#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: 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: 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: School Was My Safe Place: Prioritizing Safety for Learning
by Dr. Kathryn Kennedy
Special thanks to Next Generation Learning Challenges for allowing us to cross-post this blog post :-)
* Please note this blog post contains descriptions of domestic violence which could be triggering for some readers.
School leaders and educators can use a number of strategies to cultivate safe spaces for learning in their schools and classrooms.
How School Became My Safe Place
When I was a kid growing up in Boston, my friend Diedre and I would play this game. We’d pretend the floor was wicked hot lava. We’d jump from one piece of furniture to another to avoid the floor, trying not to knock things over as we leapt around her room. Each time we landed somewhere other than the floor, we’d say, “I’m safe!” We’d laugh and smile at each other. At the time, I was eight years old and didn’t realize the vital role safety would play throughout my life.
A couple of years before that, my Dad tried to hurt my Mom. He held a knife to her throat as she laid on the couch in the living room watching a TV show. I was laying down on a couch on the opposite side of the room. I saw everything play out in front of me. Within a few minutes, other family members intervened, saving my Mom from being physically hurt. Because I was so young and couldn’t process what I was seeing, my mind protected me by suppressing the experience. I was 37 when my oldest sister told me I was actually in the room when it happened.
Just before my ninth birthday, my Dad moved my Mom and me to Florida to get away. He didn’t want to take medication or see a therapist to support his struggles with bipolar disorder. I started fourth grade in Florida and acted out because I just didn’t want to be there. I wanted to be in Boston where the rest of my family and friends were. My teacher that year didn’t really take the time to get to know the why behind my behaviors, so I got in trouble a lot.
In fifth grade though, I met Mr. Weaver. He spent time getting to know me and my classmates. He knew our interests and passions and got to know us as human beings. He also made us feel safe. We trusted him. Because of him and his intentional approach to creating a safe space for learning and cultivating meaningful relationships and community, I improved academically, socially, emotionally, and mentally. I likely healed some too. This is when school became a safe place for me.
Because I felt safe there, I continued to find ways to engage at school for long periods of time. I became a year-round long-distance swimmer and runner, which kept me practicing about seven hours a day. I also immersed myself in clubs and other organized activities. I spent as much time at school as possible.
When I was in ninth grade, my Dad tried to hurt my Mom again, and I was the only one in the house at the time with them. I interrupted the interaction when I came out of my bedroom and startled my Dad. The next morning, my Mom and I flew to Boston to stay with family, but six months later we moved back down to Florida with my Dad. Living in the same space as my parents, I couldn’t find a safe place to support my healing. I continued to depend on school to be my safe place. It took finding safe places and safe relationships to truly and meaningfully heal.
Recently I was reading a number of sources that claimed safe spaces are dangerous for students and educators because that sense of safety might encourage them to atrophy instead of grow. Given my personal experience and the research on the need for safety in the healing process as well as in the learning process, I see the opposite to be the case. According to trauma research, safety is the foundational piece of not only the healing process, but it’s also the foundational piece for learning. Creating a safe place for learning is even more vitally important for students and educators of color and those who identify as LGBTQIA+. How can schools and districts prioritize safety for learning?
School as a Safe Place: Strategies
Some safety issues are more systemic, such as gun violence, racism, and gender discrimination, but there are a number of strategies school leaders and educators can begin to implement at the school and classroom levels to start cultivating safety at school:
School-Level Strategies
Employ more licensed mental health professionals to support not only students but also educators and staff.
Regularly seek feedback from faculty and staff to understand what they need to feel safe, and take action to provide for those needs.
Ensure there is representation for both BIPOC and LGBTQIA+ on your faculty and staff.
Co-establish values for the learning community where all stakeholders have input.
Encourage respect of differences.
Let go of shame and replace it with self-compassion and empathy.
Provide calming spaces where people can go to reset.
Think differently about roles and how to clear some things off people’s plates.
Classroom-Level Strategies
Provide space for educators and staff to create and cultivate trust-based relationships with students.
As much as possible, encourage educators to practice calming techniques with their students so that everyone is supporting each other.
Incorporate books and other learning materials that represent diverse cultures, races, gender, etc.
This is definitely not an exhaustive list, but these steps are a good start to creating safe spaces for learning.
