Educator Well-Being: The Foundation of School Well-Being

Fall is on the horizon, and we have jumped right into the start of a new school year. Now we’re in the thick of orienting to new routines and adjusting to the school year cadence. 

Many schools and teachers will be taking time to check how students are adjusting to school after the summer break. It makes sense that we are eager to understand how our students are faring in this transition. An important note, however, is that in our service-oriented professions, it can be easy to forget about the people responsible for guiding, nurturing, and teaching these students: the educators themselves. 

Just as gauging student well-being is vital to an educational community, it’s equally as important to explore and prioritize educator well-being and teacher self-care. When schools prioritize well-being, provide opportunities for professional development and engagement in mental health, and encourage self-care, they tend to have more engaged, motivated and resilient educators. 

In fact, research indicates that educators report some of the highest occupational stress and burnout rates compared to other professions. Without addressing this important consideration, schools’ ability to serve students well will certainly be impacted. In fact, the International Baccalaureate Organization conducted a comprehensive exploration of teacher well-being, determining that it is pivotal to school functioning. The organization recommends considering this factor first and foremost when trying to improve well-being within the school community.

Why Schools Must Attend to Educator Well-Being

“You can’t pour from an empty cup” is a common phrase when the topic of self-care is mentioned. While it truly is an important phrase, it can be dismissed when it is heard frequently and when there aren’t resources available to support actually filling up the cup. With educators experiencing some of the highest rates of burnout and occupational stress, schools must be mindful of the impact of workplace stress on educators in addition to the students they serve. 

Research consistently shows that teacher well-being and student outcomes are intertwined. It certainly makes sense that increased teacher stress or a distressed emotional state would influence their ability to foster a positive learning environment. This may result in limited patience, potentially an increase in irritability, or challenges creating connection—all of which can negatively impact interactions with students. The radiating impact of this has the potential to impact individual relationships, classroom community, and schoolwide community.

Creating a culture of well-being impacts everyone in positive ways. Personal well-being enables teachers to thrive, navigating stressors with resiliency and balance. This well-being, in turn, impacts educators’ ability to lead their classroom communities with energy and positivity, thus impacting the overall student experience, including both academic and non-academic factors. 

Teacher Self-Care Tips and Strategies to Promote Educator Well-Being

In addition to examining the role of schools in supporting educator well-being, it is also important that educators take the time to check in with themselves and prioritize teacher self-care. Let’s pause to explore how we can personally prioritize and enhance educator well-being this school year.

1. Build Relationships and Seek Social Support

One of the most immediate and effective ways to foster teacher self-care is by nurturing relationships and seeking social support. Teaching can often feel like a solitary endeavor, especially if educators are isolated in their classrooms or have limited planning time to collaborate with colleagues. Building strong connections with colleagues, administrators, and other supports can buffer against stress.

Schools that foster a collaborative environment where teachers feel connected and supported by their peers tend to have higher levels of teacher satisfaction and lower rates of burnout. Some schools offer peer support and affinity groups, staff mentorship programs, or informal check-ins to help educators feel more grounded and connected. Additionally, cultivating relationships outside of work—with friends, family, and community groups—can provide much-needed emotional support and perspective.

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2. Reflect on What Has Been Helpful in the Past

The start of the school year is a wonderful time to do an audit of your support systems and strategies. Reflect on what strategies you have employed in the past to manage stress and support your well-being. If you have paper and pen handy, this may be a great opportunity to do a written reflection as you consider the following elements of self-care:

• Body: Consider ways you have taken care of your physical self. This includes fueling your body, resting, and movement. During times of increased stressors, have you noticed that your body benefits from regular exercise, gentle stretching, or more dedicated time for sleep? What eating patterns have supported you in feeling fueled and clear-headed? Are there routines that you notice support your body’s physical well-being? 

• Mind: How have you taken care of your thoughts and emotions in times of increased stress? Many different tools can help you cope with stressors, and it’s important to find the ones that work best for your unique needs. Many educators find that creating moments of stillness and quiet can be useful after highly stimulating days, possibly exploring meditation or journaling. It may be that social supports allow you to process the events of the day and gain needed perspective.  

• Spirit: In the past, during your teaching career, when have you felt like the most connected and authentic version of yourself? Reflect on ways that you connect with your spirit and what matters most to you. 

3. Create and Contribute to Your Positive School Environment

There is a link between increased teacher well-being and positive school climate within a supportive environment. While many aspects of the school environment may feel out of your control, educators can contribute to creating a culture of well-being in their schools. A positive school climate is one in which teachers feel valued, respected, and part of a collaborative community. 

Notice how you may feel able to contribute to creating this type of climate in your school this year. Fostering positive relationships with colleagues, engaging in and promoting open communication, and participating in opportunities for collaborative decision-making may help you foster this nurturing and positive community. Maybe you consider ways to celebrate small successes with a colleague, offer and ask for encouragement, or show up with a positive and open presence in faculty meetings.

In Summary

The well-being of educators is fundamental to ongoing longevity in the profession, student success, and the overall health of the educational system. Building strong relationships and social networks, reflecting on what has worked in the past, and contributing to a positive school environment are just a few immediate steps educators can take to enhance their well-being. 

Equally critical is the school’s commitment to prioritize teacher well-being, which includes promoting systems that enable self-care. This commitment will lead to a more engaged, motivated, and resilient faculty.