#blog: From Meltdown to Understanding: Six Ways to Support Students in the Moment
| By Kathryn Kennedy |
Originally published with Gale.
Whether you’re in the midst of the hustle and bustle of the school year or just starting, summer may feel like a distant memory and December break far away. You may also be supporting students who need additional help. They may be disengaged, consistently melting down, or exhibiting anger or some other overwhelming emotion. Just like us, our students are human beings and experience all things. Oftentimes, they don’t have the tools to work through what they’re experiencing. While not an exhaustive list, here are six ways to support students in the moment.
1. Understand the why and start with compassion and empathy.1
Taking the time to understand the why behind the behavior is vitally important when working with a student (or anyone) who is feeling overwhelmed. If possible, provide some space for your other students to engage in activity while you take time with the student who needs support. Many times, the student wants someone to listen. Other times, they just want space to decompress and let the overwhelm come out in some way. Show compassion for the student as well as yourself as you create a supportive space for your student. Practice empathy by actively listening, withholding judgment, asking open-ended questions, and exhibiting empathic body language. A great resource to support educators with supporting students is Dr. Mona Delahooke’s Beyond Behaviors: Using Brain Science and Compassion to Understand and Solve Children’s Behavioral Challenges.
2. Create a safe space.2
Sometimes students who are overwhelmed just need some space to work through and/or decompress from what they’re feeling or experiencing. To support them as they are doing that, we can create a small space within our room. If possible, this space can include comfortable chairs or pillows, paper and markers to draw on, fidget toys, calming music, and other supports that can help a student calm themselves and feel safe. You can encourage your students to go to the safe space as they need to, emboldening them to support themselves by listening to their mind and body.
3. Encourage pendulation.3
Pendulation is the act of moving toward something as you feel safe to do so, and moving away from it as you feel overwhelmed. In pendulation, there’s an intentional check-in to see how the mind, body, and the nervous system specifically, are feeling—when moving toward, we feel okay to expand; when moving away, we acknowledge the need for bolstering ourselves before choosing to move toward again. The art of pendulation is a way to expand the nervous system’s capacity as well as contract it as needed. Sharing this practice with your students gives them another tool to use as they feel a sense of overwhelm. In the moment, if your student would like some space to process, invite them to go to the safe space and come back to talk when they’re ready.
4. Practice daily mind-body check-ins.4
Throughout the day, engage your students in regular mind-body check-ins. These intentional pauses can support the nervous system in not only self-regulation but co-regulation processes. During these mind-body check-ins, encourage students to notice what’s happening in their minds and bodies without judgment. This act of slowing down and noticing can also be a welcome pause for you as well. Check-ins will then become a go-to strategy that your students can use at any time when they start to feel out of sorts, especially when they feel too much too fast too soon. In the moment of overwhelm, support self- and co-regulation with practices from these mind-body check-ins.
5. Promote resourcing.5
In the moment a student is feeling overwhelmed, you can support them by inviting them to think of things that are good, such as a new dog they just adopted or a favorite activity they enjoy doing at recess. By inviting students to think of things that are good or safe, we provide them with another opportunity to support themselves in calming the nervous system until they’re ready to work through what they are experiencing that brought them into the space of overwhelm.
6. Implement joyful moments, play, and acts of kindness.6,7
Using joyful moments, play, and acts of kindness can be another option for promoting resourcing. While it might not help in the moment, you can create reflection opportunities for your students that include joyful moments. Ask them to share a time when they felt joy in their day or over the weekend. Remind them that they can always revisit those moments of joy when things feel overwhelming. You can also implement an activity that focuses on students engaging in acts of kindness. This can be at the classroom level and/or at the school level so that it promotes a culture of kindness and offers another opportunity for co-regulation.
There are many more examples of strategies for supporting students in the moment at Greater Good in Education and Momentous Institute. Continue to meet students where they are and practice understanding the why behind their behaviors.
Neff, K. (2015). Self-Compassion: The Proven Power of Being Kind to Yourself. New York, NY: William Morrow Paperbacks.
Levine, P. (1997). Waking the Tiger: Healing Trauma. Berkeley, CA: North Atlantic Books.
Levine, P. (2010). In an Unspoken Voice: How the Body Releases Trauma and Restores Goodness. Berkeley: North Atlantic Books.
Wellness Library. Wellness for Educators.
Levine, P. (2010). In an Unspoken Voice: How the Body Releases Trauma and Restores Goodness. Berkeley: North Atlantic Books.
The Science of Kindness. Random Acts of Kindness Foundation. https://www.randomactsofkindness.org/the-science-of-kindness
Meet the Author
Kathryn Kennedy has cultivated her two primary passions for 20+ years. She serves as founder and executive director of Wellness for Educators and is the founder and principal consultant of Consult4Ed Group. Her recent publication, The Mind-Body Connection for Educators: Intentional Movement for Wellness, is the first in a four-part book series.
#blog: What About Teaching Actually Matters?
by Trinity Wilbourn
Special thanks to Next Generation Learning Challenges for allowing us to cross-post this blog post :-)
What can teachers look for in a K-12 education system of urgency, efficiency, and transactional outcomes to know they are keeping students' and their own humanity at the center?
I used to have a blog with the tagline, “All I have to give is who I am.” Dramatic, yes. Also, true.
The only thing unique amongst all the books, all the social media, all the online content, all the A.I., is me.
I’m the only me there will ever be.
When I first started teaching high school, back when I was 22, I brought passion but little sense of my “me-ness” (or what my therapist calls my “ish.” As in, when I’m being most myself, I’m being my most Trinity-ish self). I didn’t know my “ish,”—my voice, my needs, or my boundaries. I was trying to be a “good teacher,” something I could not define but felt certain I was missing. With each passing year, the students schooled me in the truth that what they needed, more than my knowledge or good teaching skills, was to feel heard and seen, to feel connected to someone who could hold the line when they forgot how.
I spent 11 years in public education, teaching online, brick-and-mortar, and blending learning courses before I lost my job last year due to lack of funding. It’s been a year of reflecting on what about this all-consuming career felt so good and what felt so hard.
Teaching is a difficult job for many reasons, but it’s also rewarding in all the ways that matter most, and I think that’s why teachers stay.
We have big hearts.
We get into teaching because we care to care for kids with our whole hearts. And then our hearts get exploited, and we end up saying yes to everything, at the expense of our well-being. We end up too burnt out to get the help we need to not be burnt out. And if we do admit we need help, we risk undermining our qualification to do our job.
It feels like an impossible barter: keep our jobs and lose ourselves, or keep ourselves and lose our jobs. Keeping the job means we can’t listen to our needs because that means less time spent on our students. If we do something for ourselves, we navigate a backlash of guilt. Whoever stays longest after school doing unpaid labor wins points, and whoever leaves their classroom to go pee loses. Teacher dehydration is a thing.
Education is not a system that favors those it purports to serve. It profits off of teachers’ willingness to not take care of ourselves, and then offers professional development on how to take care of ourselves.
This is what sucks about reading teaching advice with words like “balance” in the title. We are trying, but the ground is not level.
The odds are not stacked in our favor, nor is our labor compensated the way it should be. As teachers, we deal with bureaucracy, institutional abuse of power, endless workload, endless paperwork, inadequate resources, poor physical space, looming threats to our safety (cue the active shooter drills), large class sizes, lack of mentoring, student behavioral challenges, increasing demand to be all things to all people while navigating parental criticism and watchdogging, curricular censorship, high stakes testing expectations, lack of recognition and celebration, and incongruence between what we are told will happen and what actually happens (or doesn’t).
We work in a system where it’s not okay to name that things are not okay. A system where it’s not okay to not be okay.
And yet, if we are not ok, how can anything really be working?
Our students learn from us what it looks like to be human. We have this incredible chance to be in this baffling business of becoming more alive, more aligned, more in our “ish” together. When it’s working, there’s nothing quite like it.
When it’s not, it’s a recipe for burnout.
When we get out of tune with our “ish,” the students can feel it—they can feel the dissonance and their nervous systems interpret the dissonance as a potential threat (like the way your brain feels when you hear an unresolved chord). The reasoning and relational centers of their brains shut down and they move into dysregulation. A human in dysregulation cannot learn.
Plus, we co-regulate each other, so if we get dysregulated, we impact the students because they are attuning to us, the guide in the room (for more on how attunement affects educational success, read about Dr. Bruce Perry’s neurosequential model of the 3 R’s: regulate, relate, and reason).
Anytime we teachers choose to care for ourselves, to treat ourselves like we are the thing that matters most, we’re able to then show up in ways that help our students know they’re also what matters most. Together we create mutual care and co-regulation, learning and teaching in this infinity loop of reciprocity. It’s the best feeling—this sense of being curious readers of each other’s lives, a devoted band of humans committing to the work of exploration and growth alongside each other.
It’s easy to forget about what really matters in teaching.
It’s easy to get overwhelmed by the sheer responsibility of the job and the demand to produce quantifiable results. It can feel like swimming upstream to keep the students at the center, to not be sucked into the whirlpool of urgent efficiency and transactional outcomes. And even when we do manage to keep the students at the center, the job can still feel thankless and results-less, like swimming in circles. The lack of confirmation that what we’re doing is working makes us feel like it’s not working, so we work harder. The students deserve our very best, and the needs are endless. And around and around we go.
