How can you create a culture of well-being in your school or district?

You must prioritize your most valuable resource in any organization - people. They must be seen, valued, and appreciated. You must create an environment where people can bring their whole selves to work, not just their work self. Micro behaviors are absolutely critical for leaders. The top five are smiling, nodding, eye contact, acknowledging people and knowing and remembering people and things about them. Create a psychologically safe environment and remain human and people will feel like they matter and belong. Remember, well-being is not a binder on a shelf. You can't tell people they a matter or belong. They have to feel that. Your culture is not who you say you are. It's what you do.

Depending on the culture and situation you’re walking into in your school, be careful with the use of surveys and survey data - it can feel impersonal and directive. As you look to assess the situation, start with casual conversations with ALL stakeholders. That will help you get the lay of the land while keeping that personal touch. It will also help you build your empathy as a leader!

Support my fellow teachers in the classroom by encouraging them and helping them design equipment/furniture/devices that will help them with instruction. We are often provided with equipment but no training or explanation as to how to use it. A lot of times our Administration thinks that we just "know" how to use things.

Assessing well-being in schools starts with open, trust-building conversations. As a former assistant principal and principal, I found face-to-face interactions key to understanding staff experiences. These discussions create a foundation for more structured feedback, like anonymous surveys, providing insights into workload, support, and job satisfaction. Regular communication and reassessment ensure strategies stay effective and responsive to changing needs. This approach fosters a culture where educators feel heard and valued, essential for a thriving educational environment.

Agreed. In my experience, observing the interaction of others along with my own interactions served me best when seeking improvement. Surveys are helpful in obtaining a 30,000 foot view but do not often allow for an in-depth understanding of the root cause of the negative climate/culture.

Based on my experiences, professional development plays a crucial role in the success of a school district. It is necessary for professional development services to be tailored to the specific needs of the employees. When implemented continuously and effectively, professional development can significantly enhance instructional practices and teacher pedagogy. It also provides educators and school administrators with an opportunity to learn and apply new knowledge and skills that can help them grow and improve student learning outcomes. Therefore, investing in professional development for school staff is a fundamental step towards ensuring a more successful and thriving educational community.

Professional development in education should extend beyond academic skills to include teacher well-being. As a former K-12 educator, certified life coach, and yoga instructor, I integrated wellness into professional development. I offered practical tips in weekly newsletters and advocated for well-being-focused staff development sessions. Topics like stress management, mindfulness, and emotional intelligence were emphasized, empowering teachers to prioritize self-care. This approach helps educators handle job demands more effectively, enhancing their confidence and job satisfaction. Facilitating peer learning communities further supports this, allowing shared experiences and strategies for maintaining a healthy work-life balance.

I find it useful to ask educators what their needs are. So often professional development is based on what school leadership wants and not what teachers feel would be useful. Creating learning workshops where educators are able to learn about topics that are important to their needs at that time increases their engagement and the value they assign to the professional development.

In education, nurturing student progress is crucial for their development, and educators themselves are perpetual learners. Sustained professional development is essential for staff to enhance their skills, fostering workplace satisfaction. We must offer resources for career advancement, recognizing that professional growth extends beyond teaching techniques and subject matter. Skill development should empower educators beyond the school setting, contributing to their long-term success.

I have found most schools to be concerned about promoting a positive culture within their school and also, in some cases, claiming that they do so too. However, what truly damages the culture in the organisation is ‘saying’ that we promote positive culture and then making policies or doing something which essentially goes against the fundamentals of a positive culture. In most cases school heads do not have a very clear idea about what they should be doing to a promote positive culture in their school. A great place to begin is to ensure trust levels are high in the school between all stakeholder groups. A high trust culture is always a great foundation for a positive culture/climate.

As a teacher this is most important, because a lot of school tend to say that they have a positive climate but in reality the principal mostly just do what they please, causing a sense of demotivation among teachers.

You are absolutely right but there is One difference, u said they donot know, they know actually but thay don't want practically ????, so keep on saying and avoid it being implemented as it will effect the biggies ????

One thing I've noticed is how managing change can have a huge impact on culture. Teachers are susceptible to decision making fatigue in the classroom - things change fast. The hall you planned to use is out of use. A child throws up when your TA goes to cover reception. You misprint resources and have to rejig the lesson on the spot. All of that happens on the same day of course and if the structures beyond the classroom are changing too fast and too often, it can feel like the system is unbeatable. On the other hand, when change feels incremental and like it's for you rather than something new you need to manage, you feel supported and heard. If teachers believe that SLT are in their corner, the staffroom is overwhelmingly positive.

As a leader, having an open door policy is not enough to ensure there is a positive climate within your school. You must reach out and work with all staff at whatever level they need to ensure that the overall culture of the organisation is open and trusting.

I wrote a book, Burn Bright, Not Out, that would give the whole staff a great gift of well-being. It's full of 35 lessons in self-care, building resilience, positive thinking, and self-care strategies. Giving a book like this to staff sets a precedent of the importance of well-being. What do you think?

At one of my previous schools, we organized a savings fund for teachers and staff members who were expecting newborn babies. As a staff, we would donate money towards the fund and use the money to purchase a gift for the expecting teachers. For the students at that same school, we had the following programs: - A Girls club for our middle school girl students, where they can have open, transparent dialogue with female mentors about their personal experiences, while building their self-esteem and confidence. - An affinity group for LGBTQ+ students that provides a safe, vulnerable space for them to build community with one another and share their personal experiences about navigating the school space as queer people.

Offering a diverse range of initiatives, such as fitness classes, meditation sessions, counseling services, peer support groups, and volunteer opportunities, allows individuals to choose activities that align with their needs and preferences. Engaging students, parents, and external partners in the design and delivery of these programs not only fosters a sense of community, but also ensures that the initiatives are tailored to the specific needs of the school/organisation.

Monitoring and evaluating the impact and effectiveness of wellbeing initiatives are critical components of this continuous process. Regular assessments help identify what is working well and where adjustments are needed. It's not just about implementing programs, but also about gauging their real-world impact on individuals and the overall community. This feedback loop allows for informed decision-making, ensuring that wellbeing initiatives remain relevant, impactful, and responsive to the evolving dynamics within the school.

Well-being in a school ebbs and flows. As people come and go, initiatives overwhelm or excite, and student learning challenges us at times more than others. Continuing to work at your culture is so important. Encouraging balance and living your best self is a great starting point.

Creating a well-being culture in your school requires a lot of intentional moves. There is institutional well-being and personal well-being. Both need attention and systems of behavior and expectations in place. An open, collaborative culture is a good place to start as shared leadership brings many perspectives to the table.

Ensure pastoral, faculty, safeguarding, behaviour and SEND departments work collaboratively and not in silo. Working together to support and educate holistically is the key to success.

The management of the school should not Selectively hear things. Sometimes it happens is that some teachers become favorite of the management and the management tend to just listen to them, and making decision on their judgement, causing a many teachers and colleagues left unheard. And also try to get some words from the teachers that don't mostly say thing, as it will help in boosting confidence

Start with conversations, not confrontations. In this way, the mindset is focused on solutions not problems. And in this way people are united by agreeing to a conversation.

Create an atmosphere of excitement, reward, security and joy. Think family, not corporation. It’s the human and humane connections that lead to greatness.