Love as the lifeblood of being-well: a call for care for teachers in England’s schools

Culshaw, Suzanne

doi:10.1080/02643944.2021.1938647

Cited by 16 publications

(5 citation statements)

References 30 publications

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“…Increasingly, however, this 'individualised' approach to the 'teaching' of wellbeing is being challenged, with wellbeing being understood at the relational and cultural level, between community members, as a 'web of care' (Noddings, 2013, p. xiii). Like ours, such research emphasises the relational nature of teachers' and students' experiences of wellbeing at school (Billington et al, 2022;Culshaw & Kurian, 2021;Graham et al, 2016). Noddings (2010Noddings ( , 2012Noddings ( , 2013 outlines how pedagogies of care in teaching can cultivate wellbeing, as the healthy growth of whole persons (Hordern, 2021).…”

Section: Locating Wellbeing In Te Aching Pr Acticementioning

confidence: 83%

“…Noddings (2010, 2012, 2013) outlines how pedagogies of care in teaching can cultivate wellbeing, as the healthy growth of whole persons (Hordern, 2021). In addition to Noddings, Culshaw and Kurian (2021) emphasise the present orientation and critical professional judgement required of teachers in order to cater for the real needs of students as opposed to their ‘presumed needs’, termed ‘virtue caring’. In Noddings' (2012) account of care in teaching practice there are clear stages which can be honed and practised by the teacher: (1) a need is expressed by the cared for; (2) it is observed by the care giver/teacher; (3) the need is acknowledged; (4) a response is selected by the care giver/teacher, including (based on professional judgement) the possibility of not being able to fulfil this need immediately, but with an acknowledgement and an explanation to the cared for; and (5) the cared for acknowledges the receipt of care or explanation.…”

Section: What Is ‘Teaching’ For? Care and Competencementioning

confidence: 99%

“…In order to understand how wellbeing may be facilitated and/or impeded by teaching practice, it is valuable to inquire into the conceptual and emotional conflicts that teachers encounter. Culshaw and Kurian (2021) examine the context of teachers' struggle with role conflict, whilst Ball et al (2012) look at this issue through the lens of policy implementation in secondary schools. Both highlight the tendency for teachers to feel isolated and how they must conceal any difficulties or internal conflict relating to classroom management, in order to present an image of success and strength.…”

Section: Introductionmentioning

confidence: 99%

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‘Doing well’ and ‘being well’—secondary school teachers’ perspectives

Wilson

Sellman

Joseph

2023

British Educational Res J

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The mental health and wellbeing of young people is increasingly a concern in schools. This study explores how English secondary school teachers perceive and engage with the concept of wellbeing. By asking teachers to reflect on their practice, we can draw out their relational experience and knowledge about wellbeing in the classroom. Twenty teachers were interviewed about their practice in the context of the Covid‐19 pandemic and during the academic year 2020–21. Reflexive thematic analysis reveals the challenges experienced by teachers. Specifically, we find a perceived role conflict for teachers between giving care and purveying knowledge. We draw on recent policy research and the work of Nel Noddings to account for this conflict in terms of conceptualisations of teaching practice and purpose. We illustrate how an emphasis within schools on ‘doing well’ academically undermines and marginalises a more holistic sense of ‘being well’, which contributes to a set of strains on teachers personally, professionally and relationally in terms of their interactions with students and colleagues. We propose that ‘doing well’ arises out of ‘being well’, rather than the converse, and should hence be an educational policy priority. Finally, we offer implications for how wellbeing may be woven into school culture.

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Section: Locating Wellbeing In Te Aching Pr Acticementioning

confidence: 83%

Section: What Is ‘Teaching’ For? Care and Competencementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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‘Doing well’ and ‘being well’—secondary school teachers’ perspectives

Wilson

Sellman

Joseph

2023

British Educational Res J

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“…Our teachers demonstrated all three types of caring. Emotionally, they put their students at the centre, feeling compelled to care (Walker & Gleaves, 2016) or as Culshaw and Kurian (2021) suggest, moved from "the 'duty of care' to a 'duty to care'" (p.1). Teachers worried about students' and their families' situations and wellbeing, and tried to ensure that families would receive basic supplies to help them survive lockdown.…”