This is what I’ve been reflecting on: when do we know if what we’re doing is “working?” The long-game of teaching makes it hard to know, so if we can’t know if what we’re doing matters, then what matters?
To sustain myself in this career, I had to redefine when something was “working.” Working became things like: A student who normally didn’t show up to class, showed up. A student falling in love with their first book. A student wanting to eat lunch with me because they felt safe to talk in a smaller environment and they knew that about themselves, and then they knew how to advocate for what they needed. A student risking writing their first poem and then reading it in front of the class, and the whole class clapping, like they were saying, “Yes, we see you doing a brave thing. You are not alone. Your voice matters.” So many tiny things. So many pieces of what matters.
I think the work is “working” when we, as teachers, create the kinds of classrooms where it’s okay to risk seeing and being seen, where it’s okay to practice becoming more human.
Remember that Maya Angelou quotation, “People will forget what you said, people will forget what you did, but people will never forget how you made them feel?”
When we are resourced and in our “ish,” we can be present to see our students, to hold the line for them, to hold their gaze. We can help them feel seen because we know how to do it, because we’ve been practicing.
When we teachers treat ourselves like we are the thing that matters, we model for our students the most important lesson we could ever offer: they are the thing that matters.
And when a student learns that they are the thing that matters, guess what happens? They treat other people like they are the thing that matters.
It’s love. It’s community. It’s taking care of each other. It’s treating every living thing like they are the thing that matters. It’s making this world more joyful, loving, and free.
And around and around we go.
About the Author
Trinity Wilbourn, M.Ed.
Facilitator and Coach
Trinity is a Denver-based educator and independent consultant with over 20 years combined experience creating and presenting curriculum, training facilitators, and coaching individuals, classrooms, and peer support groups, including 11 years teaching in online, brick and mortar, and blended learning environments.
Trinity works at the intersection of social emotional learning, mind/body coaching, mindfulness, and the science of nervous system regulation. She has taught humanities, world lit, U.S. lit, creative writing, drama, reading recovery, philosophy, advisory/life skills, integrated services, as well as running her school’s GED program and founding one of the first mindfulness programs in her school district. Additionally, she has over a decade of experience building a community organization focused on identity exploration, resiliency cultivation, and long-term holistic health for educators, activists, and community space-holders called Arkitekt. She is a mind/body coach trained through The Embody Lab, a Mindful Schools-trained mindfulness instructor, and a SourcePoint Therapy holistic healing practitioner.
Her passion is to equitably and inclusively coach educators to reclaim their joy, move from the relentless pace of burnout to a generous rhythm of work and life, and co-create vibrant communities of learning that act as humanized practice rooms for people to become more congruent and fully alive.
#blog: Seven Small Changes to Support Your Mental Health This School Year
| By Kathryn Kennedy |
Originally published with Gale.
It’s almost time to head back to school. How did that happen?! Where did the time go?! I know we ask that question every year, but seriously, summer sometimes feels like an epic time warp! Am I right?! Nevertheless, I hope you thoroughly enjoyed the summer not only with your family and friends but also with yourself.
As we start the school year, you may feel a bit of excitement and perhaps some trepidation stirring inside of you about what the year is going to bring. You’re not alone. That’s totally natural, especially given the unpredictability we’ve all experienced over the past few years. We’ve endured a lot and continue to do so, and healing and supporting ourselves takes time and continuous intentional effort. Healing prolonged stress and trauma does not happen overnight; it’s an ongoing journey, not a final destination.
Before we start back to school, what if we laid some foundational supports for ourselves? I know, I know … oftentimes, once the school year starts, our best-laid plans derail quickly! But what if we start small, using seven strategies that can be foundational for sustaining your mental health and well-being throughout this school year and beyond? And—BONUS—you might already be doing some of these! Here they are in no particular order.
1. Clear your plate.
We as educators, as you know, have a lot on our plates all of the time. What if we take some time before heading back to school to intentionally look at what we have on our plates? Is there anything you can let go of, either personal or professional? Is there anything that you can ask your school leader to take off your plate? Is there anything that’s not absolutely necessary? If so, take it off your plate to make room for things that will help you sustain your mental health and well-being. And make this intentional plate-clearing process a practice every month (if not more often) throughout the year. Look at it as a time to reflect and reevaluate your plate to see if there’s anything that can be cleared.2. Play every day.
Back in 2019, collaborative research from The Genius of Play and Fundamentally Children found that 75% of children were not getting enough play.1 If that’s the case, can you imagine the percentage of adults? According to Dr. Stuart Brown, founder of the National Institute for Play,2 “Play that is based on our inner needs and desires is the only path to finding lasting satisfaction in our relationships and professional work.” There are many benefits of play: it boosts creativity and problem-solving abilities; reduces stress; builds resilience, improves relationships; nurtures community; and much more. Given all of the benefits, it’s important for us to bring play back into our lives. So how do you get started doing just that? The activities that we find fun are unique to each of us. The National Institute for Play encourages adults to:Identify what is playful for you.
Everyone is different, so find what works for you!Develop lifelong play habits.
Habits typically take 40 days to become routine in our lives, so try to incorporate play at least once a day for 40 days to see what sticks!Recognize how you feel when there’s not enough play.
Practicing intentional check-ins to see how we’re feeling is important, and doing specific check-ins on how we feel when we play and not can help us see the benefits of play in our everyday lives.Model healthy play habits in your communities.
Establishing a sense of play and modeling it for others, including the other adults and little ones in your professional and personal lives, can help make play an integral part of our day-to-day lives.
3. Define and establish your safe spaces.
According to trauma and somatic psychology research, to heal ourselves and support our well-being, we need to have a felt sense of safety.3 This means safety in mind, body, and all other critical aspects of our being and lives. As you begin the school year, think about these various elements of your safety and identify ways you can support yourself to feel safe. Just as our students need to Maslow before Bloom, so do we as adults. And safety, inside and outside of ourselves, is priority number one!4. Build and bolster trusting relationships.
Once we have established a felt sense of safety, we can build and bolster relationships with others we trust. Trusting relationships provide us opportunities for co-regulation. Co-regulation is a way for your nervous system to work with another being’s (human, animal, plant, or otherwise) system to calm and ground. The more relationships we have that support co-regulation, the better.5. Create and cultivate your supportive communities.
Taking relationships one step further to create and cultivate a supportive community allows for more opportunities to support overall well-being. Each community or network you are part of provides specific support for each component of your well-being. Take some time to reflect on the communities you’re a part of and how they support you, as well as how you support them (giving back is just as important as getting support from others). Are there any communities that you think you’d like to add or even create to provide yourself better support?6. Learn something new.
Stepping out of our comfort zone and learning something new can spark creative energy, which in turn provides us a chance to reclaim our power and voice, and heal. Each day, see if there’s something small you can learn that is novel to you to help light up your curiosity!7. Explore and engage in short restoration activities.
We as educators are busy a majority of the time. When possible, take short bits of time to downshift, to rest, to reset, and to restore your mind and body. Perhaps you can check out yoga nidra, restorative yoga, yin yoga, and guided meditations that take anywhere from five to 60 minutes. These restorative activities help to refresh yourself and cultivate renewed energy.This is definitely not an exhaustive list, but I hope these and other small changes can help support you as you jump into this school year and many more years to come!
1. The Genius of Play. (22 Jul 2019). “75 Percent of Children Are Not Getting Enough Playtime, According to New Research.” PR Newswire.
2. National Institute for Play.
3. Levine, P. (1997). Waking the Tiger: Healing Trauma. Berkeley, CA: North Atlantic Books.
Meet the Author
Kathryn Kennedy has cultivated her two primary passions for 20+ years. She serves as founder and executive director of Wellness for Educators and is the founder and principal consultant of Consult4Ed Group. Her recent publication, The Mind-Body Connection for Educators: Intentional Movement for Wellness, is the first in a four-part book series.
#blog: Unwind and Recharge: How to Downshift into Summer after the School Year
| By Kathryn Kennedy |
Originally published with Gale.
Final assessments complete—check!
Cleaned up learning space—check!
Bulletin boards taken down—check!
Organized digital files—check!
Packed up Marvin (the class bearded dragon) and his cricket and spinach treats—check!
All of the end-of-school-year tasks are complete—check!
You’re ready for summer! All systems go! Full speed ahead!
But wait …
Have you been in GO mode, or even SUPER GO mode, since the beginning of the school year with little time to rest and recharge? Do you feel like a human doing instead of a human being? The majority of educators like you were under a lot of pressure and stress already, and then the pandemic hit! You were forced into overdrive and had to stay there to take care of everyone around you like you usually do and not have enough time to care for yourself. The difference with the pandemic and the stress and overwhelm caused by it was that the high-speed mode you were in never let up; instead, it increased and sustained for over three years.
The field of mental health tells us that some amount of stress is good for us and that we have the ability to deal with short-term stress by using healthy coping mechanisms, such as sleep, boundary setting, deep breathing, and emotional release, among others. However, we are not equipped to sustain good health when stress continues for an extended amount of time.
