Wellbeing in Schools: A Framework

When one thinks of an empowered teacher, one does not call to mind the image often linked with that of a teacher; frazzled, harassed, clutching their umpteenth cup of coffee and making a mad dash to their next class, eventually settling down later at home to spend their evening beavering away at marking books, planning the next day's lessons, and all whilst drowning in a sea of that notorious 'paperwork'.

And sadly, there are many teachers out there who fit that description, and, as a result, they run the risk of struggling to provide meaningful educational outcomes for the children they teach. I've known teachers like it and there have been times when I've experienced it myself.

No, an empowered teacher is one who manages their workload carefully and has both work and life evenly balanced, and who consequently is an effective classroom practitioner. But very few teachers set out to have a heavy workload, a poor work/life balance and low levels of wellbeing. It is true that every teacher attempting to maintain good levels of wellbeing ideally needs the support of their leaders. And with schools increasingly concerned for the wellbeing of their pupils it is important that those who have the most contact with them - teachers - have good physical and mental wellbeing.

Maintaining one's wellbeing is an ongoing task which is often seen almost to be a selfish act. However, in considering our own wellbeing we must be aware of how our actions impact on the wellbeing of others. We all have a responsibility to those we live and work with to ensure that the things we do and say have a positive effect on them; improving levels of wellbeing is a collaborative act which should benefit all.

Every teacher can lead for the wellbeing of their pupils and their colleagues. We should stop waiting for someone to provide opportunities for us to improve our wellbeing and begin to create opportunities for ourselves and those within our sphere of influence. Regardless of position or status, we all have the opportunity and responsibility to lead for wellbeing. Having said this, there are very clear and important messages for those with formally-recognised positions of authority.

With these things in mind, let's look at:

• The responsibilities and challenges for school leaders (i.e. those with recognised positions of leadership)
• The responsibilities and challenges for teachers
• The influence on (and of) students

This structure is intended to demonstrate that high levels of well-being should ideally be cascaded down from the leadership, to the teachers and then to the students.

The responsibilities and challenges for school leaders

A leader who does not prioritise their own wellbeing is easily identifiable; they probably run a tight ship, but to the possible detriment of the health of them selves and their staff and pupils. A leader who does prioritise their own wellbeing will also be identifiable by the happiness and willingness of their staff and pupils - they too will run a tight ship. It's just how the ship shape-ness is achieved that's different - that and the longevity of the ship shape-ness.

In order to for their staff to reflect well on them, a leader's staff must reflect their leader. Thus, leaders must model good habits - they must be seen to be taking care of themselves and making decisions which don't impact negatively on their own health. Of course leaders might be expected to put in more hours than those they are leading - they are paid accordingly - but this should still not be to the detriment of their health and wellbeing. When teaching staff see that their leaders prioritise wellbeing, they will feel able to do the same; by leading by example the leaders will have created a culture which values high levels of wellbeing.

Leaders who lead successfully on wellbeing will also have careful expectations of what is achievable and they will ensure that workload is manageable for each individual in their circumstance. They will pass every new initiative through a filter, ensuring that what is expected of teachers does not cause undue stress or demand extra work. It is also the responsibility of a leader to point out where and how expected tasks could be carried out more effectively and more time-efficiently; often it is the time a job takes that impacts most on wellbeing. If time spent working can legitimately be reduced then a more well-rested staff will be better prepared to work with children.

Successful wellbeing leadership depends on leaders listening to their staff. Each teacher knows their limits and should feel that they work in an environment where they can voice their concerns. For the sake of the children as well as the staff member, leaders should always be in tune to the thoughts and feelings of their employees, gaining ongoing dynamic feedback on the impact of their expectations on health and well-being.

Many leaders are attempting to respond to the increasing awareness of the presence of mental health issues in both teachers and pupils. This is a positive move but leaders should not enforce any particular health and well-being activities; what might improve someone's wellbeing might have a negative impact on another's. If someone takes part in such an activity but thinks to themselves 'it'd have been better for my well-being to have gone home and done my own thing' then they're probably right. Leaders can't assume to know what will positively impact a person's wellbeing. If they do want to give CPD time over to wellbeing it should be aimed at improving skills such as management of time and workload.

