Working Well Resource Directory

The 2023 State of the American Teacher Survey found that three-quarters of teachers reported access to at least one type of well-being or mental health support in 2023, but only slightly more than half said these supports were adequate. Many schools can thus benefit from creating or expanding activities specifically designed to improve physical or mental health of staff. For instance, they may invest in employee assistance programs that provide health screenings, promote physical exercise, or offer counseling; build in more rest time during the day for staff; or implement coaching or professional development programs aimed at teaching specific wellness practices. Research shows wellness initiatives can improve the physical and mental health of employees but are more likely to be effective when they are evidence-based and part of a comprehensive plan to improve well-being.

References

• Lever, N., Mathis, E., & Mayworm, A. (2017). School mental health is not just for students: why teacher and school staff wellness matters. Report on Emotional & Behavioral Disorders in Youth, 17(1), 6-12.
• National Association of Chronic Disease Directors. (2018). Health schools, healthy staff, healthy students: A guide to improving school employee wellness. https://www.chronicdisease.org/resource/resmgr/school_health/school_employee_wellness/nacdd_schoolemployeewellness.pdf
• Office of the Surgeon General. (2022). The U.S. Surgeon General's framework for workplace mental health & well-being. https://www.hhs.gov/surgeongeneral/priorities/workplace-well-being/index.html

Research over the past decade demonstrates that educators are stressed by a variety of factors: high-stakes testing, student behavioral challenges, lack of autonomy, inadequate compensation, and a perceived lack of prestige. Some of these burdens are widespread and structural, while others are specific to policies and dynamics within individual districts and schools. Wellness approaches that seek to elevate the profession focus on ways to make the work more fulfilling and less stressful. They include giving educators more decision-making authority, increasing their pay or forgiving debt, improving working conditions, providing access to clear career ladders, and improving the overall climate and culture of the school.

References

• Cox, A., Solomon, B., & Parris, D. (2018). Teacher well-being is a critical and often overlooked part of school health. https://www.childtrends.org/blog/teacher-well-being-is-a-critical-and-often-overlooked-part-of-school-health
• Kraft, M. A., & Lyon, M. A. (2022). The rise and fall of the teaching profession: Prestige, interest, preparation, and satisfaction over the last half century. EdWorkingPaper No. 22–679. https://doi.org/krpb
• Greenberg, M. T., Brown J. L., & Abenavoli, R. M. (2016). Teacher stress and health: Effects on teachers, students, and schools. https://www.rwjf.org/en/insights/our-research/2016/07/teacher-stress-and-health.html

Self-care refers to any activity a person undertakes to improve their health or well-being. Notably, self-care activities can extend beyond the emotional and physical realms into social and professional well-being. Many self-care activities can be practiced in school, some with the active support of the school itself. For instance, some schools offer early-morning yoga classes for staff, or designated rooms for rest and relaxation. Many activities, though, can and should be embedded in personal practices of self-care that can be utilized during the workday but also go beyond it: practicing mindfulness, setting boundaries, and prioritizing and nurturing relationships. Schools can encourage these practices and educate staff about their potential benefits.

References

• Flook, L., Goldberg, S. B., Pinger, L., Bonus, K., & Davidson, R. J. (2013). Mindfulness for teachers: A pilot study to assess effects on stress, burnout and teaching efficacy. Mind Brain Education, 7(3). https://doi.org/f47gfx
• Manian, N., Belfield, W., & Berger, C. (2021). Prioritizing teachers: Importance of self-care and adult social and emotional competencies. https://www.compcenternetwork.org/resources/resource/7005/ti-brief-4-prioritizing-teachers-importance-self-care-and-adult-social-and
• Zarate, K., Maggin, D., & Passmore, A. (2019). Meta-analysis of mindfulness training on teacher well-being. Psychology in the Schools, 56(10), 1700–1715. https://doi.org/gj24wp

Across workplaces, employees who have meaningful, ongoing opportunities for growth say they are more enthusiastic about their jobs. The same is true for educators. Teachers and support staff who are offered high-quality opportunities to learn and expand their professional competencies report greater job satisfaction than peers without those opportunities. Professional development goes beyond standalone in-serving trainings to include multi-part courses, supervision, coaching, and mentoring — the whole gamut of experiences and interactions that help school employees grow their skills and, if desired, take on new responsibilities.

