As the year winds down, it's crucial to acknowledge the exhaustion many teachers are feeling in these final weeks. Juggling their regular teaching responsibilities along with year-end tasks takes a toll.
Recognising the toll teaching takes extends beyond year-end fatigue. The pressure of shaping future leaders in a changing landscape can lead to stress and burnout among educators, impacting both their well-being and student learning. Addressing this exhaustion highlights the ongoing need for sustained support to combat burnout and promote rest and rejuvenation throughout the year. The widespread issue of burnout impacts not only individuals but also the broader educational system, affecting student learning outcomes and the wellbeing of all involved.
In this blog post, I continue my series on teacher wellbeing inspired by the work of Amy Green (2022). While external support structures, leadership styles and systemic approaches play a crucial role in creating an environment conducive to educator wellbeing, it's equally imperative for teachers to actively engage in self-care practices (Schonert-Reichl, 2015). Teachers' personal commitment to their wellbeing remains essential alongside systemic support.
To navigate these challenges, educators must prioritise self-care by adopting various energy-boosting strategies. Recently, I came across a Success Professional’s (2023) instagram post about energy takers and energy-givers. In that moment, I realised the strategies presented act as vital tools, offering sustenance and fortitude against the relentless demands of their roles. Integrating these practices into their daily routines doesn't just reduce stress; it cultivates a more sustainable professional life, fostering resilience and wellbeing for educators (Schonert-Reichl, 2015).
The impact of various energy-giving or rejuvenating practices on educators' wellbeing is profound (Goleman, 2015). By embracing some of these energy-giving strategies, educators begin to safeguard their own wellbeing and create a nurturing, supportive, and effective educational environment. This endeavour is bigger than individual stress, overworking and resentment mitigation; it's about reshaping the very culture of education itself (Schonfeld, 2012). It highlights the integration of self-care as an intrinsic element, acknowledging that the wellbeing of educators stands as a cornerstone for the success of students and the education system in its entirety (Hattie, 2009).
A Therapeutic Refuge
The impact of music surpasses its conventional role, going beyond entertainment to become a therapeutic device for the mind and spirit (Ulrich, 1996). We know the relentless cycle of marking and lesson planning causes stress but envision the serenity fostered by the strains of your favourite piece of music, some of you might be hearing in your minds the Rolling Stones, Queen, Katy Perry or even Taylor Smith. Here lies the place where music transcends mere background noise, instead becoming a comforting companion that alleviates stress (Ulrich, 1996).
In the dynamic classroom environment, music assumes a transformative role, dictating the atmosphere and fostering engagement. Lively tunes act as catalysts, infusing the space with positivity and revitalising both educators and students (Hargreaves, 2018). The rhythm becomes a conduit for improved concentration, cultivating an environment conducive to both productivity and creativity (Hanser & Sloboda, 2008).
Beyond its immediate effects on stress reduction and focus, I have found that music facilitates emotional connections, knitting together a sense of community within educational settings. Shared musical experiences forge bonds, nurturing a sense of collaboration between students and teachers.
Nature's Restorative Influence
Nature's influence goes beyond the confines of the classroom, offering educators a reprieve from the pressures of our profession. It has been scientifically validated that these moments outdoors have the power to transform our mindset, providing much-needed rejuvenation for both our minds and bodies. Even brief encounters with green spaces wield substantial influence, serving as potent stress reducers for educators navigating the demands of teaching (Kaplan, 1995).
I have found incorporating outdoor breaks or nature walks allows me to gain strategic respite. This brief break offers me physical relief and can act as catalysts to support my brain clarity.
The experiences gleaned from nature hold valuable lessons for us in education. Observing the natural interconnectedness and growth cycles gives us insightful parallels, enriching our teaching with deeper understanding and empathy (Kearney, 2008).
Sunlight’s role in regulating circadian rhythms and mood cannot be overstated. Exposure to natural light during breaks outside rejuvenates and stimulates serotonin production. This is linked to happiness (Wells, 2000).
Cultivating a Positive Mindset
A positive outlook acts as a psychological shield, strengthening educators against the inherent challenges. By consciously nurturing positivity, educators shift obstacles into opportunities for growth, fostering resilience in the face of stress and burnout (Seligman, 2002).
Complementing positivity, gratitude shifts focus from scarcity to appreciation of present blessings. Taking time to acknowledge small victories, be it student progress, collaborative achievements, or supportive colleagues serves as a potent tool for uplifting our sense of purpose and fulfillment (Goleman, 2000).
Inner Harmony through Mindfulness Practices
Mindfulness techniques like meditation, movement, and conscious breathing are instrumental for educators in managing the demands of their profession while preserving emotional wellbeing (Schonert-Reichl & Hanson, 2015). These practices offer a haven in our fast paced academic setting, fostering mental clarity and emotional resilience (Seligman, 2002).
Meditation forms a cornerstone of mindfulness, enabling educators to foster inner peace and tranquillity (Schonert-Reichl & Hanson, 2015). Engaging in guided sessions or self-directed practice allows educators to quiet their minds, focus on the present, and approach their work with enhanced cognitive function.
Movement is an integral part of mindfulness. They encompass activities like prayer walks, yoga or tai chi, promoting body awareness and mindful engagement. For myself, through deliberate movement and intentional exercise, I find my physical tension releases enhancing my ability to be flexible and have self-understanding.
