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"A well-prepared, well-supported, well-compensated, and diverse educator workforce is the foundation for student success,” Education Secretary Miguel Cardona told a recent Carnegie Foundation summit on improvement in education. But educators and student support professionals are reporting challenges to their psychological wellbeing and job satisfaction. The RAND Corporation recently reported that 3 out of 4 teachers find their jobs are frequently stressful, with half reporting feelings of burnout. A meta-analysis of 18 studies documents similar rates of dissatisfaction among school counselors. Supporting well-being at both individual and organizational levels is critical to a healthy workforce.    In the wake of the national COVID-19 public health emergency, mental health needs of K-12 students have reached an all-time high. Recently compiled data in Hopeful Futures U.S’ School Mental Health Report Card reflects significant gaps between recommended vs. actual ratios of students to school counselors, psychologists and nurses in every state. Responsive national policy aims to literally double their ranks, so effective systemic strategies to strengthen professionals’ well-being must complement new recruitment and workforce development initiatives to close those gaps and provide all students with the support they need.

FEATURED RESOURCE

Provider Well-being

This platform hosts self- and organizational assessments and related resources that synthesize measures, information, and publications proven effective at assessing and improving both personal and professional well-being for behavioral healthcare providers in various settings.

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ADDITIONAL RESOURCES

How to Grow Teacher Well-being in Your Schools  Source: Institute of Education Sciences The social, emotional, and physical health of teachers is a shared responsibility and a critical component of student learning and overall community well-being This resource provides guidance on what schools can do to increase teacher well-being. Addressing Educator Burnout and Demoralization: Actions for Administrators Source: The National Center on Safe and Supportive Learning Environments (NCSSLE) and AIR Center on Great Teachers and Leaders This resource provides administrators with strategy-based actions to support well-being of educators, based on input from experienced educators and leaders in both urban and rural settings.

A Comprehensive School Employee Wellness Approach Source: Child Trends Child Trends has created a Comprehensive School Employee Wellness Framework, applying five core components of wellness to address three critical gaps in school systems’ current approach to increase employee wellness. Social and Emotional Supports for Educators During and After the Pandemic  Source: Center for American Progress This resource from the Center for American Progress provides guidance on how to best support educators' well-being through transitions between teaching remotely and in-person instruction.

How District Leaders Create Caring Organizations  Source: Phi Delta Kappan This piece, developed by Phi Delta Kappan, provides guidance for school leaders on how to how to cultivate an environment that addresses the well-being of educators and students. Taking Action Against Clinician Burnout: A Systems Approach to Professional Well-Being   Source: National Academies of Science, Engineering and Medicine Patient-centered, high-quality health care relies on the well-being, health, and safety of health care clinicians. This book (can be downloaded for free here) focuses on systemic interventions that can be enacted to address clinician burnout.

NEED MORE INFORMATION

National Center on Safe Supportive Learning Environments | https://safesupportivelearning.ed.gov The contents of the National Center on Safe Supportive Learning Environments' Bringing Into Focus were assembled under a contract from the U.S. Department of Education, Office of Safe and Supportive Schools to the American Institutes for Research (AIR), Contract Number 91990021A0020. The contents of this product do not necessarily represent the policy or views of the U.S. Department of Education, nor do they imply endorsement by the U.S. Department of Education. ‌ ‌ ‌