References

• Glickman, C., & Burns, R. W. (2021). Supervision and teacher wellness: An essential component for improving classroom practice. Journal of Educational Supervision, 4(1). https://doi.org/krpd
• Office of the Surgeon General. (2022). The U.S. Surgeon General's framework for workplace mental health & well-being. https://www.hhs.gov/surgeongeneral/priorities/workplace-well-being/index.html
• Sims, C. R. (2017). An analysis of the perceptions of quality professional development and its relationship to teacher turnover, job satisfaction, and school performance. [Doctoral dissertation, The University of Memphis]. ProQuest Dissertations & Theses Global.

The quality of educators’ relationships with supervisors, peers, and students is connected to their well-being. Educators who respect and trust their colleagues report greater levels of job satisfaction and less stress. Teachers who develop meaningful relationships with students in their classes — who feel mutual respect and appreciation — are less likely to experience emotional fatigue and burnout. A robust body of research suggests that schools should work intentionally to build relational trust throughout systems so that teachers and support staff feel securely connected to and supported by others.

References

• Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491–525. https://doi.org/cdxv5f
• Milatz, A., Lüftenegger, M., & Schober, B. (2015). Teachers’ relationship closeness with students as a resource for teacher wellbeing: A response surface analytical approach. Frontiers in Psychology, 6, 1949. https://doi.org/gccx56
• Steiner, E., Woo, A., Suryavanshi, A., & Redding, C. (2023). Working conditions related to positive teacher well-being vary across states: Findings from the 2022 Learn Together Survey. https://www.rand.org/pubs/research_reports/RRA827-15.html

School buildings with plenty of natural light, good air quality and acoustics, calming colors, and spaces for rest and exercise support the well-being of staff and students alike. The benefits can be far-reaching, since design features have been found to impact both teaching experiences for staff and academic outcomes for students. Improvements to facilities can include attention to traffic circulation patterns, room-specific temperature controls, mold remediation and other air quality improvements, classroom views to the outdoors, and access to outside space. Schools don’t necessarily need to start from scratch; most existing buildings can be improved.

References

• Frerichs, L., Brittin, J., Intolubbe-Chmil, L, Trowbridge, M., Sorensen, D., & Huang, T. T. (2016). The role of school design in shaping healthy eating-related attitudes, practices, and behaviors among school staff. Journal of School Health, 86(1), 11–22. https://doi.org/krpg
• Manca, S., Cerina, V., Tobia, V., & Sacchi, S. (2020). The effect of school design on users’ responses: A systematic review (2008–2017). Sustainability, 12(8), 3453. https://doi.org/gg55wf
• Tanner, C. K. (2009). Effects of school design on student outcomes. Journal of Educational Administration, 47(3), 381–399. https://doi.org/b4tjpx

Educators who believe in their own efficacy — their ability influence student learning and behavior — are more likely than their peers to report psychological well-being, including personal accomplishment, job satisfaction, and commitment. School systems can support educator and staff efficacy by providing ongoing opportunities to learn about innovative approaches, frameworks or practices in the classroom, particularly those that are based in the science of learning and development; that reflect best practices for incorporating digital technology in learning; and that teach holistic approaches to behavior management.

References

• Lever, N., Mathis, E., & Mayworm, A. (2017). School mental health is not just for students: why teacher and school staff wellness matters. Report on Emotional & Behavioral Disorders in Youth, 17(1), 6-12.
• Owen, S. (2016). Professional learning communities: Building skills, reinvigorating the passion, and nurturing teacher wellbeing and “flourishing” within significantly innovative schooling contexts. Educational Review, 68(4), 403–419. https://doi.org/gj3c67
• Zee, M., & Kooman, H. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research. Review of Educational Research, 86(4). https://doi.org/ggdbtr