Why we need to value teacher wellbeing
Holistic educator and researcher Joanna Krop explains that “Many teachers feel burdened by the expectations to be a nurturing teacher, a social activist, a creative pedagogue, a worker with a limitless work ethic and to do it all with a smile and boundless energy”. One doesn’t need to look far to find the perception that great teachers are those who endlessly and selflessly commit themselves to their students mentally, emotionally, and physically. Take popular Hollywood films for example. Whether it’s Blackboard Jungle (1955), Lean on Me (1989), Mr. Holland’s Opus (1995) or Dangerous Minds (1995), the narrative is always the same: the teacher who truly impacts students and fosters student success is the one who goes the mile - the one who takes on the most difficult classes, sacrifices personal life and family time to support students, thinks about students all day and night, is resilient in the face of all challenges, and breaks the mould with teaching and curriculum to reach all learners, including going head-to-head with administration and district policies to advocate for students. No wonder teachers may feel a sense of guilt when they can’t give it their “all” to students or for taking time to care for themselves.
As romantic and celebrated as this narrative is, it's not realistic or sustainable. To be able to support and meet the needs of others, we first need to take care of ourselves. To be able to to give time, energy, and resources, they need to be available and well managed. When teachers have the time and support to manage stress, they can effectively model coping strategies and help students with theirs. Mentally healthy and supported teachers are more collaborative, more creative, and more willing to take risks. They contribute positively to school climates and improve student experiences simply by harnessing their potential and strengths as educators. Teacher wellbeing is integral to student wellbeing.
Being an educator is both an incredibly rewarding and demanding profession. Teacher burnout and compassion fatigue are leading factors contributing to the growing rate of teachers leaving the profession and taking sick leaves in Canada. Research conducted by Education experts on premature departure from the teaching profession in the country reveals unmanageable workloads and teaching conditions as the primary causes.
Perhaps it’s time to change the narrative. Perhaps it’s time that stress management, personal wellness, work life balance, and holistic school climates are championed as the means to effective teaching and education.
As every educator has unique experiences with mental health and wellbeing, it is important they they are provided wide ranging resources that can be personalized to meet their needs. Yet teacher and staff wellbeing is hardly just a personal responsibility, given the reciprocal correlation between teacher and student mental health. Just as student wellbeing is approached systematically through classroom practices, school support and culture, policies, resource flows, curriculum, and partnerships, educator wellbeing needs to be implemented into school and district improvement plans.
Educators, what is your current relationship with your mental health and wellbeing?
What conversations and where do they need to happen to ensure that both student and staff wellbeing is prioritized at all levels and in all aspects of education?
As romantic and celebrated as this narrative is, it's not realistic or sustainable. To be able to support and meet the needs of others, we first need to take care of ourselves. To be able to to give time, energy, and resources, they need to be available and well managed. When teachers have the time and support to manage stress, they can effectively model coping strategies and help students with theirs. Mentally healthy and supported teachers are more collaborative, more creative, and more willing to take risks. They contribute positively to school climates and improve student experiences simply by harnessing their potential and strengths as educators. Teacher wellbeing is integral to student wellbeing.
Being an educator is both an incredibly rewarding and demanding profession. Teacher burnout and compassion fatigue are leading factors contributing to the growing rate of teachers leaving the profession and taking sick leaves in Canada. Research conducted by Education experts on premature departure from the teaching profession in the country reveals unmanageable workloads and teaching conditions as the primary causes.
Perhaps it’s time to change the narrative. Perhaps it’s time that stress management, personal wellness, work life balance, and holistic school climates are championed as the means to effective teaching and education.
As every educator has unique experiences with mental health and wellbeing, it is important they they are provided wide ranging resources that can be personalized to meet their needs. Yet teacher and staff wellbeing is hardly just a personal responsibility, given the reciprocal correlation between teacher and student mental health. Just as student wellbeing is approached systematically through classroom practices, school support and culture, policies, resource flows, curriculum, and partnerships, educator wellbeing needs to be implemented into school and district improvement plans.
Educators, what is your current relationship with your mental health and wellbeing?
What conversations and where do they need to happen to ensure that both student and staff wellbeing is prioritized at all levels and in all aspects of education?
Take the Mental Health Meter Test!
Take this quick test by the Canadian Mental Health Association to learn about the characteristics of good mental health, including your areas of strength and areas of growth.
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