Well At Work - The Podcast

Is violent behaviour in our schools being normalized and even hidden. Have we thought deeply enough about what is at the root of the problem of escalating violence against teachers and school staff. Chris Bruckert is a Professor of criminology at the University of Ottawa. Darcy Santor is Professor of Psychology, Practicing Clinical Psychologist, also at the University of Ottawa.In the second of this two part series, we continue our conversation about these questions in the context of their report, The Escalating Crisis of Violence Against Elementary School Educators in Ontario. For a full copy of the report, visit: https://educatorviolence.net/

Is violent behaviour in our schools being normalized and even hidden. Have we thought deeply enough about what is at the root of the problem of escalating violence against teachers and school staff. Chris Bruckert is a Professor of criminology at the University of Ottawa. Darcy Santor is Professor of Psychology, Practicing Clinical Psychologist, also at the University of Ottawa.In the first of this two part series, we talk about these questions in the context of their report, The Escalating Crisis of Violence Against Elementary School Educators in Ontario. For a full copy of the report, visit: https://educatorviolence.net/

Sometimes workplace wellness can be nurtured while busy doing other things. That was the case for Dayna Landry and her colleagues at Aurora Elementary School in Alberta's Wild Rose School Division. Learn how their dedication to obtaining a Healthy Schools certification actually led to increased cohesion and a sense of resilience.

For Dr. Tina Boogren, self-care is not a program or even a set of practices. It's about a disposition—a way of looking at the world. It's about hanging on to your "why" and letting that guide you along the way. Follow Tina Boogren on Twitter: @THBoogren

Building a genuinely accepting and inclusive school culture is a shared responsibility. In part two of this two-part episode, Dr. André P. Grace discusses the importance of taking an SGM-inclusive approach to education and how school leaders, staff, and parents all have an important role to play in supporting and learning from the experiences of SGM students.

In part one of this two-part episode, Dr. André P. Grace discusses the work that remains to be done in providing teachers with the knowledge and resources to address SGM- inclusion and accommodation in schools. Equally important to consider is how schools support staff who identify as LGBTQ2+. But where do we begin?

Effective school leaders are key to creating healthy schools. Yet, work intensification continues to threaten principal recruitment and retention – and ultimately staff and student performance.In this episode, Dr. Fei Wang shares key findings from recent studies conducted in Ontario and British Columbia on how the role of school leaders is changing and the consequences for principal and vice-principal well-being, both professionally and personally.

Think about some of the best schools you’ve ever worked at. What made these workplaces stand out? In this episode, Dr. Ilene Winokur discusses the power of belonging in the workplace and the positive impacts it can have on K-12 staff well-being.

School is a learning environment for students – but it’s also a workplace for adults where far too many K-12 staff are experiencing unprecedented levels of stress and burnout. In this episode, educator and union leader Grant Frost discusses the important role of school leaders and districts in establishing healthy working conditions.

In part two of this episode, Elizabeth Tingle discusses ways we can begin creating a more positive narrative around teacher well-being and how doing so can transform school culture.

When we talk about teacher well-being, we often talk about stress and burnout. But what if we were to flip the script so that we talk not only about the challenges of the teaching profession, but also the rewarding aspects?In part one of this two-part episode, Elizabeth Tingle discusses the need to reframe the narrative of teacher well-being so that we’re not neglecting the positive aspects of the profession that, if reflected on more often, could enhance personal well-being.

Historically, student well-being has been the primary focus within K-12 education. However, there’s growing evidence that an approach is required that supports the well-being of both students and staff. In this episode, Dr. Shelly Russell-Mayhew discusses one such approach – called Comprehensive School Health.

Schools aren’t immune to public discourses about weight loss and body image. In this episode, Dr. Shelly Russell-Mayhew debunks common practices part of “weight-loss culture” and discusses the need for shifting the narrative to one that focuses on wellness rather than illness within the school community.

