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Healthy Educators Need Healthy Schools: Supporting Educator Work-Related Well-Being Through Multitiered Systems of Support
Journal article   Peer reviewed

Healthy Educators Need Healthy Schools: Supporting Educator Work-Related Well-Being Through Multitiered Systems of Support

Talida M. State, Rachel R. Ouellette, Imad Zaheer and Miranda R. Zahn
School psychology, Vol.39(3), pp.243-255
05/2024
DOI: 10.1037/spq0000567
PMCID: PMC10971709
PMID: 37561430
url
https://pmc.ncbi.nlm.nih.gov/articles/PMC10971709/pdf/nihms-1968286.pdfView
Open Access

Abstract

The COVID-19 pandemic has amplified preexisting challenges for educators as manifested in high rates of work-related stress and burnout, and educators leaving the profession in higher numbers than ever before. In this article, we highlight the urgency for work-related well-being supports for educators, with a particular focus on system changes. Individual self-care is necessary, yet insufficient. To this end, we recommend the use of a multitiered system of support framework to promote a supportive and balanced work environment for all educators, tailored to local needs. We provide a rationale for the use of a tiered model and give specific recommendations for implementation and sustainability of a continuum of supports for school-wide educator well-being. Impact and Implications Educators are leaving the profession at alarming rates, resulting in critical and ongoing shortages, due in large part to high stress levels, high job demands, and underresourced schools. The present article presents a contextualized, school-wide, and multitiered approach to understanding and promoting educator work-related well-being. We provide examples of how to use a data-informed and team-based approach to identify and provide supports tailored to each school and educator.
 educator burnout work-related well-being multitiered system of supports

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