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Free download - Framework for Teacher Mental Health & Wellbeing
Helping teachers stay mentally healthy
There has been concern highlighted for teachers’ own mental health in the literature, and the potentially negative outcomes if left unaddressed. Teachers who feel unsupported, under pressure, and untrained in mental health have an increased tendency to show strain under pressure within classrooms, and react harshly through disciplinary control techniques such as shouting and humiliation.
Teacher Mental Health Framework
The resources in this program are designed to help school leaders to provide understanding, guidance and assistance to all school staff members.
Ready-to-use tools and resources include:
Crucial Conversations about Teacher Mental Health pdf
What makes teachers tick? pdf
What stops teachers ticking? pdf
Teacher stress pdf
Teacher burnout pdf
Teacher engagement and wellbeing pdf
Coping strategies cards
Stress busters cards
Teacher stressors pdf
The motivation to teach pdf
Emotional literacy pdf
Effective adult learning pdf
Teacher strategies pdf
Let's talk emotional health and wellbeing pdf
Let's talk mental health pdf
Let's talk work life balance pdf
Mindfulness workbook pdf
Sterile staffroom pdf
Relaxation workbook pdf
Guidelines for helping staff
Teachers who receive health promotion training tended to be involved more frequently in their school’s health promotion projects and had more comprehensive perspectives on school-based health promotion.
Teachers own health
There has been a significant need identified for helping teachers to remain healthy at work. If teachers cannot keep themselves healthy, it is difficult for them to model health and in turn, encourage health in their students.
Teacher Experiences - Mental Health
Educators themselves face high levels of stress in both their job roles and from the greater socio-political context around them. This results in many personal challenges for by teachers. 13% of Australian teachers report “feeling stressed all the time”, compared to only 7% of the general public work force. Stressful working conditions accounted for the second most highly cited reason for leaving the profession.
Teachers are stressed. By time constraints. By parents’ blame. By school politics. By trying to help children from dysfunctional homes. By performance appraisals.
Importantly, student behaviour has been found to be closely connected with teacher stress. Workload and student behaviour are significant predictors of depression. While these factors, along with employment conditions, are significant in predicting experiences of anxiety, it is also found that stress and depression had a negative impact on job satisfaction. Taken together, these findings clearly indicate that the mental health of Australian teachers is being impacted by their jobs.
Systemic and policy-based stressors have also been of concern in terms of contributing to teachers’ current state of mental health, and thus, their ability to perform their job-related roles. Overall school climate is an important factor in determining the status of student and teacher mental health. With the current top-down policy structures, emphasis on standardized testing, and frequent reform strategies, it is very important to step back and ask how these structures impact the overall mental health of our schools, the stakeholders in them, and ultimately the ability of our teachers to do their jobs effectively.
Conducting mental heath training
A handful of the people in your school are already speaking up and resolving the problems they see around them. Training can be a powerful way to help others speak up, but its success is far from guaranteed. Below are the most critical elements in determining whether training will result in significant improvements.
• School leaders teach. Leaders need to conduct the training. Research shows that line managers achieve greater improvements than highly rated professional trainers. In addition, having a leader teach a set of skills guarantees he or she will master them, and goes a long way toward ensuring he or she will “walk the talk” and model the skills.
• Quality Materials. The training must employ an effective instructional design. Participants need to be able to understand the concepts and master the behaviours. The skills taught should be valid in the highly emotional and risky confrontations we’re asking people to step up to. In addition, the training activities need to include emotionally compelling experiences that cause participants to examine themselves and recognize the need to change.
• Spaced learning. Smaller chunks spaced a week or two apart are far better than longer, more intensive chunks. Two-hour or four-hour workshops avoid the cognitive overload so common in many training programs, and spaced learning allows people to apply and test the skills between sessions.
• Sustained attention. Some training interventions seem like a race to the finish - as if the goal were to get everyone through the course as quickly as possible. In fact, sustaining a skill-building effort over time is more important than “finishing” it on deadline. Unless people stay in the learning process for four to six months, it won’t penetrate to their daily experience.
• Relevant. Obviously the content of the training must relate directly to risky situations people need to confront. Practices built into the training should focus on the specific crucial mental health conversations the individuals involved need to master.
Order the Framework for Teacher Mental Health & Wellbeing
Cut and paste the information below and email to firstname.lastname@example.org
NSW public schools should send their order to EDConnect and quote supplier number 100387105
Please supply the Teacher Mental Health Framework on USB @$159
No GST payable.
ABN 39 929 256 117
NSW Vendor ID 100837105
Qld Supplier number S20039316
15 Dewbay Court Claremont Tasmania 7011