According to research, when we are in a state of prolonged stress for over six months, and we can’t or don’t slow down to take the time to heal and work through the emotions associated with our stressful and/or traumatic experiences, we can succumb to burnout and in some cases experience symptoms of anxiety, depression, and even post-traumatic stress disorder.[1] In these prolonged stress states, our ability to learn and function can go completely offline.[2],[3]
The fields of neuroscience and neurophysiology have found that prolonged stress or trauma (using Dr. Peter Levine’s definition, “Trauma is anything that our system can’t handle or process,” anything that puts us outside of our ability to cope[4]) is not only a cognitive experience, but also a bodily experience. Research from Dr. Stephen Porges and Dr. Bessel van der Kolk explains how the body stores the majority of these stress and trauma experiences that eventually lead to aches, pains, and illness in us. This is why it’s vitally important to take the time to heal. Van der Kolk and other neuroscience and neurophysiology researchers also talk about hypervigilance arising when your mind and body are on high alert for an extended time; this leads to our nervous system getting used to that overwhelmed state and consequently staying there if we don’t take the time to downshift and heal.
So instead of jumping into summer and continuing in “GO” mode, what if we slowed down a bit to reset, to downshift into a calmer state of being? After a time when stress has set up camp in our minds and bodies for an extended stay, we can choose to take the time to heal. What can you do to downshift and heal your prolonged stress and/or trauma? Here are three ideas:
1. Guided Meditations
These practices have been used for thousands of years in a variety of cultures and disciplines and can support healing on a cellular level. Research on yoga nidra, or “sleep with a trace of awareness,” has been shown to have a significant impact on stress, sleep, and overall well-being[5] and the feelings of sleeping for three to four hours when only practiced for 45 minutes. Below is an example from the Wellness for Educators’ Wellness Library. This practice involves a bit of storytelling, where you go on a journey to a forest. For this practice, I suggest listening to the audio recording available:
To fully reset the nervous system, enjoy guided meditation once a day for at least a week.
2. Artistic Expression
In its many forms, art can support the healing process and your nervous system in general.[6] Art, such as painting, drawing, and coloring, has been shown to raise serotonin levels; impact brain wave patterns, emotions, and nervous system; interpret, express, and resolve emotions and thoughts; and allow for nonverbal communication of emotions and experiences. Sound or music can release dopamine, a naturally occurring happy chemical in our brains. If you’re not a fan of singing, humming and/or listening to music also help to support the vagus nerve, which in turn can help support the nervous system. Dance and movement practices also provide opportunities for nonverbal communication and release of emotional energy. Through the use of journals, gratitude notes, and poetry, to name a few, writing can also be a healing support. Writing can ease emotions attached to trauma and prolonged stress and can offer another form of unspoken expression.
3. Intentional Movement
Movement is important, but in the healing process, it helps to intentionally check in with the cognitive side of how the body is feeling and what emotions might be arising as we move.[7] As you’re engaging in movement, ask yourself the following, observing without judging:
What do I notice in my mind?
What do I notice in my body?
What do I notice in my feelings?
What do I notice in my thoughts?
What do I need at this moment to feel supported? (Observe without judgment and give yourself what you need to feel supported.)
This last bullet is especially important because as educators and human doings, we tend to bypass our body and mind’s requests for us throughout the day and throughout our lives. In this practice, you can choose to make a conscious shift to listen to and support yourself.
You can learn more about intentional movement in a recently published book called The Mind-Body Connection for Educators: Intentional Movement for Wellness.
The suggestions for healing prolonged stress and trauma shared above are definitely not an exhaustive list of supports. I encourage you to find what supports work best for you and add those to your day-to-day living.
So before you dive into the hustle and bustle of the summer, set aside some time to downshift. Enjoy your summer, and come back even more refreshed for a new school year in the fall!
[1] Schwartz, A. “Stress, PTSD, and Your Health.” Dr. Arielle Schwartz (blog), June 17, 2014. https://drarielleschwartz.com/stress-ptsd-and-your-health-dr-arielle-schwartz/.
[2] Porges, S. W. The Polyvagal Theory: Neurophysiological Foundations of Emotions, Attachment, Communication, and Self-Regulation. New York: W.W. Norton & Company, 2011.
[3] Van der Kolk, B. A. The Body Keeps the Score: Brain, Mind, and Body in the Healing of Trauma. New York: Penguin Books, 2014.
[4] Levine, P. Waking the Tiger: Healing Trauma. Berkeley, CA: North Atlantic Books, 1997.
[5] Moszeik, E. N., T. von Oertzen, and K-H. Renner. “Effectiveness of a short Yoga Nidra meditation on stress, sleep, and well-being in a large and diverse sample.” Current Psychology 41, no. 8 (2020): 5272–5286.
[6] McNiff, S. Art Heals: How Creativity Cures the Soul. Boulder, CO: Shambhala, 2004.
[7] Hanna, T. “What is Somatics?” Somatic Systems Institute. Somatics: Magazine-Journal of the Bodily Arts and Sciences V, no. 4 (Spr-Sum 1986): 4–8. https://somatics.org/library/htl-wis1.
Meet the Author
Kathryn Kennedy has cultivated her two primary passions for 20+ years. She serves as founder and executive director of Wellness for Educators and is the founder and principal consultant of Consult4Ed Group. Her recent publication, The Mind-Body Connection for Educators: Intentional Movement for Wellness, is the first in a four-part book series.
#blog: Are You an Educator on Fire? AI Can Help You Chill Out
by Vickie Echols
Special thanks to Next Generation Learning Challenges for allowing us to cross-post this blog post :-)
Used wisely, AI can ease the burden of administrative tasks, help you prioritize well-being, and grant more time for the work that only you can do.
When I was a school principal and also a classroom teacher, some days brought a relentless onslaught of demands vying for my attention. I would usually arrive early to feel more in control, but I would still find myself bracing for the whirlwind of the day. Emails piled up, urging me to make them a priority. The calendar pinged with constant reminders of staff meetings, parent-teacher conferences, and student check-ins. The to-do list seemed to multiply with each passing minute. It felt like I was constantly playing whack-a-mole, with new accountability expectations, changing curriculum, and issues popping up faster than I could complete them. When I caught a break during the day, I’d sip my lukewarm coffee, survey the situation, and feel a gnawing sense that even the most heroic effort might not be enough to keep me going.
Does this sound familiar to you? Do you ever wish you had your own personal assistant who could help you prioritize and make the whirlwind more manageable?
Exploring Artificial Intelligence
Artificial Intelligence (AI) can transform not just day-to-day work, but it can also help shift your outlook on wellness in education. It is the digital assistant waiting in the wings, ready to ease the burden of administrative tasks and grant you more time.
You might be thinking, “AI? No time for that!” But hear me out. Understanding AI is exactly what busy educators need. The dream of a trusty sidekick to share the workload isn’t just wishful thinking. This innovative technology can help conquer the daily deluge, reclaim precious time, and help us find a healthy balance.
Navigating AI Responsibly
AI can be a powerful tool, but it’s important to be mindful of safety. When interacting with AI,
prioritize critical thinking;
actively question and evaluate responses;
double-check the information against reputable sources and your own understanding; and
remember that your interactions with AI platforms may be stored for improvement purposes, so avoid adding personal identifying information.
Getting Started
Popular AI models include OpenAI's ChatGPT, Microsoft’s Co-Pilot, Anthropic’s Claude, Google’s Gemini, Stable Diffusion, and others. While I don’t endorse any particular one, I recommend trying out several platforms and using them to compare your experience.
After logging in to one of the AI platforms, you can immediately start interacting with it by typing in a prompt, which is a question or a statement. The machine is designed to understand and generate human-like text as if you are having a friendly chat.
AI can open doors, but it can also show you how to open them. I recommend building a support team to gradually learn and explore these new tools together. This collaborative, scaled approach fosters better results. And then you can use AI to help you figure out how your team can learn more about AI . Here are a couple of examples to get started.
Example #1: Invite a Supportive Team
Use AI to write an invitation that entices others to join you in the exploration of this tool. It can create an invitation that clearly outlines the purpose, agenda, and logistics of the discussion.
The prompts below will help you get started. Just copy and paste the text into the conversation box or tweak it to match what you need.
Write an invitation to school personnel to join an inclusive discussion exploring the potential of AI in education. We will address concerns, share insights, and explore innovative ways to leverage technology for administrative tasks in the classroom and school. Emphasize that it will ultimately give us more time for what matters most. Insert these details: [add date, time, location, optional attendance].
Follow up this prompt with additional prompts that include your thoughts or questions; think of it as a conversation. When you finalize the email—tweak the response to match your personal style and voice.
Example #2: Generate Discussion Questions
For your first meeting, keep the conversation flowing and cater to your group’s unique dynamic with a good set of questions. Try this prompt designed to spark questions from the AI chatbot. You can easily adapt it to fit your needs.
Create a set of open-ended questions to use in a discussion session with educators. We will talk mainly about using AI for various administrative tasks in the classroom and school. Ensure these questions foster inclusivity, empathy, and meaningful dialogue. Take into account that some may be unaware, curious, or apprehensive about using AI as a tool in education. Include questions that address concerns and ways to safely use AI in school.
