How can you communicate with parents to support teacher wellness?

I was a teacher for 15 years and left due to "burn-out". Part of my leaving was the lack of co-operation from the student's parents. I was a good teacher. I loved my students. I wanted what was best for them. Dear parents, please support teachers.

In my opinion every parent, teacher and the child should have an expectations sharing meeting amongst each other. Such meeting would enable them learn about the basic traits and nurturing skills required for a particular child. Each child is different and requires customised treatment. An individual developmental session aiming at upbringing of that child would enable the teacher and parents understand the child and his personality better. This also would enable the parents to be not comparative and demanding but supportive and empathetic. Such meetings should be periodic and be followed up in entire spirit. The scope of constant communication and bonding amongst these stakeholders which are fading away & missed these days would increase.

I won’t comment on boundaries, albeit necessary, I am of the view that clear guidelines and awareness of each other’s role is crucial. Parents are a necessary construct in the school setting. We need parents as a support system for educators and the school as a whole. School rules can be effective and fully functional with parents’ buy-in. Challenges (personal) confounding learners must be shared with their parents and dealt accordingly- this will ensure positive outcomes. In many instances parents are not interested in what goes with their children at the school. Mostly, the school is blamed or the responsibility is shifted to schools…

Parents should regularly connect with the teachers in order to understand the progress of their child. An open clear communication can prove as an effective tool which will result in a positive outcome.

Anchor leadership in the work to be done. Being a teacher the work is to mould child mindset , so he/she become unstoppable, resilient and passionate about work .while communicating to parents same energy should be imparted

Being proactive and positive always helps in building up the trust and rapport. Parents who reach out regularly always have built a strong relationship and felt connected with their child's progress and involvement in events or co-curricular and extracurricular activities

In my experience, being proactive in communicating with parents is the best way to avoid future conflict. It requires a lot of extra effort in the first couple of weeks of the semester, but there are many benefits: 1. students are more accountable when they know you have called home 2. the parents appreciate the quick call and vote of confidence 3. I would often learn little things about the students that would help me better connect with them e.g. they play a sport, they are nervous about reading out loud, etc. There are many other benefits. What have I missed?

This academic discourse delves into the intricate interplay among students, parents, and schools, emphasizing the paramount importance of nurturing a collaborative and respectful relationship. This collaborative triangle-partnership rests on recognizing and accentuating the strengths and potential of students. By bolstering students' confidence, educators can catalyze their academic progress. Effective communication between teachers and parents is pivotal, with a focus on transparent discussions rooted in the positive aspects of each student's profile. This underscores the significance of mutual trust between educators and parents, ultimately leading to the formation of a cohesive team dedicated to one common objective: student progress.

I agree with being proactive. Starting those lines of communication early in the year helps set a foundation for open and honest discussion. Regular communication highlighting successes in addition to the challenges is best. Focus on building a relationship with the family and showing that you really know their student.

A strategy which I learned was to always use the idea of “we” in all conversations. I make sure all communications are known to all and include all members. Rarely would I ever meet with a parent privately to talk about a child; I want the student there. If a parent sends an email or calls, I make sure the student knows this as well as the topic. This honest really helps between parent-teacher, parent-student, and teacher-student. It ensures that “we” are all on the same page, in good times and bad. Also vital in this is to include positive communication’s as well and in equal amounts; both for big successes and daily mini-successes. If you have this trust, when a “big” (critical) conversation is needed, the groundwork has been set.

People in general respond positively to praise and recognition. If a parent is pleased or impressed with something that their student has learned or experienced in the classroom, acknowledging the teacher for their efforts to improve the lives of their students will always be a win!

Teachers are overwhelmed inside the classroom and families have a lot on their plate. Ask grown ups how you can support their role as educational coaches inside the home. This will encourage them to ask how they can support you at school. It’s a win-win!

Feedback from parents is essential for teachers to balance communication and maintain their well-being. This practice offers profound insights into students' lives, allowing teachers to tailor lessons to individual needs. Additionally, it fosters collaborative partnerships between teachers and parents, reinforces balanced perspectives, and enables early intervention for any issues. For teachers, this feedback reduces stress and supports professional growth. It assures educators that parents are engaged and supportive, easing the pressures of teaching. Ultimately, seeking feedback facilitates open communication, making it easier to discuss concerns and celebrate achievements while fostering a positive teacher-parent relationship.

I haven′t found usefull seeking feedback or ask parents opinion in different matters. Yes, I collaborate with parents and they are big part of kids life and partner of school′s job to raise a child, but I have a pedagogical responsibility, so I will make decisions regarding my class. I have notice that many parents don′t have understanding about how to make sure the action benefits the whole class, not just their child.

My students’ favorite homework was always the ones that included talking to an adult in their household about the topics we were learning about in the classroom and getting their perspective of those things. This led to more parents/guardians reaching out and talking about the impact of my teaching in their home. This open communication supports student achievement not only in the one class I taught, but throughout their schedule - the home to school connection was that powerful. I’m also a fan of surveys, both anonymous and otherwise. This allows families to quickly provide feedback on targeted items. And - what’s best for students - allowed me to model growth mindset when I had responses that were less than ideal.

A colleague told me something that has stuck with me for the past 9 years: “Every parent email says two things: (1) I love my child and (2) I’m scared.” It helps me to reframe each conversation with that in mind, reminding myself that there’s always something going on behind the scenes and that all adults involved have the child’s best interest in mind.

I have had experience to contact parents concerining really difficult things. Even then, when parents are upset, when I am calm, I am doing right and I can justify my means, usually there won′t be any conflict. I have notice that when you do by the book, there won′t be a problem.

