Students thrive when teachers feel supported, engaged, and prepared to lead. This critical connection between student outcomes and educator wellness has gained widespread attention recently. According to a recent EdWeek article, 52% of surveyed districts identified professional development focused on mental well-being as a priority need. 1
However, many schools face challenges in addressing educator wellness within their existing frameworks. Adding another initiative to packed schedules can seem daunting. That said, simple, high-impact solutions with measurable results are available.
The Importance of Daily Practice
Teachers can significantly enhance their well-being when they integrate supportive practices that build resilience and life skills into their daily routines. Data from the CDC 2 highlights the benefits of professional development programs that incorporate such practices, which have been linked to:
- Reduced stress
- Lower levels of anxiety
- Improved overall well-being
According to the same CDC data, following resiliency-focused training, educators often report a range of positive outcomes:
- High school teachers and staff experience reduced stress and improved coping strategies.
- Educators, including those working with students with special needs, report less anxiety and fewer depressive symptoms.
A Comprehensive Approach to Professional Development Is Key
Educators play a pivotal role in shaping student success, but the demands of classroom management and evolving student needs go beyond academic instruction. The CDC notes that “poor teacher well-being and mental health is associated with lower-quality learning environments and poorer academic achievement among students.”3
Investing in wellness-focused professional learning creates a supportive environment for teachers, which in turn elevates their performance. This positive impact extends to students, who benefit from motivated, engaged educators. Research shows that:
- Students who feel supported by teachers, parents, and peers exhibit higher levels of academic motivation.4
- Higher motivation leads to greater engagement5, 6, which drives positive outcomes7-9.
Tailored PD Solutions Address Each School’s Unique Needs
Every school has its own distinct challenges and goals, but all share a common objective: improving student outcomes. Providing practical, easy-to-implement professional development that promotes educator wellness is essential in achieving that objective.
By equipping teachers with the tools they need to manage stress, build resilience, and foster positive relationships, schools can create an environment where both educators and students thrive. Investing in these strategies doesn’t just support teachers—it drives lasting, meaningful change in student success.
Sources:
2 https://www.cdc.gov/healthyyouth/mental-health-action-guide/pdf/DASH_MH_Action_Guide_508.pdf
3 https://www.cdc.gov/healthyyouth/mental-health-action-guide/pdf/DASH_MH_Action_Guide_508.pdf
4 Tezci E, Sezer F, Gurgan U, Aktan S. A study on social support and motivation. Anthropologist. 2015;22:284–92. Doi: 10.1080/09720073.2015.11891879.
5 Raufelder D, Scherber S, Wood MA. The interplay between adolescents’ perceptions of teacher-student relationships and their academic self-regulation: does liking a specific teacher matter? Psychol Sch. 2016;53:736–50. Doi: 10.1002/pits.21937.
6 Sikora RM. Teachers’ social support, somatic complaints and academic motivation in children and early adolescents. Scand J Psychol. 2019 doi: 10.1111/sjop.12509.
7 Huang CQ, Tu YX, He T, Han ZM, Wu XM. Longitudinal exploration of online learning burnout: the role of social support and cognitive engagement. Eur J Psychol Educ. 2023;38(2). 10.1007/s10212-023-00693-6
8 Chan S, Maneewan S, Koul R. Teacher educators’ teaching styles: relation with learning motivation and academic engagement in pre-service teachers. Teach High Educ. 2021;1–22. 10.1080/13562517.2021.1947226.
9 Daumiller M, Rinas R, Olden D, Dresel M. Academics’ motivations in professional training courses: effects on learning engagement and learning gains. Int J Acad Dev. 2020;1–17. 10.1080/1360144x.2020.1768396.
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