The responsibilities and challenges for teachers

In an ideal situation a school's leaders will be doing all of the above to ensure that a their members of staff have a good level of health and well-being. But the buck does not stop with leaders; teachers have a responsibility for their own wellbeing and must do all they can to ensure they are well, for the good of themselves, their relationships and the children they teach. Teachers must lead on their own wellbeing, even if, and especially when, their leaders are not.

Workload, and therefore amount of time spent working, impacts on wellbeing more than any other aspect of a teacher's job. It must be a priority for teachers to find ways of working efficiently and creating healthy working habits. Teachers should learn to prioritise, deciding what really needs to be done and what can wait. They should also concentrate on doing one or two things well on any given day – the ones that obviously need doing soonest. Many teachers would benefit from being more organised and making time by planning ahead. Another small but effective practice is maximisation: making the most of the small chunks of time to complete short tasks. An essential time-saving habit is collaboration with other teachers; when teachers nurture good working relationships with colleagues help is at hand; lesson ideas, pre-made resources and even a sympathetic ear.

When teachers are considering how to improve their well-being they must be aware that solutions are not one-size-fits-all. What works for one may not work for another; teachers should take into consideration their own unique circumstances when attempting to make changes to their working patterns.

Teaching requires a lot of hard work; most teachers are aware of what they signed up for. Teaching is also a job for whichever there aren't enough hours in the day; teachers could fill all their time with work-related jobs but common sense and research show that this is not productive. Productivity relies on rest yet so many teachers neglect sleep and time spent occupied by non-work-related activities such as hobbies and time with family and friends. Although term time can be action-packed, teachers should consider making the most of the holidays and the other natural breaks that present themselves every now and then.

Those who don't have senior leaders supportive of the wellbeing of their staff must seek to improve their wellbeing in any way they can. In addition to the ideas already outlined it is crucial that they challenge decisions made by leaders which negatively impact wellbeing. In situations such as this teachers should work together to approach their leaders, possibly with union backing (but maybe not in the first instance), in order to seek change. It helps on these occasions to be prepared with evidence and ideas for workable alternatives.

Wellbeing should be as much a priority for teachers as lesson planning, assessment and resource preparation.

The influence on (and of) students

Although this section focuses on students, the emphasis remains on the role and responsibilities of the members of a school's staff who spend their time with the children. If a school's leaders are doing their job well, and teachers are also prioritising their own wellbeing, then half of the battle of influencing student wellbeing is already won. What teachers often attempt to pass on through motivational posters and one-off assemblies will only really be passed on by the atmosphere that is naturally created by teachers who are themselves well. There is much truth in the idea that healthy (and indeed unhealthy) habits and mentalities are caught and not taught. Many schools who purport to have a strong emphasis on student well-being forget the influencing factor of staff well-being on students.

As well as setting a good example to students teachers should also listen to and observe students in order to identify traits of good or poor wellbeing. Physical signs such as tiredness and weight loss should be monitored closely. Changes in behaviour are also possible indicators to poor wellbeing, both mental and physical: emotional outbursts or becoming unusually quiet and withdrawn could point towards well-being issues that need addressing.

If we want to listen to what students are saying about the state of their own wellbeing then teachers must teach children to be wellbeing literate - we must exhibit and encourage the use of language and vocabulary which enable students to self-reflect and verbalise their thoughts and feelings. Again, this is something better caught than taught; the use of story is particularly useful here as many age-appropriate novels and picturebooks skilfully explore well-being issues which teachers could use to promote discussion.

It is worth noting that when student well-being is good there will be a positive impact on the wellbeing of staff: Not only do we influence the wellbeing of pupils, they impact on the wellbeing of their teachers; if students are happy then teachers are more likely to be happy too. In the experience of many teachers poor student behaviour has caused more stress than excessive workload. If we prioritise staff wellbeing as well as student well-being a virtuous circle will be created.