Diving Deeper with AI
Those two examples will get you started. As you get more comfortable with AI platforms, explore other ways to apply these tools in your educator life. Start with those issues that address your biggest need. The key is to find what works for you and your team. Integrate AI into your routines at a comfortable pace. I found AI can help in the following ways in a school setting:
Collaborative Decision-Making
Supportive Relationships and Trust
Personalized Professional Learning
Data Analysis and School Improvement
Parent and Community Engagement
Journey from Burnout to Balance
The journey from burnout to balance is not an easy one, but with the right tools and mindset, it is an attainable goal. You can harness the power of AI to regain control of your workload, reduce stress, and cultivate a healthier, more sustainable approach to your professional life. Compelling evidence points to the need for schools to adapt to the changing needs of both students and educators. It’s time to acknowledge this reality and work toward a future where educators don’t just survive—they enjoy the journey and thrive!
I invite you to walk alongside me on this journey of discovery and unlock the potential of AI to empower your work and well-being. I found it life-changing, and I hope you will too. Connect with me on LinkedIn and let me know! I'm actually so excited about the possibilities AI can offer that I wrote a whole book on it! AI for School Leaders: 62 Ways to Lighten Your Workload and Focus on What Matters will be published by ISTE later this year. I wrote the book to share what I've learned about AI; you’ll find practical ideas and strategies that can benefit you and your campus community—right away!
About the Author
Vickie Echols
Educator and Author
Vickie Echols is a seasoned educator with over forty years of experience spanning the PK-20 continuum. She earned a bachelor of arts degree from Texas A&M University and a master’s degree from James Cook University in Queensland, Australia. Now a consultant with Wellness for Educators, she is an accomplished author, coach, and consultant with a current emphasis on school and district transformation and harnessing generative AI to boost sustainable productivity. Her book, AI for School Leaders: 62 Ways to Lighten Your Workload and Focus on What Matters, will be available in the fall of 2024. You can message her on LinkedIn or her website.
#blog: Educators’ Light and Shadows: The Power of True Rest and Pause
by Taylor Ann Gonzalez
Special thanks to Next Generation Learning Challenges for allowing us to cross-post this blog post :-)
Teachers are applauded for all they do but their inherent humanity is ignored when they are not given time to rest and recover.
Like the school bell that marks the beginning and end of a year, our journey may have its ‘ding’ moments, but we all know teachers work their magic year-round. Teachers are “on” from before the first day of school until after the final bell rings. And after the final bell signals the end of the school year, that is when educators are cleaning, reflecting on the last year, and then immediately planning for execution for the next year.
As many of us in the social justice and social change sector know, project plans are the frameworks that help move the needle of our work forward. We need ample time for research and design, reflection and adjustment, execution, and then integration; rinse, repeat…
Unfortunately, educators don’t have this sacred portal of carved and built-in time for resourcing, planning, or designing. Researchers such as Hilda Borko and Richard Shavelson have summarized studies that reported 0.7 decisions per minute during interactive teaching. Further, in his book, Life in Classrooms, researcher Philip Jackson said that elementary teachers have 200 to 300 exchanges with students every hour (between 1200-1500 a day), most of which are unplanned and unpredictable calling for teacher decisions, if not judgments. Are we going the math here? The mental fatigue teachers face daily rivals that of the World Series when all bases are loaded and the last batter is walking up to the plate. But not just one time a year. All day, every day, all year long.
It’s safe to say that teachers are applauded for our production and execution.
We’re applauded for the ‘doing,’ the ‘outcomes,’ with little to no kudos for the toll it has on us.
This is only further underscored by the stereotype that teachers have summers off or that they work shorter days. We could riff on that, but that’s a digression for another post.
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During my second year in the classroom, my first as a second-grade teacher, I tore my meniscus. The meniscus is a C-shaped pad of cartilage in the knee that acts as a shock absorber. Ahead of the surgery, I planned nearly a month of substantial, informative, engaging lessons and experiences for my students. I made copies, bought math tools, and set books aside so that someone could comfortably support my students’ learning so I could support my body’s healing.
Less than a week post-op (no, truly, my surgery was on a Thursday and this happened the following Tuesday), I got a call from my principal to “Please, come back!” Even though all the plans were put in place weeks ahead of my scheduled absence, the substitute was pulled in another direction.
To reiterate, less than a week out of major knee surgery, I was requested to come back to the classroom: a classroom on the second floor of a building without an elevator.
Instead of focusing on my healing, I searched frantically for a wheelchair I could borrow and solidified logistics with my administration to be able to teach a room of second-graders while completely doped up on pain meds, without the ability to hold myself up. Oh! And, my principal informed me that I had been bold in asking for time off in the middle of the year instead of during a break… as if I could have planned that or would want to plan that.
That healing experience was less than ideal, however, what I want you to take away is that instead of holding my firm boundary, I was asked to push it down and cast myself aside, all to prioritize the service of others.
To this day, I hold anger and resentment around that. I told myself, if there was ever a next time, it’d be different.
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Fast forward to 2022. Two orthopedist visits later, an MRI confirmed that I had a tear in my shoulder labrum. To be able to compete and train in the ways I wanted to, I would need to undergo surgery. I knew this healing experience would be different. I wouldn’t push down my needs, or my wants; instead, I would use this as an opportunity to slow down, to be in alignment with the season of slowing down, and see how I may move, live, do, and be different.
Post-op, I was quite literally forced into rest. I wasn’t able to go for a run and escape my day. I wasn’t able to get on my yoga mat and tune out. I was very much told to sit, heal, relax.
As I moved through this major healing experience, I witnessed how my body didn’t just crave this deep rest but was indulging and luxuriating in it. The magnitude of quiet allowed me to embrace aspects of myself that I had built walls around: shame, judgment, criticism, and fear.
As I noticed these walls, I became curious.
What was this shame? Where did this shame reside and live in my body? Have I always felt this way? When and where did it begin? Who received feedback in ways that felt wrong? What parts of self have been neglected, turned off, told they don’t belong?
As I navigated these waters, I noticed they were dark shadows that were begging to be seen, to be acknowledged, to be witnessed, and perhaps...dare I say, to be honored.
I came to understand that holding space for darkness didn’t dim the light; oh no, in fact, it allowed me to see the light more clearly.
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I realized that my injury was a metaphor for the highest level of being comfortable in my body, embodiment. It forced me to take a magnifying glass to who I was, and how I was moving in this world—physically and emotionally. And I’ll be honest: this focus on production/doing/outcomes that I was living daily as an educator wasn’t me. It didn’t fit, and I needed to make big changes in my life.
As educators, we’re shown the ideal social media spotlight of what is a successful teacher and we’re holding up a bar of expectations that we can’t possibly meet 24/7. We become hyper aware of all the things we’re not doing or could be doing better. Most critically, this unrealistic image of a successful teacher sends the message that there’s something wrong with us, shaming our selves into burnout.
What’s wrong with being inherently human? It doesn’t fit the description of what a “good teacher” is.
I know other educators out there are told they’re not doing enough; those are the ones who risk burnout, lose their shine for education, and leave the profession. The more we tell ourselves this narrative of not enoughness and only applaud when things are shiny and bright, the darker the shadows become.
I know my story of healing from this shape-shifting, pushing down, or shame around our authentic human BEINGness isn’t just my story.
I know there are educators and teachers out there who desire a new way to live, be, teach, and lead.
The entirety of our experiences—the dark shadows, the bright light, and the entire spectrum in between—should be explored, tasted, and showcased.
To truly heal, to truly embody who we are as humans, as educators, and as teachers, we must allow ourselves to rest, to unplug, to disconnect. And not for an emphasis on being able to do more, to plug back in, or to connect. But merely because we’re human, too; we deserve carved containers of rest and pause.
About the Author
Taylor Ann Gonzalez (she/hers)
CEO & Founder, Body Alchemy Project
Taylor Ann Gonzalez is a human BEing, runner, trauma-sensitive yoga teacher, and lifelong educator. She believes that the body remembers AND can unlock the healing within us.
#blog: How to Nurture Diverse and Inclusive Classrooms through Play
by Rebecca Horrace, Playful Insights Consulting, and Laura Dattile, PlanToys USA
Special thanks to Next Generation Learning Challenges for allowing us to cross-post this blog post :-)
By infusing play into teaching, educators can create an interactive environment where students of all ages can approach complex topics with enthusiasm, adventure, and a sense of curiosity while achieving educational goals.
By using play to explore and celebrate diversity, educators can foster a more inclusive and accepting community among students, allowing for a safe space for student-led discussions about their understanding and experiences with these complex topics. The more we embrace and celebrate our differences, the more we learn how much we truly have in common.
This article explores various play methods for educators to teach children about diversity and inclusion, providing meaningful suggestions as well as steps for educators, children, and families to make a lasting impact in their community. Additionally, real-world examples and the power of using play as a tool for navigating complex topics are discussed, promoting interactive and engaging learning experiences for students of all ages.
What is the appropriate age for kids to start learning about race? How do you recommend educators approach the subject?
