Over the past decade, we’ve made some great strides in uncovering and bringing to light the issue of mental health and well being. It is becoming increasingly okay to openly admit mental health struggles faced not only by children but adults alike. We are not there yet, but at least we are beginning to address the situation with some open and honest dialogue.
The teaching profession is not immune to this crisis. Classrooms are more diverse than ever before. The educational, behavioural, physical, social and emotional needs of students are both increasing in rate and complexity. Beyond the care givers at home (who are sometimes absent), the teacher and support staff are the most influential in providing a safe and caring environment and in assisting students becoming resilient and adaptable adults. It makes sense then, common sense (which seems to be severely lacking in the world) that teachers’ social and emotional well being is targeted and supported too!
If we want students to grow in their educational studies and be mentally healthy and strong, then we need to make sure we look after the adults who are with them most of their waking hours. The obvious reason to focus on the well being of the adults in schools is their overall effectiveness. Teacher well being and feeling supported, valued and understood leads to increased teacher efficacy. When you believe that you can make a difference, you usually do!
Teachers who demonstrate strong mental health and well-being provide excellent role modelling to their students. They are able to demonstrate effective interpersonal skills, coping strategies and model resilience and adaptability. They are able to foster effective relationships with their students, fellow staff and parents/guardians which assists in creating a more positive culture both inside the classroom and in the school as a whole.
But here is another reason it is essential to support the educators in the school…they stay! Teacher organizations have long commented on the growing number of educators who leave the profession within the first five years. Without job satisfaction and the feeling of being supported, the retention of educators is becoming more difficult. With burnout rates rising and medical leaves increasing, the profession is at an all-time crisis.
Taking care of the adults requires a three-pronged approach. Individuals must make their own well-being a priority to begin the process. Taking care of oneself through proper diet, exercise, and lifestyle is never selfish and in fact is a must do. While some may only need a realignment in their own care, it is typically not enough to overcome the multitude of stress factors in the education workplace. School systems must also make student and staff wellness a priority. This is not an easy task for school systems to do, since funding is usually piecemeal, limited or non-existent. However, wellness must start with engaging those professionals that do the work in the schools. I’ve witnessed some highly successful wellness initiatives, and they all began with asking the right questions to the right people. And, while it started as an initiative, it just became part of the culture of the system.
Finally, governments have to understand the importance of the mental health and well-being of educators. Recently, the government of Prince Edward Island in the Education Mandate Letter placed the importance (on the need) for professional development (in social-emotional learning for adults at all levels). Working with Dr. David Tranter and “The Third Path” (a resource provided by Nelson Canada) the province is committed to supporting teachers in their own well being. What a novel idea…investing in the adults to support the children in the schools!
Educators cannot do it on their own. It takes a systemic approach both at the division and provincial levels. Taking care of the adults is an investment in the children in our schools.