Conclusion

In order for teachers to ensure that their students are not only well, but that they are learning successfully, teachers and leaders must see that there are actions to take that are within their powers. It is important to realise that where wellbeing is concerned teachers shouldn't rely on possible future policy change or successful union action to bring about improvements in their wellbeing but that improvements can be made despite the demands of the current educational environment. Teachers must understand that their remit to care for the wellbeing of students means that they have a responsibility to care for their own wellbeing. Leaders must view their responsibility to teachers and students in the same way if they want to run a successful school where student outcomes are optimised.

Further reading on teacher welbeing at the Schoolwell site: schoolwell.co.uk/staff-wellbeing-research/ 

On the TES Blog: The 9 Essential Components of a KS2 Reading Scheme

After the shock results of the key stage 2 reading test last year, there is barely a primary school in the country that hasn't prioritised reading this year. There are many creative ways of encouraging not only a love of reading, but a high level of competence in the subject. You'll have your own, of course, but here’s a reminder of some of the basics that a good reading scheme can’t do without.

To read the 9 essential components head over to the TES blog:

https://www.tes.com/news/school-news/breaking-views/9-essential-components-a-ks2-reading-scheme?amp

Preparing For SATs: Advice For Year 6 Teachers

If you're a Year 6 teacher this Easter, you definitely don't need me to wax lyrical about the pressure you're feeling right now. Teachers up and down the country are, in their own way, stepping up their preparations for that one week in May that so much of their year seems to have been geared towards. Instead, I’d like to offer some advice from my own practice.

Year 6 teacher, click here for my top 5 tips on how to preserve your sanity over the next few weeks!

Whole blog post hosted at the Third Space Learning blog.

People Can't Be Radiators If Their Leaders Drain Them And Give Them Nothing To Radiate

I'm not really sure where it came from but the idea of an organisation being made up either of radiators or drains is fairly well known - it's even made its way into the vernacular of school leaders.

If you've not come across it, it's very simple: radiators radiate positive energy and such like, whereas drains drain said energy. It's not a bad analogy really - we can all identify certain teachers we know within the two categories. Most teachers, in reality, will probably flit between being a radiator and a drain depending on the circumstances(I know I do). And there probably is some sort of middle ground too - it just doesn't have a straightforward parallel in the world of plumbing.

So, a reflection as a leader who hopes that his team will all be, for want of a better phrase, radiators: I can't expect people to be 'radiators' instead of 'drains' if I'm draining them and giving them very little to radiate.

It's funny what leads to these ruminations: a couple of mishaps with removing radiators during some redecorating got me thinking about how radiators work.

Radiators do not create their own heat. They only radiate heat which is generated in the boiler. Middle leaders are often referred to as the 'engine room' of an organisation. For the purposes of this analogy they are actually the 'boiler room' of a school. And not just middle leaders, senior leaders too. It is leaders who must be generating the heat, or the positive energy, for their staff to be radiating.

Leaders must set the climate - whatever they themselves radiate will be what their teams radiate. If a leader is a drain then their teams will feel drained and will have nothing to radiate - just like a radiator which has just fallen off its bracket and has spurted putrid water all over the newly-fitted carpet.

There are many ways that, as a leader, I might drain my staff. I might have unrealistic expectations of how they plan, mark, prepare or teach. I might fail to support them enough to enable them to cope with changes. I might not provide the necessary emotional support or foster the kind of relationships that are conducive to good teamwork and good teaching. There are a million and one ways I might drain my staff - every choice I make will have a knock-on effect, either positive or negative. As a leader I have to constantly evaluate how my actions will impact on my team, and whether they will drain them of energy or energise them.

Valuing having a team of radiators means that as well as avoiding draining them, I also must give them something to radiate. In order for me to have that positive energy (a loose term, I know) I must ensure that my boiler is fully-serviced and running efficiently. In short, I have to take care of myself in order to set the climate. The balance is a fine one though: I shouldn't ensure my own wellbeing to the detriment of the wellbeing of my team members. For example, when delegating a job I shouldn't just offload it to someone else if it means my load is lightened and theirs is made heavier. All the same, I see good levels of my own wellbeing as an essential part of enabling my team to be radiators.