Children are incredibly perceptive and notice differences in people as early as preschool, making it a wonderful time for children to start learning about race. Educators can approach this subject with playfulness by using diverse toys, books, and activities that celebrate various cultures, especially relating to children’s unique backgrounds. Natural resources and tools spur connections for children as they listen to stories, engage in lessons, and participate in activities, creating confidence and purpose in their work. It’s important to create a welcoming environment where all questions are encouraged, which will grow the conversation as educators instill the value of diversity, kindness, and empathy to foster a sense of inclusion and understanding from an early age.
Beyond conversation, what are some steps educators can take to have a real impact in their local communities, further teaching children about diversity and inclusion?
To have a real impact in local communities and further teach children about diversity and inclusion, educators can take proactive steps by ensuring children engage with peers from different racial, religious, and ability backgrounds. Attending local trips to various play spaces, such as parks, museums, and community centers where diversity is evident and normalized helps children understand and appreciate the differences within their communities. Additionally, educators can support children’s participation in activities like sports, art, and music that celebrate multiculturalism and diversity.
Educators can also inspire community engagement by motivating families to enhance their local communities through volunteering at local cultural and inclusive events. Using online resources or visiting local libraries allows educators and families to learn about upcoming events that promote diversity and inclusion throughout local neighborhoods. Educators can also send home flyers and monthly calendars with highlighted events. After various activities and events occur, educators can facilitate discussions with children, encouraging them to share their discoveries along with their most enjoyable experiences. Real-world, active engagement with community members helps children learn about and embrace the richness of diversity in a more tangible and lasting way.
What are some effective methods that educators can implement in the classroom to teach children about diversity and inclusion?
Continued incorporation of lessons and activities surrounding diversity and inclusion into a child's curriculum is key to success. Approaches should be integrated consistently and through natural means, such as storytelling and discussions. Educators can introduce children to diverse perspectives and experiences through age-appropriate books, videos, and personal stories that highlight different cultures, backgrounds, and life experiences. Following the stories, open discussions can be facilitated where children are encouraged to share their thoughts, ask questions, and express their feelings, which inspires open-ended dialogue and helps children understand the richness and value of diversity.
Collaborative learning allows children to interact with peers who may have different perspectives, experiences, and abilities. Children should have the opportunity to work with their peers as each student brings their own cultural knowledge and experience to every lesson, fostering an environment where diversity is celebrated, and inclusion is actively practiced. Educators can structure group activities to encourage empathy, communication, and cooperation among students, assisting in everyone’s unique contributions so every student feels valued and respected.
Celebrating differences is a fundamental aspect of promoting inclusion. As role models, educators play a pivotal part in modeling inclusive behavior and language for their students. Demonstrating respect for diversity in interactions and encouraging students to follow suit can be a powerful teaching tool. Educators should acknowledge and value the unique qualities and strengths of each child, emphasizing that their differences are assets to the classroom community which fosters acceptance, empathy, awareness, and the benefits of community building.
Can you share examples of play activities educators can do with their students to foster an appreciation and respect for people of different genders, races, cultures, abilities, etc.?
By using play to explore and celebrate diversity, educators can cultivate a more inclusive, accepting, and empathetic community, creating a comfortable space for student-led discussions. Play activities can be powerful tools for educators to align lessons while promoting acceptance and community throughout classrooms and schools, as students engage in fun, meaningful ways.
Here are some examples of play activities to promote appreciation and respect for diversity and inclusion:
Cultural Show-and-Tell: Encourage students to bring in an item, recipe, or story from their own culture or heritage. They can share these with their peers, helping everyone learn about and appreciate the richness of different cultures.
Multicultural Storytelling: Share stories from various cultures and backgrounds. Afterward, have students create their own stories that reflect diverse characters and settings, while also sharing thoughts about prejudices or moments of cultural celebration. This can promote understanding, empathy, and respect for individual experiences.
Diversity Games: Incorporate games with different aspects of diversity, such as various cultural symbols, gender pronouns, or famous people from different backgrounds. Games can be simple modifications to current games such as Bingo or scavenger hunts, or entirely new games that the students help invent.
Art and Craft Projects: Engage students in art and craft projects celebrating diversity and inclusion. For example, they can create a collaborative mural or collage featuring elements from different cultures or make friendship bracelets that symbolize unity and camaraderie.
Cultural Days: Designate specific days to celebrate different cultures in your classroom. Each day can focus on learning about a particular culture's history, traditions, and contributions including local foods for tasting and native music for dance exploration.
How can we use play as a springboard for navigating complex topics, especially with older students?
Utilizing play as an educational tool effectively engages students in exploring complex subjects through meaningful ways. Incorporating gamification lessons makes learning interactive and fun, promoting problem-solving, critical thinking, and strategic decision-making, while also creating a safe and comfortable environment for learning and discussions to flourish. Educators can facilitate creative projects enriched with multimodal elements like collage, sculpture, painting, and writing, which allows students to express their understanding of complex issues such as race, activism, disability laws, and so forth in an expressive manner.
Collaborating with other educators within the school who focus on drama, technology, or physical education provides multiple ways to captivate students and facilitate an array of different perspectives about diversity and inclusion, while also allowing all educators to feel comfortable teaching about these complex topics. By infusing play into teaching, educators can create an interactive environment where students of all ages can approach complex topics with enthusiasm, adventure, and a sense of curiosity while achieving educational goals.
Rebecca Horrace, Playful Insights Consulting, and Laura Dattile, PlanToys USA
Rebecca Horrace, Ed.D., has been consistently involved in children's education, from brick-and-mortar classrooms to running a homeschool cooperative program, and even founding and leading a 4-H club for military youth. She is an educational expert in the areas of child development, child-centered learning, children's play, and developmentally appropriate best practices. Rebecca founded Playful Insights Consulting to bridge the gap between play and education across toys, content, media, and curricula using UX research, child-development knowledge, and childhood play expertise.
Laura Dattile, a painter and textile artist, is deeply passionate about classical toys that have a rich historical background, considering them the ultimate play tools for people of all ages. In the toy industry for a decade, presently Laura is the community manager at PlanToys USA where she supports the company's mission of fostering environmentally-conscious children and play-oriented learning. Laura's contributions extend through various outlets including blogging, social media platforms, and collaborating with children's professionals, educators, play advocates, toy enthusiasts, and fellow creators.
#blog: Unpacking Teachers’ Invisible Backpacks
by Taylor Ann Gonzalez
Special thanks to Next Generation Learning Challenges for allowing us to cross-post this blog post :-)
For teachers to thrive, they need to know that their basic needs—food, water, restrooms, sleep—will be met on a daily basis. It's not as easy to achieve as it should be.
Maslow’s Hierarchy of Needs is a known theory of motivation. Maslow's theory states that our actions are motivated by specific physiological and psychological needs that progress from essential to complex. The base level of this pyramid is our physiological needs which are equated with human survival—food, water, shelter. According to Maslow, we must meet our physiological needs first.
As educators, we are aware of the invisible backpacks our students carry. However, what about our own invisible backpacks?
If I asked you right now, do you have your basic needs—food, water, shelter (warmth/rest)—would you say that your needs are met? I’d bet you would most likely say “yes.” Yes, you know where you call home. Yes, you know you have food in the kitchen. Yes, you live where you can run your tap water and drink it immediately. This allows your nervous system to evolve from survival to thriving, from physiological to self-actualization.
In the grand scheme of things, this makes sense. Right? Our nervous system should know it can exhale and calm down because our own needs are being met. However, I’d push back on Maslow and let him know that I think he’s missing a critical component.
You can know you have access to all the basic needs and still have an activated sympathetic nervous system (fight, flight, freeze, fawn, flop, fatigue, flood)—overwhelmed, struggling, burning the midnight oil so that even a “small” thing throws us into a tizzy.
Why? Because—and here’s my push to Maslow—you need to know not just in the grand scheme of life, but on a daily basis:
When you’re eating ALL your meals
When you’re able to use the restroom
When you’re able to and how long you get to sleep
When you can access potable and drinkable water
As classroom educators, we don’t always know when this will happen. Roll with me, and let me know how many of these may resonate:
Lunch is spent shepherding your class in/out of the cafeteria.
Lunch is spent making last-minute copies and revising lesson plans.
Lunch is spent running to the bathroom AND eating something very quickly.
Lunch is spent with remediation work or acceleration work.
You are holding in your bladder because your next “break” isn’t for another two hours and the thought of calling down to the office, yet again, makes your skin crawl.
You didn’t sleep too much last night because a student is having trouble at home and you’re not sure what more you can do.
You stayed late after school to help with extracurriculars so by the time you get home, you’re exhausted and starving.
You brought grading home with you and are on the couch eating leftovers while trying to maintain focus.
You’re coaching an athletic team, or maybe a debate team, after school; you haven’t had lunch, and you are unsure when you’ll get dinner.
You skipped breakfast because you weren’t that hungry anyway, and it’ll be a few hours until you make it to lunch.
I mean, I can keep going here, but I think you get my drift.
This is exhausting. This is depleting. This is not sustainable.
How can we meet the needs of students on a daily basis, if our needs as educators are in limbo or not being met at all?
Already we’re experiencing elevated physiology, with the added layer of not having the carved container for nourishment, sleep, and connection → it’s no wonder that even with our physiological needs met in the grand scheme of things, we are struggling as we move toward Maslow’s idea of self-actualization.
