Self-care is a hot topic in education, especially for teachers and school staff. Education has turned into a profession that can be exhausting emotionally and even physically. As a result, many teachers are experiencing burnout to such an extent that they are leaving the profession altogether. The concept of burnout is varied and has been defined as a psychological syndrome emerging as a prolonged response to chronic interpersonal stressors on the job. Burnout is so pervasive in education that a survey of teachers found that more than 75% have seriously considered changing careers and 60% plan to change careers within five years. To keep teachers in the profession, school leaders have made the self-care and wellness of teachers and support staff a priority.
Support from school leaders is important and significantly contributes to the satisfaction of teachers and support staff. Administrators can provide support in three main ways. First, by regulating work tasks and responsibilities outside of the classroom so that teachers and support staff can focus on their main jobs. Next, by supporting teachers and support staff in coping with the more challenging aspects of the profession. And finally, by creating a supportive environment for all teachers and staff in the building. These supports help to build resilience in educators and mitigate burnout so that teachers and support staff can continue to show up for their students and remain in the field.
While self-care and support for teachers and support staff has been a focal point in the field in recent years, administrators and other school leaders have often forgotten about their own well-being. However, the reality is that burnout is also extremely common for school leaders, and the stress can be so frequent that it leaves school leaders physically and emotionally depleted to the point where they no longer feel a sense of passion on the job. The impact of the social-emotional demands of work, along with a steady stream of crises, can challenge even the strongest leader’s sense of perspective and lead to emotional exhaustion.
The impact of emotional exhaustion is vast. School leaders who reported greater levels of emotional exhaustion were more likely to experience a range of negative emotions such as anxiety or anger and were less likely to experience various positive emotions such as hope or joy. In addition, emotionally exhausted leaders were less satisfied with their jobs and were more likely to want to quit the profession or retire. Not only does burnout take a toll on a leader’s work, but it also has a negative impact on their mental and physical health. Furthermore, emotionally exhausted school leaders tend to exercise less frequently, miss more days of work due to stress and mental health problems, and experience greater troubles with sleep.
The research is clear. Students need teachers who are healthy and supported, and teachers need leaders who are healthy and supported. Thus, the wellness of school leaders is imperative to a thriving school system. Leaders need to support their staff, but who looks out for them? Unfortunately, the reality is that the individual above school leaders, the superintendent, has the responsibility to look after all the parts of the school district and simply does not have the capacity to properly care for the leaders in the schools. Furthermore, many school leaders work alone or have few peers they can turn to within their district. The onus, then, is for school leaders to be responsible for their own self-care.
It’s a cliche, but true. District leaders must ‘put their own mask on’ before they can help others by taking the initiative and being proactive in addressing their own self-care. The start of the school year is the ideal time to do so. While easier said than done and not a quick fix, the following self-care tips are a great way to begin addressing your own self-care so that you can be your best self and support your district, staff, and students.
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Meditate | Meditation is the practice of clearing your mind utilizing mental and physical techniques. It has been around for thousands of years. Meditation has been proven to decrease anxiety and improve one’s ability to think. Try a quick 5-minute guided meditation video in the morning before work or when you start to feel stressed to help regulate yourself.
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Breathe | Proper breathing can also decrease anxiety. In the morning, I like to use the following breathing technique for added energy. It is pretty simple. You sit up tall and relax your shoulders. Keep your mouth closed and inhale then exhale rapidly through your nose with quick, short breaths. Do it for about 10 seconds and repeat several times. Research has also shown that as few as three deep breaths can help reset your brain during times of stress.
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Sleep | Good sleep is vital to health and to being productive on the job. I try to get eight hours of sleep. Routines are important. Try to get to bed around the same time each night and stay off your phone prior to bedtime.
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Move | Get at least 20 minutes of exercise every day. Your daily exercise routine could be as simple as walking. Even on a busy day, get up and out of your office and walk. As a district administrator, a few of us would take midday walks to the schools to say hello to staff and students. It was a nice break from the computer and meetings, and it energized us for the rest of the day. The key is to get your body moving.
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Practice Gratitude | Journal writing has its ardent believers, and research has shown that focusing on the positive helps improve mental health. Consider keeping a daily gratitude journal where you write down good things that happened to you that day and what you are thankful for. It keeps you in a positive frame of mind.
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Set Boundaries | Limiting the use of technology is a necessity for self-care. Try not to take work home with you. If you need to catch up on emails on the weekend after a busy week, designate a short window of time to do so, such as for two hours on Saturday morning. Then, shut down until work on Monday. Also, consider deleting social media apps from your phone.
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Have Fun | Planned trips with family and friends are wonderful and give you something great to look forward to. Every few months, plan an affordable getaway where you will have fun with loved ones and where you can get away from the grind of work. It will also be helpful to try and plan a fun activity on a weekly basis to increase the things to look forward to.
The well-being of educators – both teachers and school leaders – is essential to maintain a thriving educational environment. As burnout becomes increasingly prevalent in the profession, it is crucial for school leaders to prioritize their own self-care in order to effectively support their staff. By implementing the practical self-care strategies above, leaders can not only rejuvenate themselves but also cultivate a healthier, more resilient school culture. Ultimately, when school leaders take proactive steps to care for their own mental and physical health, they can better fulfill their roles, fostering an atmosphere where both educators and students can flourish.
References
DeMatthews, D., Carrola, P., Reyes, P., & Knight, D. (2021). School Leadership Burnout and Job-Related Stress: Recommendations for District Administrators and Principals. Clearing House, 94(4), 159–167. https://doi.org/10.1080/00098655.2021.1894083
Maas, J., Schoch, S., Scholz, U., Rackow, P., Schüler, J., Wegner, M., & Keller, R. (2022). School Principals’ Social Support and Teachers’ Basic Need Satisfaction: The Mediating Role of Job Demands and Job Resources. Social Psychology of Education: An International Journal, 25(6), 1545–1562. https://doi.org/10.1007/s11218-022-09730-6
Miller, R., Bingham, T., Hughes, C., & Maas, H. (2023). Reframing Self-Care for Teachers. English in Texas, 53(1), 51–52.
Patti, J., Holzer, A., Stern, R. S., Floman, J., & Brackett, M. A. (2018). LEADING WITH EMOTIONAL INTELLIGENCE: Can developing their emotional intelligence help school administrators manage stress and lead more effectively? The New York City district is betting on it. Educational Leadership, 75(9), 46–51.
Ritter, K. (2022). VIEW POINT: Why Self-Care for School Leaders Is More Important Than Ever. Principal Leadership, 22(9), 15–17.
Meet The Author
Anthony A. Mormile
Ed.D.
Special Education Administrative Advisor
Anthony is an experienced administrator and school counselor with a passion for supporting mental health initiatives for both school staff and students. In his role as Administrative and Counseling Advisor, Anthony enjoys collaborating with his BlazerWorks colleagues and helping to guide school staff and districts towards practical solutions. Anthony has 31 years of experience in education. He served as a school counselor, teacher, and vice-principal prior to becoming a director. Anthony also coached boys’ basketball for 20 years, including 13 years as a varsity head coach. Anthony earned his Doctor of Education in Leadership and Administration from Walden University through online studies. He earned his Master of Arts in Counseling and Bachelor of Arts in English and Journalism from The College of New Jersey. He earned his Master of Arts from Rider University in New Jersey.