Other things I do include conscious breathing exercises, such as deep or diaphragmatic breathing. Using a timed breathing exercise on my smart watch I regulate my breathing, directly impacting my body's stress response which promotes calmness.
Mindfulness benefits extend beyond individual wellness. Educators proficient in mindfulness navigate challenges with composure, model emotional regulation, and cultivate a classroom environment that fosters calmness and focus (Schonert-Reichl, 2004).
Community Engagement and Broadened Perspectives
Participating actively in community events and collaborating with local organisations allows educators to glean diverse viewpoints and understand societal challenges. This engagement expands their horizons and nurtures a sense of belonging and empathy. Cultivating relationships beyond classrooms promotes inclusivity, enriching the learning environment with cultural competence (Howard, 2016).
Lifelong Learning and Skill Diversification
As we continuously acquire new skills outside formal education it fuels personal and professional growth. For me this has been intentionally pursuing technology, research and leadership growth which has broadened my knowledge and expertise, infusing my teaching practice with innovation and adaptability (Darling-Hammond, 2006).
Decluttering for Clarity
Maintaining an uncluttered workspace is more than aesthetics; it impacts our mental clarity and productivity. We experience enhanced focus and task-oriented clarity when we have decluttered surroundings. This process helps us to approach our responsibilities with a more structured and composed mindset. An uncluttered space minimises distractions, fostering an environment where creativity thrives and productivity improves (Benedetto, 2014).
Energising Body and Mind
Quality sleep isn't a luxury; it's a necessity. Establishing a consistent sleep routine and optimising the sleep environment are essential.
To maintain cognitive performance, adequate hydration safeguards our concentration. Unfortunately, if you are like me, this is an area you are continuing to work on. Prioritising regular water intake sustains our mental acuity and energy levels, supporting us to engage effectively with students and manage our workloads (Shirreffs, 2012).
We know the fuel we feed their bodies has a direct impact on our energy levels and cognitive functions. A balanced diet and planning nutrient rich meals can avoid the pitfalls of energy crashes (Pollard, Reidy, Dodd & Proserpio, 2016).
Conclusion
Nurturing educator wellbeing must be a systematic priority that is complemented by the individual teachers' dedication to their own wellbeing if we want to create a sustainable teaching and learning community. The fusion of these energy-giving methods represents a toolkit that helps us to manage the stress we face as teachers.
Adopting practices of self-care cultivates a culture of holistic wellness within education. Educators, as role models, not only safeguard their own vitality but also exhibit to students the art of balanced living.
In this conscious investment, educators pave the way for a future where the values of self-care and sustainable practices are embedded in the fabric of learning environments. It's a commitment to nurturing not just academic growth but human flourishing.
Stay the Course!
References
Benedetto, A. V. (2014). The happiness project: Gratitude, optimism, and the pursuit of well-being. Random House.
Darling-Hammond, L. (2006). What matters most in teacher quality: Five key dimensions. Educational Leadership, 84(1), 22-28.
Green, A. (2022) Teacher Wellbeing; A Real Conversation for Teachers and Leaders. Amba Press
Goleman, D. (2015). Emotional intelligence: Why it matters more than IQ. Bantam Books.
Hanser, S. B., & Sloboda, J. A. (2008). Music, the brain, and language: A dynamic interaction. Advances in Cognitive Psychology, 4, 327-362.
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
Hargreaves, D. J. (2018). The role of music in human flourishing. In D. J. Hargreaves (Ed.), The Routledge companion to music, education and human development (pp. 19-37). Routledge.
Howard, M. (2016). Families and schools: A comprehensive approach to improving education.
Kaplan, S. (1995). The restorative benefits of nature: Toward an understanding of why nature makes us feel better. Environment and Behavior, 27(1), 159-187.
Kearney, F. (2008). Nature's open classroom: Learning in the great outdoors. Nature Education, 1(1), 1.
Pollard, H. M., Reidy, K., Dodd, K. J., & Proserpio, C. (2016). The effects of diet quality on cognitive performance in children and adolescents. Nutrition Reviews, 74(11), 641-664.
Schonert-Reichl, K. A. (2004). How emotions are made: The life of the mind. Oxford University Press.
Schonert-Reichl, K. A. (2015). How to build a thriving school community. Jossey-Bass.
Schonert-Reichl, K. A., & Hanson, R. (2015). How to train your mind to be happy. Self-compassion: The proven power of being kind to yourself. Random House.
Schonfeld, I. S. (2012). Solutions to the crisis in math education: Lessons from the Singapore model. Teachers College Press.
Seligman, M. E. (2002). Authentic happiness. Free Press.
Shirreffs, S. M. (2012). Mental alertness and hydration status. Journal of the American College of Nutrition, 31(5), 271-276.
Success Professional (2023). Energy Takers, Energy Givers. https://www.instagram.com/p/Czqnlo3yA9j/
Ulrich, R. S. (1996). The effects of music on cognition and performance. In E. M. Hunt & L. J. Lounsbury (Eds.), Handbook of perception and cognition (Vol. 10, pp. 125-154). Academic Press.
Wells, A. (2000). Natural playgrounds: Designing outdoor play environments for children. McGraw-Hill.
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