This isn’t linear, it’s foundational and evolving. We have to know WHEN food, water, and shelter are happening on a DAILY basis not just in the grand scheme of life.
When we have the set containers:
It allows us to turn on our parasympathetic nervous system—rest and digest.
It allows us to turn on our groundedness.
It allows us to turn on our focus to the task we’re engaging in.
Test it out tomorrow and see what it’s like when you begin to empty your invisible backpack.
Carve your container for breakfast. Eat before you leave the house.
Take your lunch. Throw headphones on, and read. Focus on what you’re eating.
Leave at your contracted time. Leave school work in the building.
Have a nourishing and enjoyable dinner.
Make a list of all your have-tos and must-dos.
Drink water throughout the day (at least three cups).
Use the restroom—call the office if you need coverage. Allow your body to be a body.
Students can feel our energy. They will absorb not only what we teach them but also what we show them through our presence. Show up nourished and fulfilled. Show up regulated and overflowing. Show them that it’s possible so that they can see it represented for themselves too.
About the Author
Taylor Ann Gonzalez (she/hers)
CEO & Founder, Body Alchemy Project
Taylor Ann Gonzalez is a human BEing, runner, trauma-sensitive yoga teacher, and lifelong educator. She believes that the body remembers AND can unlock the healing within us.
#blog: Turning School Libraries into Discipline Centers Is Not the Answer to Disruptive Classroom Behavior
by Stephanie McGary
Special thanks to Next Generation Learning Challenges for allowing us to cross-post this blog post :-)
A proposal in Houston to replace school libraries with discipline centers fails to address the root causes of student misbehavior. A more constructive response can repair harm and address the underlying issues.
School libraries should be places where students can learn independently and think creatively outside the traditional classroom. But that won’t happen under a new plan proposed for Houston, the largest school district in Texas. Instead, spaces once reserved for quiet contemplation of books will now be transformed into disciplinary spaces for troubled students.
This summer, the Houston Independent School District decided to close school libraries and replace them with discipline centers. Parents and educators are concerned that this might harm struggling students in a state with the country’s fourth-lowest literacy rate, and fear that the new policy will do nothing to address some of the root causes of student misbehavior, which often include difficulties with literacy.
Superintendent Mike Miles, who was appointed by the Texas Education Agency to lead the district after it was taken over by the state, is pushing the policy. In an NPR interview, Miles explained that disruptive students will be sent to these discipline centers and then rejoin their classmates virtually.
Schools have attempted to address misbehavior with stricter discipline practices for years, but resorting to virtual participation—and virtual problem solving—is not the answer.
Districts should examine why a student chooses to communicate an unmet need by disrupting the classroom. All behaviors are a form of communication; misbehavior specifically is sometimes the only form of expression available to a student at the time.
If Houston’s plan is truly a systemic reform, as its proponents claim, why aren’t we also holding these larger systems responsible for the impact they have on student behavior?
More times than not, misbehavior is a response to a perceived stressor in the child’s environment hindering them from making more “appropriate” choices in the moment. Learning how to read, write, speak and listen—communication—requires more than understanding phonemic awareness, spelling or vocabulary. It requires the activation of the frontal lobe, which is responsible for reading fluency, speech, grammatical usage and comprehension.
In their book The Whole-Brain Child, Dan Siegel and Tina Payne Bryson refer to this area as the “upstairs brain.” They explain that the lower and mid parts of the brain (the “downstairs,” or survival, brain), must feel cool, calm and collected before access is granted upstairs. Many things can contribute to the downstairs brain hijacking everything and revoking access to the part our students need to control their impulses, problem solve and excel in communication.
Traumatic experiences are the main culprit. They include not only the difficult childhood events we often hear about but also detrimental community and environmental experiences, such as structural racism, low pay, a global pandemic and climate crises. All can have negative effects on growing and learning. If Houston’s plan is truly a systemic reform, as its proponents claim, why aren’t we also holding these larger systems responsible for the impact they have on student behavior?
Feelings of anger, frustration or stress, which can be caused by struggles with reading or other comprehension, can also lead to the downstairs brain hijacking the upstairs brain. When this hijacking happens, it can look like students are highly anxious or behaving aggressively toward themselves or others. Struggling with any academic skills can bring feelings of shame, which is a vulnerable emotion often hidden under challenging behaviors, many of which could get a student sent to the proposed “team centers.” A library and supportive librarian would benefit them more.
Not every misbehavior is the result of an issue with literacy, but every misbehavior communicates a need. While discipline is necessary, it should not end there.
Districts and school administrators need to recognize that a student’s behavior might be a trauma or stress response, and they need to learn how to respond constructively. This is known as a trauma-informed approach. Concurrently, restorative discipline practices focus on repairing any harm caused, while sparing the dignity of the student without excluding them from their community.
Not only does student behavior deserve to be fully understood and supported, but our educators, including our librarians, deserve to be allowed to work in their areas of expertise. When students are feeling unmotivated or defeated and communicate this through disruption, they should be met by individuals who not only understand the function of that behavior but also use their unique skills to quiet the downstairs brain to better attend to the upstairs brain, putting students in the best place to learn and grow. This is true system reform.
Educators cannot do this alone. Caregivers can also integrate trauma-informed and restorative practices at home. Parents know their children better than anyone and have a responsibility to advocate and assist schools in understanding the child behind the behavior.
Infusing trauma-Informed and restorative practices into schoolwide policies and procedures will help schools attend to the root causes of misbehaviors without the risk of re-traumatization.
Protecting learning, literacy and libraries and addressing discipline issues are not mutually exclusive. Our school systems can and should do both.
About the Author
Stephanie McGary
Licensed Professional Counselor-Supervisor and Registered Play Therapist
Stephanie McGary is a licensed professional counselor-supervisor and registered play therapist who finds joy in advocating and training around the mental, social, and emotional wellness of children, youth, and educators. A Public Voices Fellow with The OpEd Project, Stephanie is currently the director of clinical programming at Communities in Schools of Dallas Region and the owner of Tots N' Teachers Counseling and Consultation where she focuses on the mental health and wellness of children and educators.
#blog: How Schools Can Respond to the Student Mental Health Crisis
by Stephanie McGary
Special thanks to Next Generation Learning Challenges for allowing us to cross-post this blog post :-)
Schools can take these proactive steps now to serve as psychological safe places for both students and educators throughout the year.
In this back-to-school season, our doors are reopening to welcome students who are carrying invisible backpacks full of trauma and stress responses. With all of the traumatic events happening in our world today, the most vulnerable of us—our young people—are experiencing the effects of this reality each and every day.
In President Biden’s last State of The Union Address, he made it clear that youth mental health is a priority for the Biden-Harris Administration stating “we owe them greater access to mental health care at their schools,” but what does that look, sound, and feel like?
Schools are seen as the primary source of providing wrap-around services to students whether they are equipped to do so or not. Attempts have been made to support the mental health of students—including incorporating social-emotional learning, revamping discipline practices, and hiring more clinical staff—but it still feels like it isn’t enough.
While there is no one-size-fits-all approach to helping students who are struggling with their mental health, there are proactive steps schools can take to serve as psychological safe places for both students and educators.
Moving from Self-Regulation to Co-Regulation
For example, many schools and districts believed that social and emotional learning (SEL) would be the answer to behavioral problems by teaching students how to self-regulate, how to become more self-aware, socially-conscious, and make better decisions. But social emotional learning can give false hope, specifically around behavior. Brain development can not be rushed. You can spend all day teaching students how to self-regulate, but—because of where they are developmentally or due to the effects of trauma and stress on the brain—they may have limited access to the part of the brain (the dorsolateral prefrontal cortex, or DLPFC) responsible for self-regulation. Instead, we should teach young people skills of self-regulation while simultaneously teaching adults the art of co-regulation.
Providing quality professional development and support to educators when a student is unable to access their taught skill of self-regulation can be a game changer.
Addressing Emotional Health and Academics Together
School districts must also think strategically about behavioral support. The student who struggled last year may still be struggling this school year, and we should not wait for their behavior to reveal this need to us again. Now is the time for schools to develop methods to intersect emotional health with academic health.
There are times when academic and behavioral conversations are held separately but research shows us that students who have three or more traumatic experiences have six times the rate of behavioral problems, five times the rate of attendance problems, and three times the rate of academic failure. This means the conversations need to happen together, especially for students who are having challenges in all or one of these three areas. Small shifts can be made to traditional Admission, Review, and Dismissal (ARD) meetings and Behavioral Intervention Plan (BIP) meetings.
Momentous Institute, a community mental health nonprofit where I used to work, collaborated with educational and mental health professionals to create the Strategic Intervention Model (SIM) which can be downloaded for free. The SIM manual can be used on its own to amplify already existing protocols in your school environment.
Partnering with Community Mental Health Services
Schools can not support the mental health of all students alone, nor should they have to do so. Schools can identify community mental health agencies, mentoring programs, and after-school programs that they can partner with throughout the school year to be proactive in addressing school-wide mental health concerns. There is no need to wait until a crisis happens to create a community plan of support.
Schools are a part of communities, and in order for us to tackle the youth mental health crisis, we have to plan ahead and work together. Both our students and educators need us and deserve better.
