Welcome to The Flourishing Teacher’s Field Guide.

This week, we’re summarising the latest research into teacher wellbeing and sharing the top three recommendations for boosting pride, positivity and purpose.

Let’s jump in…

What Does Teacher Wellbeing Look Like?

That’s a question that has always taken me by surprise.

In the old days, I would have struggled to tell you why wellbeing was even something I needed to think about.

I just couldn’t make room for it in my life.

I was so busy, so professionally dedicated, so keen to run away from my responsibility to myself that genuine wellbeing seemed utterly out of reach.

Now, I’m surprised that more teachers aren’t making it a priority.

That’s why I was so interested to read a recent report into teacher wellbeing, published in April 2024.

It makes some illuminating recommendations, and it seemed too good not to share.

So, if you still think you don’t have time for wellbeing, or that your learners are your priority, what follows is especially for you…

Three Key Actions For Educators…

As educators, we pour our hearts into nurturing the minds of the next generation.

But…

As we are often all too aware, the negative impact of that continued effort on teacher wellbeing, happiness, health and retention can be hugely negative.

Turns out, we’re so busy empowering others that it’s all too easy to diminish our own capacity for self-care.

The latest research from the University of Oxford's Wellbeing Research Centre underscores the paramount importance of teacher wellbeing – not just for ourselves, but for the success of our students and the entire school community.

It’s interesting reading, and the key findings provide some practical steps we can take to prioritise our wellbeing journey.

Here’s our take on the key findings from this critical report…

The Teacher Wellbeing Triangle

The report begins by defining what the writers consider to be the three critical components of teacher wellbeing. And I kind of like the approach they take.

The factors they identify are understandably broad, but they resonate with the approach we take to teacher wellbeing, and they reflect how vital it is to consider wellbeing holistically. They are:

The 7 Things Teachers Are Saying About Wellbeing

The report then outlined the 7 common areas of teacher feedback when it comes to the individual factors that most impact their emotional and physical health.

And while some of them might seem obvious, there’s no denying that they are at the heart of most of our shared experiences, and we’ve all experienced the effects, good and bad.

When I first read the list, I found myself thinking about the good practice going on around me at work just as much as the things that need improvement.

Do these resonate with you?

1. Teachers report some of the highest levels of occupational stress and burnout, with workload being a leading cause of attrition.

2. Positive workplace environments, supportive relationships, and feeling socially supported are crucial for job satisfaction and wellbeing.

3. Teacher wellbeing significantly impacts student wellbeing, academic success, and the overall school community.

4. Emotional intelligence, self-efficacy, resilience, and emotion regulation are associated with higher teacher wellbeing.

5. School climate factors like autonomy, positive relationships, a sense of belonging, openness to change, and sufficient resources promote wellbeing.

6. Strong leadership that prioritizes wellbeing policies and fosters positive relationships is essential.

7. Teacher voice and involvement in decision-making processes positively impact wellbeing.

Teacher Wellbeing Takes Two

While each school ecosystem is unique, common drivers of wellbeing amongst school staff were then identified and broken down into two groups - the factors for which the individual is responsible and the aspects that schools themselves need to put into place to look after and empower their staff.

Again, we like this way of looking at it, as our ethos has always been about empowering the individual to take responsibility for their own emotional and physical health.

Wellbeing Responsibilities For Teachers: Self-efficacy, resilience, physical and emotional health, problem-solving abilities, and emotion regulation skills.

Wellbeing Responsibilities For Schools: Supportive relationships with colleagues, students, parents, and leadership. A positive school climate, work-life balance, opportunities for continuous learning and recognition, and manageable workloads and class sizes.

Three Key Actions for Teachers

1. Cultivate Emotional Intelligence & Regulation Skills

The report highlights the importance of emotional intelligence, problem-solving abilities, and emotion regulation skills for teacher wellbeing. By developing these competencies, we can better manage the emotional demands of the profession and foster more positive relationships with students, colleagues, and parents.

Practical Steps:

• Seek out professional development opportunities focused on emotional intelligence and emotion regulation strategies.

• Practice mindfulness and stress-management techniques to build resilience and self-awareness.

• Engage in reflective practices, such as journaling or discussion groups, to enhance emotional self-awareness.

2. Foster Positive Relationships & A Supportive School Climate

Feeling socially supported and part of a positive school climate are critical drivers of teacher wellbeing. The report goes on to recommend that we should contribute to creating an environment that nurtures wellbeing for ourselves and our colleagues.

Practical Steps:

• Initiate or participate in activities that build camaraderie and a sense of community among staff members.

• Advocate for policies and practices that promote work-life balance, continuous learning opportunities, and recognition of achievements.

• Collaborate with school leadership to identify and address areas of concern related to school climate and workplace environment.

3. Exercise Your Voice & Participate In Decision-Making

The report emphasises the importance of teacher voice and involvement in decision-making processes for enhancing wellbeing. By being positive enough to contribute our perspectives clearly, rationally and with empathy, we can shape a work environment that better supports our needs and those of our colleagues.

Practical Steps:

• Engage in open and respectful dialogue with school leadership about wellbeing initiatives and concerns.

• Participate in school committees or working groups focused on improving teacher wellbeing and workplace policies.

• Advocate for channels that amplify teacher voices and encourage collaborative decision-making processes.

How would I sum up the central message of the report?

By cultivating emotional intelligence, fostering positive relationships and a supportive school climate, and exercising our voice in decision-making processes, we can lay the foundations of a more fulfilling and impactful teaching experience.

Finally, here’s the wellbeing framework contained within the report, which aims to pull all these strands together. What do you think?

Source: Taylor, L., Zhou, W., Boyle, L., Funk, S., & De Neve, J-E. (2024). Wellbeing For Schoolteachers. International Baccalaureate Organisation.

What Are You Waiting For?

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Don’t Be Afraid To Put Yourself First

If there’s one message to take away from the research this report reveals, it’s that putting your wellbeing first is vital.

You’re not being selfish, unprofessional or lazy by getting the rest you need instead of staying up late marking.

You’re not letting your learners down if you prioritise your physical health over your planning.

You’re extraordinary, and it’s absolutely critical you stay that way. So don’t be scared to say no to others and yes to yourself.

If you want a recap of the strategies outlined in the report, check out the accompanying video:

Next week, we’ll give you some key practical strategies for emotional regulation and introduce you to the concept of ‘story-mastering’.

Until then, remember, you’re more than your marking, your lesson observations and your planning.

You’re you. And that’s all you need to be.