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: A Single Slice of the Pie: Relieving Educator Overwhelm by Consolidating Roles and Expanding Opportunities for Teacher Leadership
Special thanks to Next Generation Learning Challenges for allowing us to cross-post this blog post :-)
by Dr. Kathryn Kennedy and Dr. Rebecca Itow
Teacher exhaustion is not new but it is now pervasive. Greater autonomy and consolidating roles can support educator wellness and strengthen school culture.
Educator stories of overwhelm and exhaustion are continuing to create buzz across education social media circles. The same school-level and systemic factors from the 1990s and 2000s hold true today as major sources of stress, including but not limited to high-stakes testing, excessive workload, large class sizes, inadequate resources, student behavioral challenges, initiative fatigue, and lack of support. One of the most cited contributing factors to educator attrition is educators wearing too many hats (Viac & Fraser, 2020).
Many educators have asked their schools to consider taking tasks off their plates. Because of the many requirements that schools have to meet at the district and state levels, we know that this is often not possible.
What is possible for schools, however, is the opportunity to consolidate educator roles. Doing this not only helps alleviate the pressure that educators feel when trying to juggle many roles, but it also provides teachers an opportunity to step into teacher leadership. Take a moment to think about the following examples:
A school asks an educator to shift to an SEL coordinator position that works collaboratively with teachers to support students.
An educator really enjoys writing lessons and aligning them with standards, and they feel empowered to take on a role where that is their sole job, working collaboratively with teachers to support them across various classrooms.
An educator loves working with students to set academic goals and coaching and networking them to achieve those goals, so they take on a coaching position that supports all or a portion of students in the school. Or perhaps they take on a position coordinating and supporting a group of coaches.
An educator takes on a coordinator role of a project-based learning approach for students that additionally frees up teachers to serve as mentors for certain components of student projects.
We hear often of excellent teachers who we wish could influence more than the students in their building. Another prevalent narrative is of teachers’ wish to revise or update their skills and courses, which they would happily do if they had the time and opportunity. The following example demonstrates how local and state support is helping one talented business teacher reach more students by giving her the space to learn and grow. With triangulated support this teacher is currently (a) leveraging her brick-and mortar teaching experience to (b) design useful and usable learning opportunities in virtual courses. As she does so, this teacher is (c) increasing access to both the course content and her talent, (d) building both her individual and the school’s capacity to support learners in virtual environments, and most importantly (e) recognizing that her past experience is valuable. By building a dynamic and relevant virtual course, this educator is simultaneously honing her craft while teaching more students in increasingly relevant ways.
A talented brick-and-mortar business teacher took on the brave challenge of working with a digital pedagogist to design a virtual course. She is using her years in the classroom to re-envision what learning and teaching look and feel like for the purpose of developing up-to-date, useful, and usable virtual curriculum so that more students have access to the content she teaches.
However, the teacher’s confidence to realize this goal was, at times, unsteady. Significant institutional constraints and already impacted professional routines were compounding in unsustainable ways. As a veteran teacher of a course that had recently been moved one whole grade level down, she found herself designing assignments that met the standards but were somewhat lacking in relevance given the developmental difference between the age of her former students and the age of her current ones. This combined with the challenges of learning to teach in a virtual environment and the rest of her professional responsibilities was making it difficult to focus on the challenge she undertook. In fact, the overwhelm was making the whole job difficult.
When asked how she might re-envision her role to help her focus on design and generally escape the overwhelm, the teacher envisioned letting go of enough other responsibilities to spend time updating her courses; her courses would facilitate relevant learning in both brick-and-mortar and virtual learning environments. She would consolidate her role to center around curriculum design. To try on this role consolidation, the teacher and the pedagogist spent 45 minutes brainstorming strategies the teacher could use to engage students in meaningful learning of useful and usable concepts in both learning environments.
Throughout the working session, this teacher let her creativity flow. She developed curricular approaches that (a) meet academic standards, (b) address students’ needs, (c) draw on learner’s expertise, and (d) could be made appropriate for both face-to-face and virtual settings. Her tone turned joyful as she innovated. She began designing new materials and teaching strategies. It became apparent that, if allowed to do what she loves and is trained to do—that is, if she could re-envision her role to be one that gave her enough space to creatively design —both she and her students would experience learning that is useful and usable, valuable to those learners, and valued by others. The experience is helping this teacher—and the school—build the capacity to consolidate her role, which in turn is beginning to relieve the overwhelm and reinvigorate her excitement for teaching.
