“Caring for myself is not self-indulgence, it is self-preservation, and that is an act of political warfare.” – Audre Lorde
The importance and benefits of self-care are relevant to every profession, but the act itself can be more stigmatized within caregiving careers. In the education space, for example, there is a common misconception that practicing self-care is a selfish or self-indulgent act, when in reality educators practicing self-care can be in the best interest of everyone in a classroom. Educators frequently put the needs of their students first, while placing their own well-being second. The summer presents an opportunity to restore balance and energy.
After a challenging year of pandemic schooling, educators deserve a restful summer and we hope the following resources help create that space:
FuelEdand Teach Plus have partnered to survey educators nationwide in regards to their own and their students’ mental health. Their survey polled teachers from across the country who made clear that their schools are not doing enough to support student and teacher mental health. The American Rescue Plan (ARP) will provide significant funding for states, districts, and schools and so this summer is a prime opportunity to use your educator voice and leadership to address the needs of students and teachers alike.
Teach Plus and FuelEd invite you to come to a teacher-led training session on June 30th, July 13th, and July 27th to learn how you can advocate for and work with your school and school system leaders to improve mental health supports for students and teachers. For more information and to reserve your seat, click here.
This case story features work that TransformEd did in partnership with the Center to Improve SEL and School Safety. It describes Delaware Department of Education’s collaborative approach to inventorying whole-child efforts, using and adapting WestEd’s Alignment and Coherence Guide for State Education Agencies (SEAs) to comprehensively review their statewide initiatives. It also shares key insights that may benefit other SEAs as they consider their own efforts to improve the alignment and coherence of their whole-person or whole-child initiatives.
National University System
Harmony SEL, Inspire Teaching & Learning, and Fundraising Academy at National University are seeking a Director of Equitable and Inclusive Practices. This leadership role will deepen the organization’s understanding of how professional learning, curriculum, and supports and tools promote equitable practices within schools, districts, out-of-school time organizations, and nonprofits. Apply here.
TransformEd partners with districts to help develop a whole child strategy that ensures each student is supported by a robust set of systems and practices that foster whole child development and that drive towards equitable outcomes for all students.