Section: Discussionmentioning

confidence: 99%

‘Maslow before Bloom’: Implementing a caring pedagogy during Covid-19

Mutch¹

2021

teacherswork

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The speed at which the novel coronavirus, known as Covid-19, spread around the world in early 2020, has been well-documented. Countries closed their borders, cities and regions went into lockdown, schools and businesses closed and hospital geared up for an influx of patients (Cameron, 2020; OECD, 2021; UNESCO, 2020). On March 25, New Zealand went into Level 4 lockdown, the most restrictive of the government’s alert level system. The school holidays, due to start on April 9, were brought forward two weeks to give the Ministry of Education and schools a chance to prepare for school-led home learning. A survey of schools highlighted that only half the schools in the country felt they could deliver learning fully online, with lack of devices and limited Internet connectivity being the major problems (New Zealand Government, 2020). Most schools moved into home learning on April 15 and continued until after May 18, when the country moved down to Level 2. On return, schools needed to alter their approaches to comply with social distancing and hygiene requirements until the country returned to Level 1 in June. In August 2020, Auckland schools closed again and yet again several times in 2021 (Author, 2020; Cameron, 2020; Education Review Office [ERO], 2021; Henrickson, 2020; Ministry of Education, 2020). The arrival of the Delta variant in Auckland communities, in late August 2021, led to further regional lockdowns, some of which are still in place at the time of writing. This article draws on in-depth qualitative interviews with 20 teachers in either late 2020 or mid-2021, as part of a larger study of New Zealand schools’ responses to Covid-19. The article begins with a short synthesis of research literature on teachers’ responses to lockdowns overseas and in New Zealand. The methodology for our study is briefly outlined before describing the ‘caring pedagogy’ theoretical framework that underpins the approach to this article. The findings are presented in a semi-chronological order, from teachers’ preparation, to implementation, to returning to school. The findings are interspersed with ‘found poems’ created from verbatim transcripts to highlight teachers’ voices. The discussion section revisits the concepts in the article’s title, that is, ‘Maslow before Bloom.’ The overall purpose of our article is to portray the tension between teachers’ willingness to adopt a caring pedagogy and the toll that it took on them, personally and professionally.

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“…Teachers’ sense of well-being as interconnected individuals in a complex education system should be recognized because teacher well-being influences teaching quality. 5–7 …”

Section: Introductionmentioning

confidence: 99%

Revamping Teacher Training for Challenging Times: Teachers’ Well-Being, Resilience, Emotional Intelligence, and Innovative Methodologies as Key Teaching Competencies

Pozo-Rico

Poveda

Gutiérrez-Fresneda

et al. 2023

PRBM

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This study aimed to design, implement, and evaluate a teacher training program to improve the quality and innovation of teaching practice. The program was designed to protect teachers' mental health and well-being, and increase their resilience and emotional competence while introducing innovative educational methodologies. Participants and Methods: An experimental design using a control group and pre-/post-test empirical data was adopted to determine the effects of the 14-week teacher training program. The sample comprised 141 teachers with mean teaching experience of 13.1 years (SD = 6.84, 54.6% women). Results: The program had a positive impact on teacher well-being, resilience, emotional competence, and self-efficacy, linked to the innovative and effective teacher methodologies included in the training. Conclusion: More research is needed to expand on the findings and optimize teacher training implementation. The training provided in this study is evidence of the commitment to overcoming current educational framework challenges. The training contributes to teacher empowerment and provides knowledge, strategies, and resources for greater innovation and quality in the classroom -key to creating educational synergies for the emergence of stronger teachers in the face of adversity. We discuss future research directions for a better understanding of teacher training in the 21st century.

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Love as the lifeblood of being-well: a call for care for teachers in England’s schools

Cited by 16 publications

References 30 publications

‘Doing well’ and ‘being well’—secondary school teachers’ perspectives

‘Doing well’ and ‘being well’—secondary school teachers’ perspectives

‘Maslow before Bloom’: Implementing a caring pedagogy during Covid-19

Revamping Teacher Training for Challenging Times: Teachers’ Well-Being, Resilience, Emotional Intelligence, and Innovative Methodologies as Key Teaching Competencies

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