About the Author
Stephanie McGary
Licensed Professional Counselor-Supervisor and Registered Play Therapist
Stephanie McGary is a licensed professional counselor-supervisor and registered play therapist who finds joy in advocating and training around the mental, social, and emotional wellness of children, youth, and educators. A Public Voices Fellow with The OpEd Project, Stephanie is currently the director of clinical programming at Communities in Schools of Dallas Region and the owner of Tots N' Teachers Counseling and Consultation where she focuses on the mental health and wellness of children and educators.
#blog: 7 Small Changes to Support Your Mental Health This School Year
by Dr. Kathryn Kennedy
Special thanks to Next Generation Learning Challenges for allowing us to cross-post this blog post :-)
Teachers can sustain their mental health and well-being throughout the school year with these seven small but foundational research-based strategies.
It’s almost time to head back to school. How did that happen?! Where did the time go?! I know we ask that question every year, but seriously, summer sometimes feels like an epic time warp! Am I right?! Nevertheless, I hope you thoroughly enjoyed the summer not only with your family and friends but also with yourself.
As we start the school year, you may feel a bit of excitement and perhaps some trepidation stirring inside of you about what the year is going to bring. You’re not alone. That’s totally natural, especially given the unpredictability we’ve all experienced over the past few years. We’ve endured a lot and continue to do so, and healing and supporting ourselves takes time and continuous intentional effort. Healing prolonged stress and trauma does not happen overnight; it’s an ongoing journey, not a final destination.
Before we start back to school, what if we laid some foundational supports for ourselves? I know, I know … oftentimes, once the school year starts, our best-laid plans derail quickly! But what if we start small, using seven strategies that can be foundational for sustaining your mental health and well-being throughout this school year and beyond? And—BONUS—you might already be doing some of these! Here they are in no particular order.
1. Clear Your Plate
We as educators, as you know, have a lot on our plates all of the time. What if we take some time before heading back to school to intentionally look at what we have on our plates? Is there anything you can let go of, either personal or professional? Is there anything that you can ask your school leader to take off your plate? Is there anything that’s not absolutely necessary? If so, take it off your plate to make room for things that will help you sustain your mental health and well-being. And make this intentional plate-clearing process a practice every month (if not more often) throughout the year. Look at it as a time to reflect and reevaluate your plate to see if there’s anything that can be cleared.
2. Play Every Day
Back in 2019, collaborative research from The Genius of Play and Fundamentally Children found that 75 percent of children were not getting enough play. If that’s the case, can you imagine the percentage of adults? According to Dr. Stuart Brown, founder of the National Institute for Play, “Play that is based on our inner needs and desires is the only path to finding lasting satisfaction in our relationships and professional work.”
There are many benefits of play: it boosts creativity and problem-solving abilities; reduces stress; builds resilience, improves relationships; nurtures community; and much more. Given all of the benefits, it’s important for us to bring play back into our lives. So how do you get started doing just that? The activities that we find fun are unique to each of us. The National Institute for Play encourages adults to:
Identify what is playful for you. Everyone is different, so find what works for you!
Develop lifelong play habits. Habits typically take 40 days to become routine in our lives, so try to incorporate play at least once a day for 40 days to see what sticks!
Recognize how you feel when there’s not enough play. Practicing intentional check-ins to see how you’re feeling is important, and doing specific check-ins on how you feel when you play and not can help you see the benefits of play in your everyday lives.
Model healthy play habits in your communities. Establishing a sense of play and modeling it for others, including the other adults and little ones in your professional and personal lives, can help make play an integral part of your day-to-day life.
3. Define and Establish Your Safe Spaces
According to trauma and somatic psychology research, to heal ourselves and support our well-being, we need to have a felt sense of safety. This means safety in mind, body, and all other critical aspects of our being and lives. As you begin the school year, think about these various elements of your safety and identify ways you can support yourself to feel safe. Just as our students need to Maslow before Bloom, so do we as adults. And safety, inside and outside of ourselves, is priority number one!
4. Build and Bolster Trusting Relationships
Once we have established a felt sense of safety, we can build and bolster relationships with others we trust. Trusting relationships provide us opportunities for co-regulation. Co-regulation is a way for your nervous system to work with another being’s (human, animal, plant, or otherwise) system to calm and ground. The more relationships we have that support co-regulation, the better.
5. Create and Cultivate Your Supportive Communities
Taking relationships one step further to create and cultivate a supportive community allows for more opportunities to support overall well-being. Each community or network you are part of provides specific support for each component of your well-being. Take some time to reflect on the communities you’re a part of and how they support you, as well as how you support them (giving back is just as important as getting support from others). Are there any communities that you think you’d like to add or even create to provide yourself better support?
6. Learn Something New
Stepping out of our comfort zone and learning something new can spark creative energy, which in turn provides us a chance to reclaim our power and voice, and heal. Each day, see if there’s something small you can learn that is novel to you to help light up your curiosity!
7. Explore and Engage in Short Restoration Activities
We as educators are busy a majority of the time. When possible, take short bits of time to downshift, to rest, to reset, and to restore your mind and body. Perhaps you can check out yoga nidra, restorative yoga, yin yoga, and guided meditations that take anywhere from five to 60 minutes. These restorative activities help to refresh yourself and cultivate renewed energy.
This is definitely not an exhaustive list, but I hope these and other small changes can help support you as you jump into this school year and many more years to come!
Dr. Kathryn Kennedy (she/her/hers): With one foot in digital and online learning and the other in mental health and wellness, Kathryn has been cultivating two primary passions for over 20 years. She serves as founder and principal consultant of Consult4ED Group and founder and executive director of Wellness for Educators. She is author of the forthcoming book The Mind-Body Connection for Educators: Intentional Movement for Wellness (expected publication date: March 28, 2023), which serves as the first in a four-part book series.She lives in Ithaca, New York. You can follow her on Twitter at @Kathryn__EDU and @well4edu.
#blog: How Teachers Can Unwind and Recharge after the School Year
by Dr. Kathryn Kennedy
Special thanks to Next Generation Learning Challenges for allowing us to cross-post this blog post :-)
Mental health research shows that we are not equipped to sustain good health when dealing with ongoing stress, and teachers have had little time to rest and recharge lately. Three practices can help.
Final assessments complete—check!
Cleaned up learning space—check!
Bulletin boards taken down—check!
Organized digital files—check!
Packed up Marvin (the class bearded dragon) and his cricket and spinach treats—check!
All of the end-of-school-year tasks are complete—check!
You’re ready for summer! All systems go! Full speed ahead!
But wait…
Have you been in GO mode, or even SUPER GO mode, since the beginning of the school year with little time to rest and recharge? Do you feel like a human doing instead of a human being? The majority of educators like you were under a lot of pressure and stress already, and then the pandemic hit! You were forced into overdrive and had to stay there to take care of everyone around you like you usually do and not have enough time to care for yourself. The difference with the pandemic and the stress and overwhelm caused by it was that the high-speed mode you were in never let up; instead, it increased and sustained for over three years.
The field of mental health tells us that some amount of stress is good for us and that we have the ability to deal with short-term stress by using healthy coping mechanisms, such as sleep, boundary setting, deep breathing, and emotional release, among others. However, we are not equipped to sustain good health when stress continues for an extended amount of time.
According to research, when we are in a state of prolonged stress for over six months, and we can’t or don’t slow down to take the time to heal and work through the emotions associated with our stressful and/or traumatic experiences, we can succumb to burnout and in some cases experience symptoms of anxiety, depression, and even post-traumatic stress disorder. In these prolonged stress states, our ability to learn and function can go completely offline (see Dr. Stephen Porges’ The Polyvagal Theory and Dr. Bessel van der Kolk’s The Body Keeps the Score.)
The fields of neuroscience and neurophysiology have found that prolonged stress or trauma (using Dr. Peter Levine’s definition, “Trauma is anything that our system can’t handle or process,” anything that puts us outside of our ability to cope) is not only a cognitive experience, but also a bodily experience. Research from Dr. Stephen Porges and Dr. Bessel van der Kolk explains how the body stores the majority of these stress and trauma experiences that eventually lead to aches, pains, and illness in us. This is why it’s vitally important to take the time to heal. Van der Kolk and other neuroscience and neurophysiology researchers also talk about hypervigilance arising when your mind and body are on high alert for an extended time; this leads to our nervous system getting used to that overwhelmed state and consequently staying there if we don’t take the time to downshift and heal.
So instead of jumping into summer and continuing in “GO” mode, what if we slowed down a bit to reset, to downshift into a calmer state of being? After a time when stress has set up camp in our minds and bodies for an extended stay, we can choose to take the time to heal. What can you do to downshift and heal your prolonged stress and/or trauma? Here are three ideas:
1. Guided Meditations
These practices have been used for thousands of years in a variety of cultures and disciplines and can support healing on a cellular level. Research on yoga nidra, or “sleep with a trace of awareness,” has been shown to have a significant impact on stress, sleep, and overall well-being and the feelings of sleeping for three to four hours when only practiced for 45 minutes. Below is an example from the Wellness for Educators’ Wellness Library. This practice involves a bit of storytelling, where you go on a journey to a forest. For this practice, I suggest listening to the audio recording available:
Educator Wellness Roundtable · Yoga Nidra - 40 Minutes
To fully reset the nervous system, enjoy guided meditation once a day for at least a week.
