One of the most common questions I get in regards to the way that educators may disengage or the topics on educator mental health that I cover in Reignite the Flames and The Fire Within is “How, as an administrator, can I support my teachers who are disengaged?” (OR how can I keep them engaged). “How can I support their mental health?” I find that administrators really do care about their teacher’s mental health even though some of them fumble with how to be supportive. The issues with this support range from the more abstract I’m not sure how to talk about emotions to the practical when am I treading into privacy issue territory. Couple that with the fact that mental health is personal and must ultimately be addressed by the teacher and teachers don’t want to be burdened with convincing their administrators that they are emotionally stable, and it’s a recipe for how do I even know where to begin? Here are three suggestions I have for growing a culture of educator social-emotional support (all for FREE).
Education The education in this area is two-fold: first, understanding the root causes of educator disengagement and second, teaching those causes as well as other opportunities for learning about mental health, self-care, and mindfulness.
The first, understanding the root causes, means to understand that there is more to educator disengagement than burnout. There is also demoralization, secondary trauma or compassion fatigue, personal and professional adversities, or teacher trauma. It’s understanding that sometimes the mental health issues of teachers are born from the very place that they are trying to work in, and then sometimes they are not. Learning about these areas and how they can be addressed as well as educating teachers so they know the signs to watch for can be a proactive way to give people the information they need to put a name to how they feel and subsequently, look for a solution.
The second part of education is providing teachers a way of learning some additional skills in the area of self-care such as meditation or mindfulness. It can also be taking a PD day and instead of learning (more) about literacy or math strategies, provide them with an opportunity to learn from a teacher who is fantastic at fixing all her meals for the week on Sunday night or the yoga instructor who knows special stretches for people who stand too much (or sit in the case of virtual learning). If finding elements of joy help support educator mental health and engagement and aid in building resilience, then help the people who would typically take care of everyone else but themselves find the time and energy to learn what brings them joy. These activities may not look like something you would typically provide for a professional development opportunity, but sometimes getting to the root of the issue doesn’t look like addressing the actual symptoms of the problem. Sometimes you need to go deeper.