What a world we live in. Last week, this educator for twenty-two years (ten in the classroom, five as an assistant principal, and seven as a principal) sat in interviews to find the next principal at the junior high in our school district. It was amazing (not unwarranted) how much of the conversation was focused on middle school students’ social and emotional learning. This topic would have come up before the pandemic, but since the COVID-19 pandemic, it has been an issue that deserves more and more attention.
This is just an example of how the mental health and condition of everyone in the school building has moved to a much higher priority than four or five years ago. Since the pandemic, the schools and districts I have had the privilege to work with each year have done mental health training to spot signs of mental trauma in students.
The emphasis has been on behavior changes, withdrawing from others, major mood swings, and changes in friends. This list is strikingly similar to the same warning signals we look for in the most important factor in a classroom: the teacher!
Our teachers are also victims of trauma and mental health concerns. The heartfelt work of teaching students every day (student numbers of low 20s in elementary and over 100 a day in secondary) and managing their mental health, education needs, parent’s educational and parental needs, and other classroom challenges can take its toll.
Since the pandemic, teachers in the classroom have seen an uptick in needing to help students reach their grade level performance, the needs of parents from the teachers, the need to monitor student’s mental health, and, oh, by the way…just teach!
Thus, as we walk the halls and listen to talk in the lounge, what are the signs that our colleagues are being hampered by trauma of their own?
Signs and Symptoms
The following list is not groundbreaking, but rather very common-sense answers from research and from a group of principals and counselors this author consistently discusses issues with.
Withdrawing From Others
Much like students who talk a lot to others then all of the sudden does not, the same applies to the teacher in the department that always contributes, but all the sudden says nothing in PLCs and professional developments. There is usually a reason, beyond attention seeking, why someone withdraws. The main reason for withdrawal is a sense of helplessness.
Major Shifts in Moods
Much like the student is happy all the time but for a week or so is not, the same applies to the teacher or educator who is consistently positive and steady but is suddenly overly aggressive, easily gives up, or raises their voice more often. These actions usually are associated with a high degree of stress and uncertainty in how to deal with it.
Fatigue and Forgetfulness
Most educators hit a certain point in the school year around April and May where weariness and fatigue will lead to some forgetfulness. This becomes a warning sign for that teacher who never forgets to turn papers back to students, never forgets a meeting, never takes a day off and then takes two or three days in a row or forgets for the second time to turn grades in on time. There is a point when just taking a day or two off is not enough, which is a call for help.
The combination of all or part of the above leads to occupational burnout, where colleagues may feel that their work does not matter, they don’t see how they are moving the needle, and they feel like they are on the same treadmill every day, fighting the same problems.
Coping Mechanisms and Support
Sadly, this author wishes there was a breakthrough answer to how to cope and how to support teachers more. As this battle becomes increasingly prevalent, I am confident that more proven answers will emerge.
Develop a Culture Where Staff Can Talk
One of the first answers that came up to combat this growing battle is making sure teachers have a place to talk. Districts and school leaders are responsible for developing cultures where open doors policies are truly open doors. Where teachers feel like their support staff will truly listen to them and the problems. With this feeling of support emotionally and educationally, teachers will feel more detached and isolated, leading to more trauma issues. Whether mental health counselors or just someone else to talk to, this is a must.
A runner-up in the category was the question, does everyone on campus have their ‘person’? The point from a counselor was whether everyone on the campus has a person who is their friend or point person they can talk to. Having a friend on campus can be a huge outlet not only for a young teacher, but for all teachers.
Have a Plan for a Teacher Needing Help
Much like each school should (and better) have a plan for when a student comes in with a mental health issue of who they will call (officer or mental health program), the same thing needs to be in place for a teacher. At the beginning of this year, due to trauma outside the school, we had a teacher come to us with some major mental health issues and we all felt grossly unprepared; we don’t anymore. The same programs available to our students also work with our staff. We have these options ready now when needed.
What Does the Campus Do for “Fun”
A consensus that developed was a “responsibility” on the campus, similar to the first answer to cope, to have some stress-free events. This ranges from team-building activities to potlucks, popcorn Fridays, jean days, etc. The idea is what the campus is doing to let off some steam and tension. It is amazing how a free lunch and a day in jeans can make a colleague more comfortable coming to work. One counselor used the analogy of letting the steam out of the instant pot before you eat the meal.
Research proves repeatedly that our teachers are the most impactful factor in student success in the classroom. In addition to providing educational and disciplinary support to our teachers, the need to provide mental health support to our teachers so they can be the best they can be for our students grows every day.
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