“..a state of well-being in which the individual realizes his or her own abilities, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to his or her community”
World Health Organisation
As teachers we strive to create a culture which promotes good student wellbeing. We do this by enabling students to feel able to speak out if they are struggling and worry less about the stigma around mental health so they can talk about their worries with as much ease, or more, as they would with their own physical health. When this is achieved we know it will help learning in our classrooms and equip pupils to become more successful as they progress through life and become adults. This has been confirmed through research from the EIF foundation:
“Longitudinal research in the UK has shown that good social and emotional skills—including self-regulation, self-awareness, and social skills—developed by the age of ten, are predictors of a range of adult outcomes (age 42), such as life satisfaction and wellbeing, labour market success, and good overall health.”
Early Intervention Foundation (2019)
Staff wellbeing
However, before we are able to achieve this for our students we must first and foremost look at our own wellbeing and be comfortable reflecting and talking about our own mental health. Staff wellbeing is integral to promoting a whole school approach to mental health and wellbeing amongst pupils.
What is important to remember is that our mental health is linked to our well being like physical health, mental health is something we all have. It can fluctuate on a daily basis and change over time.
“So mental health is not a binary state – you are not either mentally healthy or ill. Our mental health falls on a continuum, ranging from excellent mental health to severe symptoms such as panic attacks or major depressive episodes”
Delphis.org.uk
Feeling a degree of stress at points within a term is normal and part of the profession, we all have pinch points through an academic year that can be pressured and stressful. We do need to remember that this is normal, as long as it remains manageable. However, we must be able to recognise if we begin to feel overwhelmed, overly stressed or anxious, which can then prevent us effectively fulfilling our role and responsibilities towards our families and students. This is where we begin transitioning from the thriving to the struggling zones on the continuum. Some of the characteristics of these zones are being distracted, withdrawn, losing our appetite, feeling nervous and sad, and having trouble sleeping.
So what can we do if we feel we're descending to these zones? Well we must remember to prioritise our own self care, be honest with ourselves about things that aren’t absolutely necessary, and move them lower on our list to make room for some self-care to restore our wellbeing. What this self-care looks like for each of us is different - but finding time outside of work to do something you enjoy throughout the week is a great starting point, this could be exercise, reading a book or any other activity that can help us escape from built up anxieties.
Talking to each other is another crucial self-care strategy. Talk about your issues and problems with your colleagues and those around you. Try using the ask twice approach - when we ask someone if they are OK the response is usually “yes- fine”... ask again! Asking twice allows that person to know you really do care and you do want to know the answer and are prepared to listen.
If things are getting really tough ask for help - asking for help shouldn't be something to feel ashamed of, we all move up and down the mental health spectrum throughout our lives, there is absolutely no shame in reaching out and asking for help.
For further information and reading try follwoing some of the links below:
Hannah Harwood - Assistant Headteacher
You can follow Hannah @hannahharwood4
