The tragic death of a brilliantly successful headteacher alerted Jackie Beere to the destructive nature of stress . it profoundly changed her life.
This report found that nearly half (46%) of employees report their work-life balance as poor or very poor. However, only about a quarter (26%) of leadership believe that their staff are suffering from a poor work-life balance.
Mental health distress among teachers has always been high, but now with Covid its soaring! Melanie Nunn , a qualified Mental Health First Aid instructor at Strictly Education, asks whether its time schools got serious about it?
Schools and colleges re-open for all students as normal in September. The Department for Education (DfE) argues that most staff will be able to attend school where necessary protective measures set out in its guidance, particularly cleaning, hygiene and social distancing arrangements, are applied.
Despite important recent legislationsLGBT teachers still report feelings of insecurity in the classrooms and staff-rooms of UK schools. Catherine Lee reports
When Chris Dyson took over at Parklands Primary School, there had been 150 exclusions in the previous year and morale was at an all-time low. By addressing the underlying wellbeing issues, he is now head of a school that is in the top 1% nationally for maths and which has received an ‘Outstanding’ rating from Ofsted.
Staff health and wellbeing are high on the list of challenges facing leaders today. Here’s a list of ways to lay a good foundation for positive work-life balance.
Leadership Briefing is a weekly online summary of all that’s new and relevant to education, linked to original source documents that can be downloaded or viewed on screen, and available to everyone in your school leadership team. The briefings here give a sample of what’s on offer.
Teaching is becoming one of the highest stress
professions and burnout is rampant. What can
be done to help mitigate its effects? Ben White
explains why it’s proving harder than everyone
Vicarious trauma and compassion fatigue are increasing in teachers as many of the children they work with are exposed to traumatic experiences. Dr Asha Patel and Sal McKeown explore how schools can support the mental health of their teachers as a way of benefitting their students.
We often promote the value of imaginative pupil-focused education, but then set up and bureaucratic frameworks that make teachers feel powerless. Lucia Yandoli believes it’s time to incorporate creativity into the heart of the profession as a way of invigorating teachers and countering burnout.
Peter Earley and Sara Bubb call for a radical overhaul of leader development which places more focus on opportunities for personal development.
The current administrative environment seems to be a breeding ground for toxic leaders. Ian Craig makes connections to toxic leadership and accountability pressures, the changing education landscape and the fragmentation of the school system.
For all the DfE claims made about academisation freeing up education, the fact is that the professional discretion and judgement of teachers has been curtailed so much that it is destroying the ability of teachers to make creative responses to the needs of their students. Fiona Carnie makes a radical plea for change.
This NFER report explores the characteristics and dynamics of London’s teacher labour market in unprecedented depth with quantitative analysis of school workforce data, supplemented by discussions with London teachers.
Dr Fiona Pienaar and Dr Patrick Johnston explore what support and training schools need to address spiraling pupil and staff mental health needs.
There’s no doubt about it, the financial situation facing Britain’s academies is a
very real concern.
The teacher is at the epicentre of the learning process; and learning therefore depends first and foremost on the quality of the teacher. (UNESCO, 2007, p.15) Dr Sarah Younie, Dr Richard Proctor, Jonnie Noakes, Geraldine Davis and Jon Audain write on the development of evidence-informed practice.