A Call to Action for Educator Mental Health and Wellbeing

Educators are suffering.

Current data points to the impact of negative stressors on our educators. This includes the anecdotal stories we hear at TeachWell on a regular basis. We need to acknowledge the struggle of our educators as a fundamental truth and begin prioritizing the mental health needs of the adults on our school campuses. COVID 19, often called the “Great Accelerator” of economic trends, no doubt, is increasing the already existing disparity of resources in our schools.  Additionally, the lack of recognition our educators received in the professional world continues to be out of sync with the increasing demands on their time and scope of professional duties. These disparities and increased demands have an even greater impact on educators of color and educators who primarily serve students of color. Let’s be honest, the field of education was in a precarious place before COVID 19, with educator turnover costing districts millions of dollars a year. A recent study by Rand Corporation found that the number of teachers considering leaving the profession increased from one in six to one in four teachers. Many of the indicators were related to negative stressors such as lack of materials and resources, and concern for their own health and the health of their families. These concerns are leading to significant increases in stress, anxiety, and depression for teachers. TeachWell knows first-hand the experiences of educators.

We cannot expect teachers to solve this for themselves. The culmination of this dire situation is the result of educational institutions, which already neglected the wellbeing of employees, failing to recognize the impact of this pandemic on those employees, and failing to take systemic action to mitigate the impact. TeachWell sees the way mental health concerns impact educators. We cannot simply expect that teachers experiencing burnout, vicarious trauma, and depression will take initiative and personal time for their mental health. Self-care should not be one more thing to do.

We must consider educator wellbeing as an essential component of educator professional development and by virtue of this, a key strategy for teacher retention. This is a paradigm shift that recognizes the fundamental relational nature of the teaching profession, and the direct impact that campus closures, distant learning, lack of resources, personal and family health concerns, and community deaths are having on our front-line educators who are working on our school campuses. We must move conversations about educator mental health into action that prioritizes and creates time/space for educator wellbeing and mental health support during contract hours.

School and district leaders have feasible options in front of them that can be accessed now. A recent article in Education Week outlines some simple first steps that school leaders can take NOW:

1. Talk openly about mental health issues, including your own

Acknowledging the toll on educator mental health, including the toll of stress, anxiety, and fatigue removes the shame and isolation that further complicates mental health when one feels they need to bear it alone. 

2. Train your team to spot early signs of mental health struggles

Creating a community of care on school campuses where educators are able to collectively share their struggles will increase a sense of support AND belonging that can significantly mitigate the impact of negative stressors.

3. Ask yourself whether you fully recognize your teachers’ needs

We have increasingly heard conversation about educator wellbeing, but this relational aspect to our education system continues to be kicked down the path and expected to be managed by the individual educator who is struggling. 

4. Create ongoing systems of support, like virtual groups and call lines

Onsite support for educators, during contract hours removes significant barriers to educators having access to the support they need. Self-care should not be another thing on a teacher’s to-do list.

 5. Build a culture of check-ins

 A climate and culture of wellbeing includes a sense that no one is alone and that, as a community, we can care for each other. No one person is responsible for the mental health of all. We all know a genuine “how are you?” from a passing “hi” in the hallway. Allow teachers TIME to connect with each other.

 6. Recognize that some employee groups may need more support than others

Black and Latinx employees, as well as those in the LGBTQ community, were far more likely to experience symptoms of mental health struggles such as anxiety and sadness, according to the Mind Share Partners study. And Black and Latinx employees are also much more likely than their white peers to have lost loved ones to COVID-19, or to have been sick themselves.

 7. Reduce barriers to getting services within your employee assistance and health insurance programs

Any barrier to self-care will impact an educator's access to additional support for their mental health and wellbeing. Funding for counseling, health issues, and physical wellbeing is as important as devoting contract hours where educators can prioritize their wellbeing as part of their professional practices. 

Schools and districts do not need to do this alone. TeachWell has been providing relational professional development that focuses on educator wellbeing since before the pandemic began and has been a close partner to educators and educational leaders all the way through. District and school leaders need support as they navigate the complexities and uncertainties of decision-making during this time.  TeachWell teaches Intentional Leadership so that school leaders can build their emotional intelligence in order to recognize and be responsive to the relational needs of their staff. Intentional leaders maintain a lens of equity to ensure the needs of all staff are considered in decision-making. TeachWell is a trusted partner that offers multiple entry points for mental health and wellbeing support of 1) individual teachers, 2) intentional school leaders, and 3) school site teams working on improving school climate and culture. Our multifaceted approach allows us to tailor our support to the specific needs of each school site. We are excited about our newly formed Network for Educator Wellbeing which will offer a variety of mini-series for wellbeing to meet the diverse needs of individual educators. We continue to grow and learn with the educators we support and understand that self-determination in one’s well-being is an important aspect of personal agency and resilience. 

We give a shout-out to all the efforts of educators and school leaders as we all navigate new terrain. We will continue to share what we are learning and will maintain our commitment to providing support that will endure these challenging times. To all of our educators may you have ease; may you have joy; may you have safety; may  you be well!