From struggling to flourishing and thriving: Optimizing educator wellbeing within the Australian education context

Hine, Rochelle; Patrick, Pamela; Berger, Emily; Diamond, Zane M.; Hammer, Marie; Morris, Zoë; Fathers, Chantel; Reupert, Andrea

doi:10.1016/j.tate.2022.103727

Cited by 17 publications

(9 citation statements)

References 35 publications

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“…Although our sample involved a range of classroom teachers, head teachers, psychologists, and Department of Education employees, we found a high level of consensus within the data indicating a need to target and improve teacher mental health and wellbeing. These findings are broadly consistent with findings in the field (Billet et al, 2022;Carroll et al, 2022), and notably, a recent qualitative study which reported widespread feelings of burnout, exhaustion, and stress as a result of workplace demands (Hine et al, 2022).…”

Section: Discussionsupporting

confidence: 90%

“…It is possible that different approaches might be more appropriate for teachers at different career stages. Interestingly, while there was a high level of consensus in the experience of poor teacher mental health and wellbeing in our study, other studies have found an impact of minority status on experiences of teacher wellbeing (Hine et al, 2022) and we acknowledge the importance of understanding the experiences of teachers from a range of backgrounds.…”

Section: Discussioncontrasting

confidence: 46%

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‘Very little is done other than the odd reminder’…‘look after yourself’: a mixed-methods evaluation of what Australian teachers need and want from a wellbeing program

Beames,

Roberts,

Deady

et al. 2024

Aust. Educ. Res.

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School teachers have demonstrated poor mental health and low levels of wellbeing, globally. Despite the high prevalence of depression, burnout, stress, and anxiety, few programs have been developed in collaboration with teachers that are appropriate for their needs and circumstances. The current mixed-methods study involved consultation with members of the teaching workforce in Australia to understand their preferences for a program to address their mental health and wellbeing. The sample included teachers and other key representatives from the education sector in New South Wales, Australia. There were 47 participants who completed online surveys, with a subset (n = 16) also attending two group workshops (n = 10 in the first workshop, n = 6 in the second workshop). Data were collected between May 2021 and October 2021. Descriptive statistics were calculated to summarise quantitative survey data, and thematic analysis was used to analyse qualitative data. Results from surveys and workshops found that a new approach is needed to address teacher mental health and wellbeing in schools. Participants expressed a preference for a strategy that combined a face-to-face approach with a digital component and focused on three areas: staff relationships, supportive leadership, and practical skill development. The results of this study provide guidance about areas to target to improve teacher mental health and wellbeing.

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Section: Discussionsupporting

confidence: 90%

Section: Discussioncontrasting

confidence: 46%

‘Very little is done other than the odd reminder’…‘look after yourself’: a mixed-methods evaluation of what Australian teachers need and want from a wellbeing program

Beames,

Roberts,

Deady

et al. 2024

Aust. Educ. Res.

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“…Wellbeing and care are discussed in the context of the personal things EC professionals can do to manage their individual wellbeing by ‘caring for’ themselves (e.g., yoga and mindfulness), and institutional wellbeing in which the EC workplace promotes the ‘care receiving’ for educator wellbeing (e.g., mental health days and acknowledging that EC professionals' care needs are different). These reflections on wellbeing in the context of EC wellbeing reflect earlier findings with Australian educators (Hine et al, 2022).…”

Section: Discussionsupporting

confidence: 80%

Promoting care for the wellbeing of early childhood professionals in Australia

Quinones,

Berger,

Barnes

2023

Australasian Journal of Early Childhood

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Early childhood (EC) professionals are valuable educators and teachers, and their work involves being caregivers, yet the effects of the COVID-19 pandemic have highlighted the lack of ‘caring about’ and ‘for’ EC professionals. With the increasing focus on educator wellbeing, this paper explores how eight EC professionals understand the role of care for their wellbeing. Drawing upon a feminist ethics of care, this paper interrogates the role of care in the everyday professional work lives of educators. The findings reveal that while EC professionals understand the importance of self-care, however, their self-care is more likely to be prioritised when it is promoted by leadership (e.g., centre directors, organisational). This study also found that EC professionals need to receive care through recognition by parents, centre leaders and colleagues.

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“…Teachers in remote schools are at risk of negative impacts on their personal and professional wellbeing (Willis and Grainger, 2020;Hine et al, 2022). They are often working with students in communities that are more socio-economically disadvantaged and have higher rates of trauma than metropolitan areas.…”

Section: Discussionmentioning

confidence: 99%

Experienced, trauma-informed teachers working in remote Australia: What is required for their work to be effective?

Brown

L’Estrange

2023

Front. Educ.

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IntroductionIn remote education settings in Australia, experienced teachers who can effectively support students impacted by trauma are essential. Remote communities are unique yet are in many ways vulnerable to trauma as they face higher rates of disadvantage and exposure to traumatic events, including natural disasters and domestic and family violence. This is compounded by a lack of access to effective supports due to the tyranny of distance. Also, First Nations peoples living in remote areas continue to endure the ongoing and traumatic impacts of a violent and disruptive colonization.MethodsThe qualitative research study detailed in this article explored the requirements for the work of experienced, trauma-informed teachers in remote Australia to be effective, adding an important and unique perspective to the research evidence that is not often considered. Seven teachers from remote Australia completed a short, online questionnaire and participated in a focus group interview which was analyzed thematically.ResultsThemes emerging from the focus group data indicated that specific and contextualized preparation and support for teachers is required for them to do their work effectively. For remote Australian settings this means preparing teachers with cultural awareness and relevant trauma-informed training. Further, the wellbeing of these remote educators is often compromised, and addressing systemic factors such as adequate preparation of their colleagues and support to access relevant ongoing professional learning is needed.DiscussionRemote teaching work in Australia is complex, and while the current study is small and exploratory in nature, the findings highlight some of the real-world impacts of these issues at a community and individual teacher level that have not been previously explored.

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From struggling to flourishing and thriving: Optimizing educator wellbeing within the Australian education context

Cited by 17 publications

References 35 publications

‘Very little is done other than the odd reminder’…‘look after yourself’: a mixed-methods evaluation of what Australian teachers need and want from a wellbeing program

‘Very little is done other than the odd reminder’…‘look after yourself’: a mixed-methods evaluation of what Australian teachers need and want from a wellbeing program

Promoting care for the wellbeing of early childhood professionals in Australia

Experienced, trauma-informed teachers working in remote Australia: What is required for their work to be effective?

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