The pandemic has left many questions around what learning could and should look like as schools reopen.In this episode, Jody Nolf discusses what she’s calling “ANCHOR learning.” ANCHOR could be vital to creating a safe and structured environment for children and their families as they return in the new school year.

When we experience a stressful situation, it can launch us into a spiral of negative thoughts and reactions, impacting our overall well-being. How then do we address this and focus on turning a problem into a solution? According to Dr. Lisa Lucas, the answer is simple, yet so powerful – reframing.

Tamara Lechner, Director of the Center for Positive Education, discusses the benefits of positive psychology in the work of K-12 school leaders and staff. Find out how incorporating the tenets of positive psychology into school team practices can lead to more meaningful conversations, team bonding, and a shared vision that will heighten everyone’s sense of well-being in the K-12 workplace.

Amid the COVID-19 pandemic, we are seeing a rise in a little understood phenomenon among K-12 educators called “demoralization.”

COVID-19 has brought educators and their families together in the same space almost all day, every day. Homes are now living spaces, working spaces, and learning spaces, where educators are constantly switching between different tasks and wearing multiple hats. Dr. Jennifer Forristal, a school wellness specialist, discusses some of the challenges educators are currently facing and shares important strategies that they can use to look after their well-being as they work from home.

Stress and burnout led Patrice Palmer to leave the teaching profession after a 20 year-long career. Although she had attempted to return to part-time teaching, Patrice never regained her passion.Why does teacher self-sacrifice appear to be the norm rather than the exception? In this episode, Patrice Palmer explains why it’s critical to avoid burning out in the first place and to find ways to practice self-care amid the demands of the teaching profession.

Heather Ross shares what it’s like to open up to your colleagues about your personal struggles with mental health.

In this episode, Ora Goldin shares the power of group drumming circles and how rhythm can teach both educators and students about well-being, mindfulness, and accepting ourselves right here, right now.

For the first ten years of her career, Laura De Simone was one of the most motivated and inspired teachers who simply wanted to change kids’ lives. Somewhere along the way, though, she started to feel tired and reached a point of resentment from working long hours and neglecting other parts of her life beyond work. Ultimately, ongoing stress led to job dissatisfaction and burnout, which pushed her to make a drastic change in her life.

What happens when the dynamics of working with a colleague in the classroom aren’t all what you expected it to be?In this episode, Christine Hanna and Laura De Simone talk about having to navigate each other’s different teaching styles and trying to find where they both fit in their co-teaching partnership — which in the beginning wasn’t always easy. The turning point? Having a conversation.

What processes could help a school figure out what’s standing in the way of a healthy working environment? What if we simply don’t know what the problem is? The Action-Driven Change Framework can be helpful in identifying solutions that meet your school’s needs. As a school community, ask yourself: What’s the story?What’s the problem? What’s the plan? What’s next?Let’s be clear – no long-term solutions to improve workplace well-being are ever one-size-fits-all.

How is racism a workplace wellness issue? Most workplace wellness programs are focused on the individual - helping people deal with stress, workload, and enhancing their communication skills. Often, the solution is to provide tools such as webinars, programs, and employee benefits. While these programs and tools are all great, they often ignore how organizations can actually be environments that increase stress and mental health issues among racialized peoples. The onus is often put on the individual to tend to their own-well-being while rarely acknowledging how racism can impact employee mental health and wellness.

Alexandra Fortier discute de l’importance d’exercer au quotidien des stratégies de bien-être pour bâtir notre résilience. Elle dit que de prendre une approche systémique (familles + institutions + gouvernement) afin de mettre en place des mesures de prévention est la clé pour une santé mentale positive autant chez les élèves que chez le personnel scolaire.De plus, Alexandra explique que pour être un leader transformationnel, il est nécessaire d’avoir développé des relations saines et solides avec les membres de son équipe, ainsi qu’une vision éducative qui fait le pont entre la recherche (savoir) et la pratique.

