Being an educator, though rewarding in many ways, is difficult work. Even in a "normal" context, the challenges of the profession weigh heavily on teachers, educational assistants, support staff, and school leaders. The global pandemic, magnified racial tensions, and a highly contentious political climate created an especially challenging last year. With the irregular barrage of fear, anger, and despair, it has been difficult to keep all the proverbial plates spinning. So, how might district leaders help educators combat the eventual burnout that is inevitable for any of us if we stay in this profession long enough?
Our district is intentionally working to provide educators with tools, resources, and supports to combat the mental and emotional fatigue that, when unchecked, can have a significant effect on educator well-being (Hakanen, Bakker, & Schaufeli, 2006; Schonfeld & Bianchi, 2016) and retention (Ingersoll & May, 2012). Through what we call our Wellness Wednesday initiative, educators in our district are encouraged to adopt practices that help recenter their focus, build capacity for personal and professional resilience, and equip them to best support equanimity in the lives of the students whom they serve.
A Weekly Wellness Space
Initially conceived as part of Hamilton County Schools' district-wide induction program "Whole Teacher = Well Teacher," our initiative primarily focuses on helping educators develop strategies that foster self-regulation and resilience. Teachers learn how to put space between common, high-stress situations that occur in the classroom and their reactions to those situations and embrace vulnerability and self-compassion. Ever since COVID-19 closed schools, the district has provided live-time and self-paced digital content to support well-being during a global health crisis, focusing on strategies that promote resilience in response to stress.
Content for these sessions is developed by our Department of Social and Emotional Learning and the Office of Human Resources, specifically the Induction and Leadership Development team, as well as a sub-committee of educators from across the district. Live group sessions were available on Zoom, and the recorded sessions were shared using our district learning management system so that individual educators could view the content any time.
The Mindful Minute
The Mindful Minute provides space and strategies for educators to pause and check in with themselves during the workday. With the varying complexities of a given school day, educators are encouraged to take a few minutes and intentionally practice mindfulness. Whether it is reading andreflecting on an inspirational quote or playing calming music while engaging in a guided breathing technique from Pure Edge, a Mindful Minute can help bring balance mentally and physically. Mindful Minute suggestions are sent weekly to encourage educators to build a list of activities they can engage in during their designated Mindful Minute.As educators embrace this wellness practice, the hope is for them to also engage in similar strategies with their students to promote the importance of emotional self-regulation.
Teacher Feature
Another important aspect of our Wellness Wednesday program is our Teacher Feature, which highlights "stories from the field" by spotlighting individual teacher practices that promote and embody personal well-being. Teachers want to hear from other teachers, not just district administrators, and feel a different sense of community by building a repertoire of wellness strategies together.
For example, one of our Wellness Wednesday focuses was connecting with nature. Cassie Foster, an Exceptional Education teacher at one of our secondary schools, shared the way in which she does this: "I set a goal to go for a run or brisk walk seven days a week (I really do it about five days a week), which gives me time to reflect, analyze, and pause for a moment from the craziness of life. I try to make it a scenic route, such as along the riverwalk, on Lookout Mountain, or other such similar peaceful places."
Teachers who are featured each week are recognized for their efforts, which also incentivizes others to share their own thoughts, experiences, or ideas about psychological well-being with their colleagues. Elevating the voices of our teachers further champions district-wide efforts to prioritizeself-care and wellness.
Well Teacher Workshops
Bi-weekly live-time and self-paced sessions, such as those led by Mind Matters founder and wellness consultant Jennifer Knowles, are an invitation to explore the why, how, and what of educator self-care and wellness. These sessions help educators develop a deeper understanding of their needs, with strategies for daily check-ins to employ specific practices for fostering resilience. We are often told to give ourselves grace without tangible strategies for how to do so. The workshops have actual strategies for prioritizing self-care, practicing perspective-taking, setting healthy boundaries, and explain the physiological impact that our emotions have on us.
These sessions have included topics related to professional identity and emotional self-regulation. Other opportunities included demonstration and practice sessions for physical and social well-being through real-time group yoga, art therapy, healthy meal prep and cooking classes, and live book club discussions.
Community Partnerships
The district seeks out community partners who are willing to donate time, expertise, and prizes for our wellness initiatives. Inviting colleagues to contribute their expertise or a community connection diversifies events and promotes shared ownership in the program. We developed a survey that gives community partners three choices for support and allows them to decide which option best fits their organization or business.
Jessica Holloway, one of the co-authors, volunteered her time to host #NoogaSlowRead—an event that promotes reading as an act of self-care and provides educators space to talk with fellow educators aboutbooks they are reading. This event was inspired and supported by Tanny McGregor (@TannyMcG), the host of #CincySlowRead. The first #NoogaSlowRead was a virtual event with a group of educators gathered around a virtual fireplace. After 30 minutes of reading time and 15-20 minutes of conversation, there was a giveaway with items like gift certificates to a local coffee shop and books donated from a local nonprofit organization. One attendee said, "I usually feel too busy or too tired. But I love reading, so I thought I'd try this time. I'm glad I did." The district is planning for #NoogaSlowRead to be a monthly event.
When we give ourselves permission to fully experience the depth of our emotions without harsh self-judgement, we deconstruct cultural notions of "good" emotions versus "bad" emotions. Our emotional responses allow us to notice when we are not living in our values. This noticing then gives us the opportunity to refocus and get back on track when hard things happen.
This approach is not wrapped in platitudes laced with toxic positivity, nor is it an invitation to wallow or get stuck in unpleasant emotions. Instead, it is a vehicle for moving through the stress cycle by employing strategies that bring awareness to our emotions and help us pay attention to the information they are providing us. Through wellness programs, districts can work to destigmatize teacher mental health and give educators the power to rewrite the narrative around caring for their own well-being.
