Impactful Adult SEL = Improved Culture and Climate
Summary
After a COVID related school closure and subsequent exposure on the news, an elementary school’s climate endured a definite hit. To improve morale and re-create a sense of community for teachers and staff, the school leadership team, supported by district level administrative support applied a variety of tactics to address the adult SEL needs of the staff. Utilizing a series of Self-Care Initiative activities that extended throughout the remainder of the semester and continuing to the end of the year, the leadership team was able to see results and improve the culture and climate in the school.
The Self-Care Initiative centers around the six domains of self-care: physical, mental/psychological, social/relational, emotional, spiritual, and workplace/professional self-care. The psychological effects of the COVID school closures have had a traumatic impact on teachers who are in classrooms servicing students daily. Research shows that teachers have suffered from stress that is exhibited through sleep disturbance, depression, and anxiety. The decline or minimal growth in student academic success during the pandemic has contributed to the increased workload. Thus it is imperative for school and district leaders to encourage adult SEL and mindful strategies to improve faculty/staff social and emotional well-being.
Collaboration from district level support to assist administration in addressing the weighted climate due to anxiety, workload, and other job related stress was the catalyst of the Self-Care Initiative. Administration created time for staff to work with a mental health professional to complete personal inventory of self-care practices. They were able to be candid about next steps and needs from administration to make the workplace better. Administration listened and created a plan of action that began immediately. Routine visits and presence created a trusting relationship with teachers. Self-Care Initiative has been consistently mentioned by the principal in weekly emails, announcements, activities, morning check-ins, and professional learning sessions.
Impactful Adult SEL = Improved Culture and Climate
After a COVID related school closure and subsequent exposure on the news, an elementary school’s climate endured a definite hit. To improve morale and re-create a sense of community for teachers and staff, the school leadership team, supported by district level administrative support applied a variety of tactics to address the adult SEL needs of the staff. Utilizing a series of Self-Care Initiative activities that extended throughout the remainder of the semester and continuing to the end of the year, the leadership team was able to see results and improve the culture and climate in the school.
The Self-Care Initiative centers around the six domains of self-care: physical, mental/psychological, social/relational, emotional, spiritual, and workplace/professional self-care. The psychological effects of the COVID school closures have had a traumatic impact on teachers who are in classrooms servicing students daily. Research shows that teachers have suffered from stress that is exhibited through sleep disturbance, depression, and anxiety. The decline or minimal growth in student academic success during the pandemic has contributed to the increased workload. Thus it is imperative for school and district leaders to encourage adult SEL and mindful strategies to improve faculty/staff social and emotional well-being.
Collaboration from district level support to assist administration in addressing the weighted climate due to anxiety, workload, and other job related stress was the catalyst of the Self-Care Initiative. Administration created time for staff to work with a mental health professional to complete personal inventory of self-care practices. They were able to be candid about next steps and needs from administration to make the workplace better. Administration listened and created a plan of action that began immediately. Routine visits and presence created a trusting relationship with teachers. Self-Care Initiative has been consistently mentioned by the principal in weekly emails, announcements, activities, morning check-ins, and professional learning sessions.
