Not all SEL and mindfulness programs are created equal, and without consistent, evidence-based approaches, the quality of these programs can vary. One key challenge is the lack of standardization. Access remains limited in many underserved communities, where trauma is prevalent and these tools could have the most impact.
The framework aims to encourage useful conversations and reflection within teams and with key partners, to strengthen the understanding of relational practice across Midlothian. Each pillar has its own set of challenge questions to guide discussion and link to 'prompts from practice’ which were identified in collaboration with Education practitioners, children and young people. Midlothian have developed a framework for reflection for individuals and teams, through a series of engagement activities, with key stakeholders across the Education Directorate. However, it should be noted that comprehensive approaches to evaluation should be built into the strategy guiding the practice from the beginning. The challenges of evaluating HWB practice to demonstrate impact is currently an area being experienced by LAs and, therefore, there is a lack of evidence which can be presented at this time.
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- At Education Support, our mission is to improve the mental health and wellbeing of everyone working in education.
- It is, therefore, important to consider the bigger picture to ensure inclusivity in the offers developed so that all staff, teaching and non-teaching, can benefit and have access to appropriate support.
- Conversely, staff with positive COVID-19 tests, recent blood sugar checks, and perceived mental health as good to excellent were less likely to report burnout.
Expand beyond self-reported qualitative data to look at operational and other quantitative data to understand the level of well-being maturity (figure 3) and make informed investments. Organizations could have the potential to improve the lives of workers and create environments that sustainably support humans. Where, how, and when people work may have changed and could continue to evolve in the future, potentially removing traditional boundaries between work and other life activities. The recent trends of “quiet quitting” and the Great Resignation may have surfaced the issue of workplace wellness like never before.
Empowering School Leaders: Employee Wellbeing for Resilience and Growth
Respondents in our survey reported that being consistently overburdened, having little room for career growth, and doing boring, monotonous, and/or meaningless work are the most detrimental aspects of work design to their well-being. Workers may be spending countless hours a day on work they feel does not add value or has little meaning, and this can negatively impact well-being. In fact, a manager’s emotional intelligence and empathy were ranked in the survey as the most critical elements in fostering stronger ways of working in a hybrid environment. Emotional intelligence and empathy have also become increasingly important as many workplaces transitioned to a hybrid environment during the pandemic. The difference was even stronger when we asked workers if they valued leaders Tackling teacher wellness in schools who regularly acknowledge and recognize workers for doing a good job (up to 27% for those over age 50 and over, versus 15% for those under 25).
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SEL and mindfulness didn’t just change how they reacted to stress—it transformed their entire outlook. The integration of SEL and mindfulness in education represents a powerful tool for positive change, one that has the potential to shape a brighter future for generations to come. As we move forward, it is crucial to invest in research, teacher training, and curriculum development to enhance the effectiveness and reach of SEL and mindfulness programs. When leaders prioritize their own emotional well-being, it trickles down, creating a more compassionate and supportive environment for everyone. This was transformative for both students and staff.
Renfrewshire has used workforce data, through their counselling service, as a method of identifying factors affecting a key group of staff and then used that information to inform their PL. Within the education sector, considering the key features of the National Model of PL could support those wishing to develop effective responses, particularly the sections relating to leadership of PL and collaborative approaches. The data gathered shows that LAs are working to develop PL that both directly and indirectly supports the wellbeing of their workforce. There has been a positive shift in the workplace culture, with employees feeling more comfortable discussing mental health concerns openly which is allowing intervention to be accessed early and the potential to support recovery with targeted resources. Therefore, there may be greater opportunities to develop well informed strategic approaches for education staff in response to service specific data collected. However, as identified by the current academic literature and organisations such the HSE, the process of employee consultation will only have a positive impact on the culture of the workplace when the feedback is shown to be valued and acted upon through approaches that are visible to staff.