The return to school is often a busy time for staff, students, parents, and even the local bookshop! Throughout August and September we see the emergence of advertisements, notifications, and discourse on back-to-school. During the organisation and structuring of back to school it is important for everyone to acknowledge and prioritise their wellbeing.
With all the back-to-school buzz, it can often be a demanding time for teachers, and it is important to take time to reflect and prioritise yourself. When faced with a multitude of teaching tasks, one of the areas teachers can miss is taking care of themselves (Turner & Braine, 2016).
In this article, we discuss some key points and strategies to protect your wellbeing as you step into the new year.
Wellbeing: What is it?
It is hard to pin down one perfect definition for wellbeing because - wellbeing isn’t one-size-fits all! The oxford dictionary describes wellbeing as ‘the state of being happy, healthy and prosperous.’ This can be a good place to start when thinking about your wellbeing;
- How happy am I with my life at work as well as my general life?
- How healthy am I and what is positively and/or negatively affecting my mental and physical health?
- Do I feel fulfilled and recognised for my efforts?
Now to expand that, Humes (2011) identified
three key areas of teacher wellbeing – physical, social and mental & emotional. These dimensions are like a scaffolding for your wellbeing – when their strong, we feel happy and supported, but if one is wobbly our whole system can feel off balance!
Wellbeing is an important part of life, but it can also fuel effective teaching! Research has shown that teachers in a positive state think more broadly and are open to thinking more creatively, see more options, and connect with others - all of which helps to become better, more effective, and innovative teachers (Fredrickson, 2012).
When met with happy students it can feel more motivating and rewarding to teach them. This atmosphere works both ways - there is a plethora of research that suggests teacher’s moods, emotions and motivations can affect their learners. Thus, the learning environment is created by both teachers and students and reinforcing positivity is a mutual process. (Becker, Goetz, Morger & Ranellucci, 2014, Mifsud, 2011).
Teacher wellbeing is linked to
students’ outcomes and achievement, both direct and indirect processes, not only do teachers with a sense of wellbeing flourish, but so do their learners, both psychologically and academically (Briner & Dewberry, 2007).
The PERMA model (Seligman, 2011) is a popular framework used to define wellbeing. Seligman suggests that wellbeing is a construct that is not measurable itself but rather made up of a variety of measurable elements. Like the weather, for example, it is not measurable itself, but it is made up of components such as temperature and wind speed, that can be measured.
Positive emotion: this pertains not just to happiness but rather making space for a range of positive emotions like joy, excitement, and pride. Make sure to prioritise and make time for your hobbies and the things you enjoy.
Engagement: that feeling when you are completely ‘in-the-zone’ and absorbed in a task. You might feel this in a lesson when students engage, and teaching seems to flow. Create classes that play to not only your students’ strengths but also your own!
Relationships: being surrounded by strong, supportive connections can make all the difference. Fostering connections with students and colleagues is a great way to mutually benefit each other’s wellbeing. You can nurture these connections through small moments like checking-in on your students and chatting with colleagues.
Meaning: teaching is an incredibly meaningful job, but throughout the busy-ness of a school-term, this can be easy to overlook! Whether it is navigating a noisy classroom or helping a student with their work - these moments have an effect. Taking time to reflect on the small impacts that you have made within your work is important as a reminder that what you do matters.
Accomplishment: recognising your own efforts and achievements - big or small. Break your tasks into small steps and allow yourself to celebrate your progress. Give yourself recognition for the effort you put into your job every day!
When thinking about your wellbeing and what might be effective for you, think of these aspects and try to identify the things in your life that help you with these. You can ask yourself: Which of these elements feel strong for me right now? Which could use a little attention?
Your wellbeing can fluctuate and change but checking in and giving yourself what you need is the best way to help yourself flourish.
Wellbeing is not only important when it comes to education, it is an all-round, everyday element. Taking care of yourself both in and outside of the learning environment is essential for both yourself and your students.
Your wellbeing is something to cultivate within your workday too. Whether it's blocking out 10 minutes for a quiet breather, asking for support when the workload spikes, or having a good conversation with your colleagues or students, these small moments can help keep the balance in check.
Understanding your needs and the things that benefit you as a person will help you maintain a work-life balance that prioritises your social, emotional and physical wellbeing. It is important to remember that teaching is a social profession and one of its strengths is the community it builds. Reach out, share ideas and remind yourself that you’re not in this alone.