What are the earliest signs of burnout? What are the daily practices of educators who have positive mental health and are able to handle stress well? How would you support a teacher’s happiness at school, and how important do you think happiness is to a teacher’s overall well-being?In this episode, Dr. Sabre Cherkowski discusses what it means to “flourish” at work, and answers some common questions about K-12 workplace well-being.

What are the earliest signs of burnout? What are the daily practices of educators who have positive mental health and are able to handle stress well? How would you support a teacher’s happiness at school, and how important do you think happiness is to a teacher’s overall well-being?In this episode, Dr. Sabre Cherkowski discusses what it means to “flourish” at work, and answers some common questions about K-12 workplace well-being.

One of the best predictors of teachers leaving their school and the profession altogether is the quality of their principal. A high quality principal has the ability to develop strong relationships with teachers, to be a good listener, and to set goals for the school to be a healthy, caring, and supportive environment. Unfortunately, most principals don’t have training in this area, while the focus of their training remains on test scores, accountability, and instructional leadership – rather than on how to be the social emotional leader of their school.

While there are strategies that can help them become more resilient and better manage job stress – like yoga programs, nutrition lessons, and initiatives that encourage physical activity – these strategies often don’t target the root causes of stress. If teachers are experiencing very high rates of stress that’s impacting student learning and causing them to leave the profession, then we need to shift our focus to organizational approaches – changing whole school cultures, redesigning jobs to reduce workload, and engaging teachers in a participatory environment. Our education systems aren’t designed to care for teachers.

In a previous podcast, we spoke with Kimberly Cooper, a special education resource teacher in Saskatchewan, who lost her voice due to chronic stress. In this episode, we catch-up with Kimberly’s principal, Diana Jemieff, to dive deeper into how she empowers and supports staff in co-creating and taking the lead on school-wide well-being initiatives. In doing so, Diana has created a healthier workplace culture and a sense of shared ownership, based on the foundational belief that investing in staff is the most important investment.

As a teacher, your voice is one of your most powerful tools in the classroom. But what happens if you were to lose it?Kimberly Cooper, a special education resource teacher in Saskatchewan, recounts how losing her voice due to chronic stress set her on a new path towards self-care and creating a healthier work culture.

Dans cet épisode, Robert Laurie, Ph. D., nous explique ce qu’est le Cadre du milieu de travail positif (CMTP), et comment il peut s’appliquer comme ressource dans nos écoles.

À part de sondages habituels qui ne mesurent que le qualitatif, les écoles cherchent à répondre à la question suivante: quel est réellement l'impact de nos efforts déployés sur le bien-être ? Dans cet épisode, Robert Laurie, Ph. D. nous parle d’un instrument qui mesure quantitativement ce qu'il nomme « l’Indice du bonheur à l'école ». Ce qui est excitant, c'est que cet instrument a été prouvé, et est utilisé à ce jour dans plusieurs écoles.

Lors de cet épisode, Monique, Julie et Marie-Ève affirment que croire dans les autres et la capacité du système nous aide à accompagner le personnel scolaire ainsi qu’à répondre aux besoins des élèves ayant des besoins particuliers. De plus, elles réitèrent l’importance d’appuyer le développement du personnel scolaire, car le bien-être des élèves passe par le bien-être des adultes dans l’école.

As educators, we often think that work time and leisure time don’t really mix. We tend not to view spending time in the outdoors as “productive.” In reality, stress levels decrease when we go outside, and an effective break is necessary if you’re looking to conquer that to-do list of yours. So how can we change mindsets where both students and staff are motivated to go outside? There are small ways that we can incorporate the outdoors into our everyday work lives.

Have you checked-in with yourself today? Self-regulation can’t be effectively taught to students unless the adults teaching them how to self-regulate can do it for themselves first. As an educator, it's important to check-in with how you're feeling as you transition into work mode and into your classroom each day. That means identifying any personal stressors you might be experiencing – and knowing how best to cope.

