer dilemma
While many schools struggle to find help, some schools are fortunate to have a large pool of volunteers eager to give their time and skills. Parents, community members, and grandparents often step forward, motivated by a desire to support children and contribute to school life.
However, having volunteers does not always mean that every essential role is easily filled.
One of the most common challenges schools face is finding volunteers willing to work in the school tuckshop. This is despite having a large pool of volunteers giving their time elsewhere in the school.
On paper, the situation can seem frustrating. There may be dozens of volunteers available, yet the tuckshop struggles to attract them.
The reasons behind this reluctance are varied and worth understanding. Volunteering in the tuckshop can be physically demanding, often involving long periods of standing, and working in hot, fast paced environments. For some volunteers, particularly older community members or those with health limitations, this type of work may simply be unrealistic.
Time is another major factor. Tuckshop shifts often run for several hours during the day, which can conflict with paid employment, caregiving responsibilities, or other volunteer commitments. While many people are happy to help with fundraising, classroom support, or event planning, the fixed and sometimes inflexible hours of tuckshop work can be a deterrent.
There is also the issue of confidence and training. Food handling regulations, hygiene standards, and health and safety requirements can feel intimidating to volunteers who lack experience in food service. Some may worry about making mistakes or being held responsible if something goes wrong. Without clear training and reassurance, even willing volunteers may choose to step back.
This situation highlights an important lesson for schools: volunteering is not just about numbers, but about matching people to roles that suit their abilities, availability, and interests.
Instead of viewing reluctance as a lack of commitment, schools can explore alternative solutions. These might include offering shorter shifts, rotating tasks to reduce physical strain, providing clear, supportive training for tuckshop roles, asking the volunteer what role they would like to do; are they tasks they would like to learn. Most importantly ensure the tuckshop is a welcoming place where volunteers feel valued and respected.
Communication is key. When schools clearly explain why the tuckshop is important, how volunteer contributions make a difference, and what support is available, some volunteers may reconsider. At the same time, it is important to respect boundaries and acknowledge that not every volunteer can help in every area.
Ultimately, a large volunteer pool is a strength, even if it does not immediately solve the tuckshop volunteer issue. By understanding volunteer motivations and limitations, and by being flexible in how roles are structured, schools can create a more sustainable system – one that values volunteers while ensuring essential services like the tuckshop continue to run smoothly.
If you would like more information on how to engage more volunteers in your school community consider completing QAST’s FREE self-paced online Volunteer Management Course.
