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Dr Emma Kell is stood to the right, pictured outside in a field.
Image caption,
Teacher and writer, Dr Emma Kell shares her tips for school leaders on staff wellbeing.

By Emma Kell

Teacher and writer

This article was published in February 2023.

We all need dedicated time and space to think. We also need to get away from the idea that everyone鈥檚 doors are open all of the time.

Whether you鈥檙e a team leader in one school or many, you鈥檙e probably reading this because you care about your staff鈥檚 wellbeing. Perhaps you want guidance on boosting morale or improving the culture, but you鈥檙e worried about another 鈥榯o do鈥 list to add to that already busy pile.

Dr Emma Kell is stood to the right, pictured outside in a field.
Image caption,
Teacher and writer, Dr Emma Kell shares her tips for school leaders on staff wellbeing.

I write from experience as a wellbeing facilitator, author and coach to more than 30 school leaders. Nowhere on your job description does it say you have to keep everyone happy all the time, or be there for everybody else, leaving no time for you and your loved ones.

So, what can you do to look after colleagues鈥 wellbeing? These tips are practical, research-based and don鈥檛 always require you to be the person doing them. They are just that 鈥 suggestions 鈥 but ones that have worked really well in other schools.

1. Be mindful of what you鈥檙e modelling

This tip links with the others. You are in the spotlight. Staff look to you for signals of how they 鈥榮hould鈥 be behaving at school. For me, this is about modelling humanity and not perfection. If you have one day a week when you leave at a reasonable time to see your loved ones, staff will be likely to feel they can do the same sometimes.

Be clear about what you can and can鈥檛 do, what you can and can鈥檛 control, and your colleagues will also feel they don鈥檛 need to know all the answers all of the time. Openly tap into each other鈥檚 advice and wisdom.

2. Put boundaries in place

To avoid 鈥榮pillover鈥 鈥 the flooding of work thoughts into our home lives 鈥 we need to put boundaries in place. For example, a 鈥榞oing home checklist鈥 can be powerful. It can be put on exit doors for staff use when finishing for the day. Here鈥檚 an adaptable example from the charity .

We all need dedicated time and space to think. We also need to get away from the idea that everyone鈥檚 doors are open all of the time. Even 鈥榙o not disturb鈥 signs on closed doors can be signals that people need a period of quiet.

Some schools have kept PPA (planning, preparation and assessment) as a home task 鈥 one of their 鈥楥ovid keeps鈥 鈥 while headteachers and senior leaders are encouraged to spend part of their working time at home. It helps colleagues get through a list without interruptions.

A young female teacher is pictured drinking a hot drink with colleagues in a staff room.
Image caption,
Face to face contact can play a vital part in helping to boost the morale of fellow colleagues.

3. Value human contact

Covid-19 taught us the value of human contact. We were limited to 鈥榖ubbles鈥 and restrictions had a huge impact on school communities.

Therefore, value and honour your commitments to face-to-face time. It could be a staff meeting or one-to-one with an anxious parent, but it can stop issues such as assumptions and worries surfacing. People value being seen and heard and giving your time and full attention to someone can have a hugely positive impact on morale.

Many staff, although not all, may appreciate a 鈥榟uman first鈥 moment too. Check in now and again on a family member鈥檚 health, how their hobby is going, or even if they have a new pet. Sharing a few details about yourself will also challenge embedded hierarchies in the system and let people know you鈥檙e human too.

One headteacher I know does a 鈥榳ellbeing walk鈥, checking in on colleagues around the school. He takes a different route each time and says it does wonders for his own feelings, and his staff feeling seen and heard.

A young female teacher is pictured drinking a hot drink with colleagues in a staff room.
Image caption,
Face to face contact can play a vital part in helping to boost the morale of fellow colleagues.

4. Foster equity and belonging

When people walk through the doors of your school, do they genuinely feel they 鈥榖elong鈥, regardless of gender, age, sexuality, religious beliefs, race, and ways of thinking about and being in the world? There is lots of brilliant work being done in this area, but there is still a bit mountain to climb.

Ask some volunteers from minority groups within your school community to take a walk around your school and ask them if they really feel they belong. Think about toilets, displays, food, the curriculum, the staffroom.

When I speak to unhappy and disgruntled school staff, themes of ostracism and 鈥榗liques鈥 often come out strongly.

5. Set up a wellbeing team

This can take time and planning but has been well worth the effort in some schools. Having one wellbeing lead in your school can result in the person carrying the burden of others鈥 worries without an outlet for their own.

Perhaps ask for volunteers from key positions around the school, ensuring all areas are represented. They don鈥檛 have to organise any extra-curricular events but they can make themselves available for half-an-hour each fortnight where staff are encouraged to come and talk through issues. If they鈥檙e school-related, encourage colleagues to come to sessions with potential solutions as well as problems.

This wellbeing work should be transparent. Have clear guidelines on what will be shared and what may be confidential and report back regularly to the staff body on what is achievable, with clear reasons why 鈥 and why not when relevant.

There are day-to-day responsibilities as a school leader which have a direct impact on the wellbeing of staff 鈥 sensible, reasonable, humane policies and procedures around workload, feedback, meetings, marking, time away from work; to model a culture of fairness, equity, belonging and reliability 鈥 all of these things have a profound and significant impact on morale.

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