And because this teacher has the local and state support to continue working and learning in this way, she is able to focus her energy on something she is passionate about (relevant curriculum design) while increasing her school’s (and the state’s) capacity to ensure students’ access to it.
This option of role consolidation also illustrates the power of educator autonomy: opening up space for educators to innovate and be creative. When educators feel empowered and supported, their job satisfaction rises, and subsequently, they are more likely to stay (OECD 2014; OECD 2019). We see this role consolidation not only as a way to retain educators but also as an opportunity to bolster educators and strengthen school culture. We’d love to hear your examples of role consolidation as a method of lightening educators’ loads. Share your creative ideas with kathryn@well4edu.org and, with your permission, we’ll feature them in future blog posts.
About the Authors
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.
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.
#blog: “Time does not heal all wounds…” A Call for Healing and System-Level Changes
by Dr. Kathryn Kennedy
Cross post from the NGLC Blog
“Contrary to conventional belief, time does not heal all wounds since humans convert traumatic and stressful emotional experiences into organic disease.”
–Dr. Vincent Felitti, ACEs Study, 1998
Schools that acknowledge the trauma and stress of the past two-plus years can support educators, students, and parents/caregivers to heal with three wellness and mental health strategies.
In 1998, Dr. Vincent Felitti, the director of the Adverse Childhood Experiences (ACE) Study, and a team of doctors from the CDC and Kaiser Permanente published a groundbreaking research article focused on the effects of ACEs on over 17,000 participants. The study highlighted that our minds are not the only part of us affected by trauma and prolonged stress. As Dr. Bessel van der Kolk put it, The Body Keeps the Score; that is, the body stores traumatic and stressful experiences in its tissues (2014). When not worked through, these “issues in our tissues” come up later on in life.
Source: Tori Press, @revelatori, https://www.instagram.com/revelatori/
Many in the field of education want to “go back to normal,” but many educators, students, and parents/caregivers have not had the time to heal the trauma and prolonged stress they endured for almost two-and-a-half years (and, for many, even longer).
The lack of focus on healing and the importance of it are major reasons we are seeing so many mental health concerns today, not only in the field of education specifically but also in the world at large.
Back in 2020, I feared this is where we were headed.
The Trauma of Schools During the Pandemic
As someone trained in online and digital learning, when the pandemic hit, I was involved in a number of projects focused on shifting in-person learning to online learning. At the same time, I was sharing concerns about educators’, students’, and parents/caregivers’ mental health and wellbeing.
Every stakeholder in education was thrown into something they weren’t prepared for. Educators had to punch the gas pedal and couldn’t let up. It was constant “GO” mode from the start:
School leaders had to learn about remote, online, and/or hybrid/blended learning environments in order to figure out how to best lead and support their educators, students, and parents/caregivers. Some also had to shift their schools and districts into spaces that provided just-in-time and wraparound community supports.
Teachers had to learn how to teach and support their fellow teachers, students, and parents/caregivers in a remote, online, and/or hybrid/blended environment. They not only had to learn technologies that they weren’t familiar with, but they also had to learn how to use those technologies to teach and connect with students and parents/caregivers in meaningful ways. Additionally, educators were asked to provide social-emotional learning supports for students and parents/caregivers.
Students had to learn how to learn in remote, online, and hybrid/blended learning environments using technologies in ways that they weren’t used to.
Parents/caregivers had to support their children as they learned in remote, online, and hybrid/blended learning environments.
Everyone did the best they could during all of this while the undercurrent of the pandemic, and the plethora of reverberations from it, raged on. But the education system was continuously on shaky, unsafe ground for over two years.
And now, as if that wasn’t enough, the same stakeholders who desperately need time to heal are in another “GO”-mode situation, being shamed by continuous conversations focused on “learning loss” and “learning gaps.” A recent Rand report found that pandemic learning loss is the top job-related stressor for educators (Steiner et al. 2022).
Source: Rand Corp. via The 74
In 2021, during one of the book studies Wellness for Educators hosted with educational leaders in Alabama, we heard from a number of the leaders about how they were feeling, and one of the educators stated so poignantly:
I wish everyone understood that educators are human beings also. We have the same struggles as everyone else and are susceptible to all that goes along with being human. We carry the weight of every child, faculty, and staff member in addition to what we carry ourselves. Kids are definitely first, but we as educators do matter and we aren’t expendable.