Lors de ce épisode, Lysanne nous parle de sa transition comme opératrice des systèmes de communication chez la Police Provinciale de l’Ontario, à la secrétaire de l’école élémentaire catholique Sainte-Anne. Elle nous explique comment elle contribue à ce que les enfants et le personnel soient bien à l’école.De plus, Lysanne nous partage les stratégies qui lui permettent de maintenir une bonne santé mentale et de prendre soin de son bien-être.

Lors ce cet épisode, Annick, leader du bien-être et de la santé mentale, nous explique pourquoi il est important de fournir aux enfants dès un jeune âge des outils sociaux-émotionnels. Elle nous explique les différences entre les trois paliers d’intervention en bien-être et santé mentale.De plus, Annick nous explique des stratégies à adopter pour nous aider à vivre dans le moment. Elle nous explique que la pleine conscience, c’est un état d’être à tous les moments.

featuring Kristen Brock, Rosetta Doolan, Amanda LaBoucane, Gail Markin, Byron Robbie, Theresa Verdiel & Jackie BrownWhen you’re constantly encountering negative situations in the workplace, your mental health can take a hit. How do we look after each other’s well-being as colleagues in the education system? Collectively, we can get to the root of what’s helping (or hindering) our well-being at work.

featuring Gail Markin, Charlie Naylor & Theresa VerdielThree B.C. school districts held a series of focus groups that asked staff these four questions: “What does well-being mean to you?” “What in your personal life helps or hinders your well-being?” “What in your school or district helps your well-being?” and “What would you like to see done differently?” If you could share this kind of feedback with your colleagues, what would you say?

featuring Cindy Andrew, Tawnie Gaudreau, Byron Robbie & David StrangeIf we want to change the system, then we need to first understand it. The research is clear – staff who have a positive sense of well-being can better support the well-being and success of the students in their classroom. So how can the education system invest in all those who interact with students each and every day?

ft. Gail Markin, Theresa Verdiel, Kristen Brock, Cindy Andrew & Charlie NaylorBeginning the conversation isn’t difficult. To engage staff in conversations about well-being, we need to listen to their stories and lived experiences. We also need to focus on what makes them ‘well,’ what got them into the education profession to begin with, and what they’re most passionate about – including what we can do to make all of that a reality at work.

Featuring Dr. Shirley GirouxBeing both a teacher and a parent means being a full-time caregiver – both at work and at home. With the piled up demands of the workplace and family life, how can teachers better care for themselves? More importantly, how can schools better recognize and support the emotional and care aspects of the teaching profession?

Featuring Lisa BaylisThere’s an enormous amount of pressure that’s put on educators – both from the workplace and from their own inner critic. This comes at a cost as educators are really good at putting others first yet often don’t look after their own well-being. Could self-care, mindfulness, and self-compassion be the answer?

Featuring Dr. Katina PollockWith higher workloads, long hours, and increasing demands, principals' work is intensifying, threatening recruitment, retention, and job performance.

Featuring Gail MarkinEducators strive to foster a sense of belonging among students in their classroom. We know the benefits that strong relationships can have on student development and learning. Why not flip the script? Educators also need to feel a sense of belonging in the workplace.

Featuring Dr. Astrid KendrickThere’s a cone of silence around what you can admit to in the workplace – how you’re feeling, behaving, and how things are genuinely going for you. Sound familiar? There’s actually a term for this – “emotional labour.”

Featuring Dr. Lisa LucasTeacher candidates are prepared to care for students in the classroom, but often they’re less prepared to take care of themselves. Why does educator self-care matter in the workplace?

Featuring Dr. Susan RodgerStress can be good – there’s a healthy level at which we all need to have some stress to respond in appropriate ways. But when the stress gets so big that it overwhelms our ability to cope, then there’s a problem.