2. Artistic Expression
In its many forms, art can support the healing process and your nervous system in general. Art, such as painting, drawing, and coloring, has been shown to raise serotonin levels; impact brain wave patterns, emotions, and nervous system; interpret, express, and resolve emotions and thoughts; and allow for nonverbal communication of emotions and experiences. Sound or music can release dopamine, a naturally occurring happy chemical in our brains. If you’re not a fan of singing, humming and/or listening to music also help to support the vagus nerve, which in turn can help support the nervous system. Dance and movement practices also provide opportunities for nonverbal communication and release of emotional energy. Through the use of journals, gratitude notes, and poetry, to name a few, writing can also be a healing support. Writing can ease emotions attached to trauma and prolonged stress and can offer another form of unspoken expression.
3. Intentional Movement
Movement is important, but in the healing process, it helps to intentionally check in with the cognitive side of how the body is feeling and what emotions might be arising as we move. As you’re engaging in movement, ask yourself the following, observing without judging:
What do I notice in my mind?
What do I notice in my body?
What do I notice in my feelings?
What do I notice in my thoughts?
What do I need at this moment to feel supported? (Observe without judgment and give yourself what you need to feel supported.)
This last bullet is especially important because as educators and human doings, we tend to bypass our body and mind’s requests for us throughout the day and throughout our lives. In this practice, you can choose to make a conscious shift to listen to and support yourself.
You can learn more about intentional movement in my recently published book called The Mind-Body Connection for Educators: Intentional Movement for Wellness.
The suggestions for healing prolonged stress and trauma shared above are definitely not an exhaustive list of supports. I encourage you to find what supports work best for you and add those to your day-to-day living.
So before you dive into the hustle and bustle of the summer, set aside some time to downshift. Enjoy your summer, and come back even more refreshed for a new school year in the fall!
Dr. Kathryn Kennedy (she/her/hers): With one foot in digital and online learning and the other in mental health and wellness, Kathryn has been cultivating two primary passions for over 20 years. She serves as founder and principal consultant of Consult4ED Group and founder and executive director of Wellness for Educators. She is author of the forthcoming book The Mind-Body Connection for Educators: Intentional Movement for Wellness (expected publication date: March 28, 2023), which serves as the first in a four-part book series.She lives in Ithaca, New York. You can follow her on Twitter at @Kathryn__EDU and @well4edu.
#blog: In This Evolution of Learning, Focusing on Student Strengths is #SelfCare
by Dr. Rebecca Itow
Cross post from the NGLC blog.
Teachers’ daily work to learn from students and reshape our understanding of what learning looks like and what teaching feels like is a form of self-care.
Mom arrived early, so the two of us waited together as her student finished an exam. It was the end of a long day and this parent—who teaches high school English by day and university writing by night—shared that she was exhausted. I know this mom as a colleague—we had worked together a decade earlier to develop a then-new model for asynchronous online collaboration, and her contributions have been central in several academic publications. She is one of the best teachers.
So when I asked how her year was going and she responded with a defeated reply, I was concerned. She shared what was weighing on her mind, body, and heart and diminishing her identity as a teacher: a student had submitted an AI-generated paper. The weight of the offense was sitting hard on her chest, she was taking it personally. More than the cheating, she was dismayed that the student did not seem to have the desire—or, more devastatingly, she worried that perhaps she had failed to teach the skill—to "sit with his ideas." She wondered whether as a society we are losing the skill of generating our own ideas, sitting with a blank page, and allowing our sparks of insight to bubble up and spill out onto the page.
I made some feeble attempts to help. Could she have the student critique the AI-generated content or use ChatGPT to generate ideas?* But that wasn’t the point. From her vantage point, this child, who could not or would not execute a fundamental skill that English teachers work to cultivate, was a huge banner showcasing her failure as a teacher.
I have been thinking about this moment for weeks. What is happening? I spend my days working with teachers to develop innovative approaches to learning, and yet this story is not unique. Every day, teachers share that they feel defeated and more-than-stressed, that the students can’t, the students won’t. And I don’t buy the narrative that teachers are negative or power hungry or any of that nonsense.
I wonder if we are experiencing a kind of evolution in learning. Maybe rather than try to outrun our technology, convince students to learn and act as we did or cleverly curb technology-assisted behaviors (as I tried to do above), perhaps our work and our focus should be to identify the new ways and types of thinking our technology affords us. Maybe we should learn from our students how to think and learn and act in innovative ways instead of making them conform to us.
Back in 1995, Edwin Hutchins, a professor emeritus in cognitive ethnography, distributed and embodied cognition, human-computer interaction, and multimodal interaction at UC San Diego, wrote about the way a pilot uses cockpit tools to relieve cognitive load so they can focus on the more complex maneuvers of flying a plane. We use calculators to perform simpler mathematics, which opens opportunities for more nuanced mathematical thinking. And the worriers were right—we may not practice the underlying logic to solve complex problems the way we did with a slide rule, but we can think differently and solve more complex problems in nuanced ways. We can see the world through new lenses because we have offloaded those cognitive tasks to our tools.
Perhaps our work is becoming less about teaching content and more about teaching the skills necessary for interacting in a networked world.
Our profession has trained us to train our students to think and learn as we did, which positions us to fail because we are looking for evidence of learning that is bound by traditional brick-and-mortar conceptions of knowing and learning. But the brick-and-mortar setting is really not where our students are primarily learning today. They are online, engaging in virtual information sharing for formal (i.e., school) and informal (i.e., social) purposes. They use amazingly powerful tools to connect to the world, build relationships, and shape their understandings.
So let’s position ourselves for success. Rather than look for how to “fix” students’ behaviors around the newest (and honestly, pretty cool) technology, let’s find out why they are using those tools in that way in our classes. Is that how they use those tools in all settings? My Mom says that if we operate under the assumption that no child wants to be bad, we can uncover the why behind their behaviors.
Maybe this egregious act of using ChatGPT to write an essay isn’t about us educators at all; maybe that student finds the blank page so intimidating and they really wanted to submit something so they didn’t feel stupid in front of their peers and their teachers. Maybe they think that what the AI wrote is actually pretty great and have opinions about it. By asking the student why instead of punishing the what, can we learn together and develop new ways of thinking? Perhaps our work is becoming less about teaching content and more about teaching the skills necessary for interacting in a networked world. We cannot predict the ways our students will walk through the world, but we do know that the future will be networked and require students to be nimble as they engage in an interconnected world. Professors Michael Xenos (University of Wisconsin-Madison) and Kirsten Foot (iSchool at University of Washington) predicted in 2008 that students will be co-constructors of knowledge, and we must help them prepare to move forward rather than look behind.
It is well documented that educators’ identities are wrapped up in our work. We define ourselves and our self-worth through the success of our students. But our standards and structures are centered on potentially outdated notions of what learning looks like of what teaching feels like. This not only sets teachers up for failure—it is the opposite of self-care.
As I wrote in 2020, it is time to reconceptualize what learning looks like and what teaching feels like.
We do actually know what we are doing. And rather than look for the deficits in our students around how they are not meeting the (outdated) standards—the ways in which they cannot or will not—we can look for their strengths. We don't need to criticize ourselves for what students cannot or will not do. Our daily work to learn from our students and reshape our understandings about what learning looks like and what teaching feels like is the #SelfCareExample. Looking for and learning from students’ strengths is a way to practice self-care. We must each engage in this practice and share it with others. Walk down the hall and share your stories with a colleague. Tell them that they are not alone in this struggle. Be the example for others and ask them to do the same for you. You are so capable. You are powerful. Let’s give ourselves the gift of focusing on our students’ strengths so that we can celebrate their good work and their innovative ways of learning, knowing, and thinking.
*I used Google’s AI, Bard, to help me generate a title for this blog post. I first asked Bard to help me create a title about experiencing an evolution of learning, and it gave me some good ideas. Then I refined my prompt by asking to make sure “evolution of learning” was in the title, and then again to mention teaching identities. While the title you see here is uniquely mine, I used Bard to spark my thinking. I was stuck and knew what I wanted to capture, but couldn’t quite get there. The way I used Bard to get “unstuck” is a good example of how I used this tool to help me articulate the messy thoughts in my brain, and lower my stress level by using Bard’s inspiration to create a title that caught your attention!
References
Hutchins, E. (1995). How a cockpit remembers its speeds. Cognitive science, 19(3), 265-288.
Itow, R. C. (2020). Fostering valuable learning experiences by transforming current teaching practices: practical pedagogical approaches from online practitioners. Information and Learning Sciences, 121(5/6), 443-452.
Xenos, M., & Foot, K. (2008). Not your father’s Internet: The generation gap in online politics. Civic life online: Learning how digital media can engage youth, 51-70.
About the Author
Dr. Rebecca C. Itow (she/her) is principal of IU High School Online. She earned her Ph.D. in learning sciences from Indiana University and was a public high school teacher. Driven to facilitate safe spaces for learners to navigate their academic journeys in valuable and valued ways, Rebecca researches, designs, and implements responsive online pedagogical practices in digital learning environments. Her work guides current university and community partnerships that innovate online teaching, learning, and design.
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