Parents need to know you listen but teachers need to know that you will support them and not automatically assume 100% of what a parent says is true. Before I speak with a parent I chat with the teacher first, and gather as much information as possible to make a fair assessment of the situation. If the parent is mistaken on something I clarify and what insist on mutually respectful feedback.

Great to read some of the community's responses from some very experienced leaders. As an Assistant Headteacher, I lined managed Year Leaders who I would meet individually and collectively with weekly. They often shared concerns regarding workload of staff and in the private sector dealing with parents proves to be an additional challenge (not the same type of challenge that state schools would have I am sure!). We, as SLT protected the teachers by not allowing their email addresses to go out and only gave ours to the parents. I very much believed in a 'back the teacher at all costs' approach when dealing with parents and then if there is a genuine concern you can bring it up with the teacher in my own time.

As a part of any academic institution, it is important to value the opinions and concerns of the parents. Show them that their concerns are valid and follow up to maintain their trust in the institution's ability to provide its services correctly.

One of the things we did as SLT was to provide an off-the-cuff 'self-care cover lesson'. Each teacher was entitled to one lesson covered per half term where they could go and get a coffee paid by the school and could just relax. Would only have to give one day notice and share resources for that lesson. The small things make all the difference.

I learned through mistakes that "Self-care" isn't one thing; it's a menu of options, often taken a la carte. That is, some days we need to see a movie. Others, take a long walk with our dog. At times, self-care can be brief - just five minutes sitting on your front stoop with freshly-brewed coffee. Other times, a weekend in the woods is what's called for. It can be helpful to make a list (the menu, if you will) of what serves you well, in general (a stand-up comedy tape, a favorite meditation, 20 pushups) and then attune to what you most need at a stressful moment in particular. Perhaps, just by knowing there are healthy options we can forestall burnout or self-sabotage.

An alternative approach to nurturing teacher wellness is by promoting a sense of collective responsibility. Encourage parents to be partners in their child's education, emphasizing that the journey is a joint effort. This collaborative mindset strengthens the support system around students, fostering a more dynamic and enriching learning environment. It not only eases the teacher's workload but also creates a stronger connection between the school and home. By sharing in the responsibilities and successes of students, everyone involved can collectively celebrate achievements and navigate challenges more effectively. This collaborative spirit serves as a pillar of support for teachers and enhances the overall educational experience.

One thing I've found helpful in my journey as an educator is the practice of self-reflection post interactions with parents. It not only aids in understanding the efficacy of the communication but also in identifying areas of improvement. Self-care, on the other hand, has been a cornerstone in maintaining a balanced approach towards work. Particularly, engaging in hobbies and activities outside the professional sphere has been rejuvenating. These practices not only contribute to personal well-being but also reflect positively in interactions with parents, promoting a healthy communication channel that's essential for collaborative support in fostering a conducive learning environment for the students.

Reflective practice is a great tool. It is worth going over communication logs once a term to see if there were any common themes and to think about how to address them. That way, communication is streamlined and easier the following term. Working smarter, not harder, is an important part of keeping wellness in check. Parents can contribute to teacher wellness by respecting our boundaries and supporting us with their child's learning at home. Another practical thing to note is that teachers need a mental break during the day. We often just push through and work during every spare minute. Teachers, take your 15 or 30 minutes a day to have a coffee and relax. Mental burnout is real and a small change such as this, can help you avoid it.

It’s not the parents’ job to provide “teacher wellness” for the teacher; if anything, it’s the teacher’s job to provide “wellness” for the parents’ and their children. Asking a parent to provide “wellness” for a teacher is akin to a police officer asking a suspect for wellness tips, or a lawyer asking their client to provide mental relief, or a Walmart cashier asking a customer to care for them. It’s a teacher’s job to learn to care for themself. Get therapy, read, exercise, ask ChatGPT (if a teacher learned how to use it, which they should’ve by now) to provide self-care. Since when did parents need to provide “wellness” for teachers? Teachers are “superheroes”, remember? Superman doesn’t ask for help from the people he supports.

I can only really talk from a private school perspective but it's a fine balance between allowing the parent's voices to be heard and prioritising teacher wellbeing. There will always be 'something else' that can be done for parents and teachers will always feel like they have a lot to do. I think students need to remain the focus of any change that is made and as long as it benefits them then it should be discussed.

Its definitely the teacher's job to take care of the teacher but, it's also the school management who should help make the load lighter by having protocols in place for difficult parents. I always talk to parents as a parent first and then as a teacher. When children start the year in my classroom I know I will automatically become the day mom. When I speak to parents I help them understand that children can only thrive, if we work together. Raising a child takes collaboration from all parties involved in the child's life for that year. I never attack. I always ask and then offer solutions. I always identify problems before they grow any bigger within the time period that kids are with me. The first two weeks is enough time.

The parents need to assist the teachers develop self efficacy about themselves , as it will enhance trust a vital principle of communication. Furthermore the teachers need to see themselves as as important part of value added chain of the society. Hence through effective communication , frustration and burnout will fizzle away as the teachers are now involved in star and circle mode of communication with parents.

Fostering respectful communication with teachers is crucial for my child's learning environment. Being open and approachable, I share concerns or suggestions and value when teachers address them timely. Parent-teacher meetings have been key for nurturing dialogue. I aim to share insights while understanding the teacher's perspective, fostering a constructive conversation. This respectful exchange enhances interaction with teachers, contributing to a positive school atmosphere. Through understanding and collaboration, we work together towards a nurturing and effective learning environment for all students.