–School Leader in Alabama
Given the situation we are in now, we cannot underestimate the effects of trauma and prolonged stress. There will continue to be consequences if we do not take the time to heal.
The push to go back to normal as quickly as possible, and avoiding talking about topics like “trauma,” “social-emotional learning,” and “mental health” anymore is sending a message that what we experienced was not traumatic or stressful. But with many educators heading for the exits of the field, the system really has no choice but to heed the warning signs.
Dr. Peter Levine, author of Waking the Tiger: Healing Trauma, explains:
Trauma has become so commonplace that most people don't even recognize its presence. It affects everyone. Each of us has had a traumatic experience at some point in our lives, regardless of whether it left us with an obvious case of post-traumatic stress…Because trauma symptoms can remain hidden for years after a triggering event, some of us who have been traumatized are not yet symptomatic…In our culture there is a lack of tolerance for the emotional vulnerability that traumatized people experience. Little time is allotted for the working through of emotional events. We are routinely pressured into adjusting too quickly in the aftermath of an overwhelming situation. Denial is so common in our culture that it has become a cliché.
3 Educator Wellness and Mental Health Strategies
It was in late 2021 that I heard some educators start to acknowledge that what they experienced was traumatic and stressful. Despite that, some schools will continue to ignore the need for healing, but those who acknowledge it can use the following guidance to support educators, students, and parents/caregivers.
1. Acknowledge educator wellness is not an individual effort, and affect system-level changes.
More than anything, the field needs to acknowledge that educator wellness is not an individual effort; it’s a system-level issue. As one of my teachers, Dr. Albert Wong, a somatic psychotherapist, said during one of my certificate programs, “Challenges within communities or systems need interventions at the level of communities or systems.” Viac and Fraser (2020) emphasized many factors that contribute to educator wellbeing in their OECD white paper. Some examples include large class sizes, low pay, and initiative overload. In addition to these, educators also need to feel heard, respected, valued, and have room to be creative, among other things. Also, issues such as racism, gender identity discrimination, misogyny, and gun violence also need to be acknowledged as issues that factor into educator wellness, as they show up at the system level as well. These issues are complex, and won’t be solved overnight, but even small steps to change these conditions can go far for educator wellness.
2. Acknowledge that when we don’t take the time to heal, it affects our ability to learn.
When we’ve experienced trauma and prolonged stress and do not take time to heal, our learning processes are affected. Specifically, the amygdala activates, and the hippocampus shuts down. The hippocampus is crucial to learning, memory encoding, and memory consolidation. As van der Kolk shared, the trauma and prolonged stress that we do not work through has the ability to affect our physical bodies but it also changes our brain and our nervous system so that we experience our lives in different ways. Schools can consider taking some tasks off of educators’ plates to provide them time they can spend in collective healing with other educators as well as time that they can take individually to refuel on their own. As one of Wellness for Educators’ former Board members, Dr. Cathy Cavanaugh, shared, “The ripples of our own healing can support the healing of others. Educators are helpers by nature. Sometimes motivation to care for oneself comes from the opportunity to help others.” Some schools and districts are partnering with organizations that can provide just-in-time therapy and coaching to support educators’ mental health and wellness. Additionally, some schools and districts are collaborating with mind-body practitioners to provide healing opportunities through practices such as play, Qigong, yoga, art, etc.
3. Emphasize that it takes a collection of tools to heal trauma and prolonged stress; provide opportunities to engage with those tools.
In his 2014 book, The Body Keeps the Score: Brain, Mind, and Body in the Healing of Trauma, van der Kolk explains that cognitive-based therapy, such as talk therapy, alone cannot be the only method to support healing from trauma and prolonged stress, especially because the body also “keeps the score.” Mind-body education and practices, such as yoga, breathwork, art, music, dance, meditation, Qigong, and more can be used to release the “issues in our tissues.” As one of The Trauma Foundation’s videos conveys, “Many of the activities that we intuitively know make us feel better—like spending time in nature, practicing yoga, dancing, helping others, and more—can help the autonomic nervous system become more regulated and resistant” (7:20).
While mind-body practices can help educators, students, and parents/caregivers heal trauma and prolonged stress, there is a critical need for schools and districts to make intentional changes at the system level. If system-level changes aren’t made and opportunities to heal are not provided, we’ll continue to see resignations, teacher shortages, retention difficulty, burnout, secondary traumatic stress, post traumatic stress disorder, behavioral concerns, learning loss, learning gaps, and more.
