As school districts make plans for safely reopening schools in the fall and helping students cope with their trauma, it is urgent that school and district leaders recognize and make space for teachers to process and heal from their own feelings of loss and grief. Nearly every teacher we work with puts their emotional needs aside in order to address the emotional needs of their students when tragedy inevitably occurs in our schools. That capacity to harness deep empathy for others is one of the most admirable characteristics of teachers. In the wake of the pandemic, racial unrest, and economic turmoil, we must be cognizant that this characteristic also has the potential to be deeply damaging for teachers’ mental health in the long run without support. Concern for student wellbeing and trauma is frequently brought up right now, but if we fail to provide the same empathy for teachers, we won’t be setting anyone up for success. In order for educators to be healthy, whole, and compassionate in their work with students and families, self-care must be a priority. In the second conversation of a 3-part series, we’ll discuss why and how districts must create time and space for educators to practice self-care.
Join us for a conversation facilitated by Janet Carlson and Christine Bywater from the Center to Support Excellence in Teaching. Our guest speakers will be:
This event is sponsored by the Transforming Learning Accelerator, an initiative born out of Stanford's Long-Range Vision and Graduate School of Education.
© Stanford University, Stanford, California 94305.
