In a “giving” profession, it is easy to forget to take care of ourselves. It is easy to lose ourselves in the long hours. We spend evenings and weekends differentiating and writing extensive feedback. We want children to know that they can do what they initially may have thought was impossible. Thus, we coach. We want to collaborate with colleagues so we can provide a cohesive, real-world curriculum. Subsequently, we plan lunch or after-school meetings to squeeze in the time. We want children to feel happy in our classrooms. Therefore, we set aside our own emotions and experiences in order to focus on those of the students. Teaching can easily become a self-sacrificing career. However, teachers need to prioritize their health and wellness so that they can provide children with the “village.”
Spending time and resources to ensure that teachers are healthy is an important investment. While devotion to wellness is advantageous for individual teachers, it is also valuable for schools. Teachers deliver the school’s curriculum; they are the face of the school and the liaison between the students and knowledge. If a teacher is exhausted, feels isolated, or is not well, it not only affects that person, it consequently affects every student, teacher efficiency, school morale, and turnover. At St. John’s Episcopal School (SJES) in Dallas, Texas, a group of faculty and staff recognized the need to support its teachers, providing a piece of that “village.” Thus, the SJES Wellness Committee was born.
Goals, Support, and Planning
The SJES Wellness Committee comprises lower and middle school teachers, counselor, nurse, and events coordinator. The committee spent time over the last two summers identifying committee goals, researching existing programs, and developing curriculum based on the eight dimensions of wellness,1 identified by the Substance Abuse and Mental Health Services Administration (SAMHSA), an agency within the U.S. Department of Health and Human Services. The committee goals are as follows:- To provide SJES with programming to help faculty and staff establish social, emotional, spiritual, environmental, occupational, intellectual, physical, and financial wellness
- To advocate and research SJES wellness by conducting surveys and developing programs based on faculty input
The Eight Dimensions of Wellness
We often think of wellness as a physical state. We are well if our cholesterol is normal, we exercise, we get some fruits and veggies a few times a day, and so on. However, being well is much more. Being well encompasses eight dimensions, according to SAMHSA — physical, social, emotional, environmental, occupational, intellectual, spiritual, and financial.2
Physical. To be physically well, we recognize the need for physical activity, healthy food, and sleep. This is a frequent focus in our programming because efforts in this area are often quantifiable and materials are easily purchased or provided. Participants generally like to check off and track accomplishments, and this dimension lends itself to that.
Social. Social well-being comes from the feeling of being a valued member of our community. We feel connected to others and safe knowing that there are people who support our endeavors and us. Teaching can be an isolating career. Even though we spend our days surrounded by people, they are usually not our peers. Unless we consciously seek out workroom conversations or set up collaborative meetings, we are often on our own. Our social programming has revolved around shared experiences.
Emotional. Emotional well-being is the state in which one can effectively cope with life’s difficulties. This dimension can be particularly challenging for teachers who set aside their emotions during the day and do their work, despite what might be happening in their personal lives or work challenges. It is important that teachers feel supported by administration, colleagues, and parents for this to be sustainable. Emotional well-being is a difficult dimension to plan for but one that repeatedly comes up in surveys and discussions as needing improvement.
Environmental. People who are well environmentally are in pleasant and motivating environments. The energy is positive, and morale is high. We have catered to this dimension inadvertently through hosting events with food gatherings and monthly challenges.
Occupational. Occupational wellness consists of being satisfied and fulfilled in work. This dimension is difficult for us to focus on because each job is very different. However, through the physical, environmental, spiritual, social, and emotional dimensions, we can increase some aspects of fulfillment in our work.
Intellectual. Feeling intellectually prepared, fulfilled, and encouraged is an important aspect of one’s wellness and career satisfaction. Intellectually well environments recognize creative and mental abilities and find ways to improve knowledge and skills among employees. We provide information about aspects of wellness through infographics, articles, and speakers so that our faculty and staff can grow their knowledge and skills in the area of wellness.
Spiritual. Spiritual well-being includes feeling a sense of purpose or meaning. Because we are an Episcopal school that holds chapel each day for the students and teachers, we did not feel that we needed to focus on the spiritual aspect at this time.
Financial. Being satisfied with one’s personal current and future financial situations is vital to teacher longevity. It is important that all teachers, but especially young teachers just getting started, have the knowledge to make financial decisions to prepare themselves for life. We have not yet focused on this dimension.
Programming
Keeping the eight dimensions of wellness in mind, we have developed programs that help participants increase their knowledge about how to care for themselves, establish healthy routines and boundaries, and plan for their future. Here are some examples of our efforts:
- Providing a salad bar lunch or bowls of fruits, hosting potluck meals, bringing in taco or burger trucks, offering popsicles or ice cream sandwiches
- Team challenges where collaboration or friendly competition are encouraged:
- Individual step challenges to increase daily steps or team step challenges, such as Walk Across Texas (922 miles)
- Hydration challenges during which we provide fruit-infused water
- Sleep or “love yourself” challenges to encourage daily, healthy habits such as not answering email in the evenings or turning off devices an hour before bed
- Giving faculty a chance to voice or write down what they appreciate about others; arranging holiday-themed gift exchanges
- Pop-up challenges, like walking a set distance in the school’s neighborhood on a certain day or walking up a certain number of stair flights
- Team sign-up for a Turkey Trot
- Morning meditation challenges
- Healthy cooking lessons, group exercise lessons and discounted gym opportunities, and bone health guest speakers
- Free hearing and vision tests
- Blood pressure education and testing
- Depression screenings
- Wellness-related books, TED Talks, and article suggestions
We often encourage involvement with completion prizes. These have included $5 gift cards, exercise bands, fun straws and reusable ice cubes, T-shirts and jackets, coloring books, cups and school-related knickknacks, and chair massages. Participation for these programs has varied from 5 to 90 percent; however, most programs have about a 50 to 60 percent participation rate.
Surveys and Next Steps
We conducted a survey at the beginning of our programming efforts and then again a year and a half into the program. The Wellness Committee has received support from faculty and staff. Participants appreciate that fellow co-workers have an interest in their health and work-life balance. Those who partake in the programming enjoy the varied challenges and the opportunity to reflect on how they are living their lives. They have expressed an interest in additional programming, which has the potential to serve as the committee’s next steps. While some of these suggestions are ones the committee cannot directly influence, it can continue to advocate on their behalf for the following:
- Additional social events and recreational sports leagues
- Faculty service projects
- Challenges and programming for the older population at school
- Increased opportunities for mentorship and professional development
- Occupational safety, such as ergonomics and parking conditions
- Financial education
- Flexible use of personal and sick days
As you reflect on your own school and the well-being of your faculty and staff, consider being a part of their “village.” While the needs at your school may be different from those at SJES, have that crucial discussion to encourage a healthier environment. What do your faculty and staff need to be healthy, well, and prepared for their job? How can you encourage positive relationships and morale? What do they need to feel supported in their careers? What tools and practices should they adopt to have a productive life at school and a balanced existence at home? Once you learn about your school’s needs, invest in your educators. They are the face of your product.