It is my hope that my enthusiasm for the privileged and exciting role we hold in shaping children's futures will be conducted to the teachers who work with me. But there is no such thing as wireless plumbing, or osmosis, in a heating system - it takes some careful and deliberate pipe work to connect each teacher to the boiler. It will take a great deal of my thoughtfulness to enable each member of my team to radiate the positive energy that makes education possible.

The brilliant thing about creating a heating system like this is that (and here's where the analogy totally falls apart) anyone can then be the boiler creating that positive energy. The energy is generated exponentially as each team member begins to contribute, enabled by the initial example of their leader.

Even if this whole analogy leaves you cold (sorry), there is merit in its basis: leaders can either be radiators or drains, and whichever one they are, their team will most likely follow suit. Turn up the thermostat, keep that pilot light burning and bring the heat to your classrooms this week!

On the TES Blog: Why Every Primary Should Be Using Bar Modelling – And Six Steps To Make It A Success

As a primary maths coordinator, it's been difficult to escape the lure of bar modelling: it's in every new publication, on all the maths blogs and at every coordinator's meeting. And so, when the time was right for my school, I succumbed.

Bar modelling, for the uninitiated, is not a method of calculation. Instead, it is a way of representing problems pictorially: from simple addition, through to finding percentages of amounts, all the way to complex multi-step problems involving ratio and proportion. Bar models can be used to pictorially represent arithmetic problems, as well as reasoning problems written with a context.

For a worked example of bar modelling and 6 steps to ensure introducing bar modelling is successful, read on at the TES blog:

https://www.tes.com/news/school-news/breaking-views/why-every-primary-should-be-using-bar-modelling

Book Review: 'The Night Spinner' by Abi Elphinstone

Ask a child what 'The Night Spinner' by Abi Elphinstone is about and they will speak of magic and monsters, adventure and action. But those are just plot features. Beneath all that, this is a book about far more.

In actual fact, this book is about loyalty, kindness, bravery, resilience - all those things we're attempting to teach our children through well-intentioned school display boards and PSHCE lessons. Where these attempts might not have long-term impact, a book like this, in the right hands, really could.

Aimed at Key Stage Two children, this rip-roaring adventure, where dull moments are banished, is the perfect vehicle for many-a lesson on those personality traits that we all agree are essential for our children to possess. As an adult, it's difficult to see where the reality of the story ends and metaphor begins: one of the book's main villains is a dead ringer for depression as she steadily drains the lead character, Molly, of all hope, leaving her feeling increasingly unable to go on with her quest. Throughout the book Molly, aided by a colourful array of characters, learns how better to deal with her feelings of self-doubt and becomes a case study in how to overcome adversity through perseverance. There is so much for children to learn about themselves as the thrilling story unfolds.

It's becoming increasingly popular for a female protagonist to be associated with action and adventure stories but Abi Elphinstone's trilogy is a welcome addition to the growing canon of books fronted by strong female leads. The fact that Molly Pecksniff - who doesn't flinch at jumping from a bridge onto a moving train with her wildcat - is a girl, certainly does not make this a book for girls. Whilst it is important that girls have such a positive role model, its also crucial that boys are presented with a character who really challenges gender stereotypes. Books like this have the power to change minds and shape thinking.

For all of this, 'The Night Spinner' and its two preceding volumes thoroughly deserve a prominent place on the shelves of our libraries and schools. Not that they will stay on the shelf for long!

Using Simple Bar Modelling Techniques To Solve Multi-Step SATs Problems

Bar Modelling is taking the primary maths world by storm. The 2014 curriculum appears, despite initial unhappiness, to be achieving a shift in the way maths is taught. Its three main aims of reasoning, problem solving and fluency have encouraged teachers to seek further ways to encourage conceptual understanding, rather than just teaching tricks or rules. So teachers have looked towards the countries who apparently churn out mastery-level mathematicians by the thousands for inspiration - that or some savvy publishers have decided to capitalise on the desire of teachers to teach the 'why' rather than the 'how'.

Click here to read more about bar modelling and the solution I came up with: https://thirdspacelearning.com/blog/2017/using-simple-bar-modelling-techniques-to-solve-multi-step-sats-problems

If you would like Aidan to work with you on developing maths at your school, please visit his website at https://www.aidansevers.com/services and get in touch via the contact details that can be found there.