in the classroom
A sense of self
Why self-care should be on every school leaders ’ agenda .
By Rochelle Borton
Over the last two years , school leaders in Australia have led their institutions through the most significant health pandemic of the modern age . Many have entered their third year of uncertainty , which has some people considering whether leaders have been provided the support they need to continue through what looks to be another year of concern . This sentiment is echoed around the world .
In a recent publication , McLead and Dulsky ( 2021 ) concluded that while schools are one of the most important societal institutions , school leaders had little to no experience or training in crisis leadership during the pandemic , causing many to question their future in a profession that does not provide balance .
Changing health advice , system demands and managing community expectations , all while ensuring staff and student wellbeing , has taken a toll on every school leader . The pandemic and concurrent changes in school structures have required school leaders to “ think about the future of education ” and to question the status quo .
Systemic changes have touched almost every area of education , including the rollout of curriculum , engaging with families to ensure equity in accessing technologies to support remote learning , and the creation of new resources . All of this has taken so much time and so many resources that little has been left for self-care .
If self-care does not rise in priority for school leaders soon , then the unintended consequences on health , wellbeing and sustainable future leadership are in jeopardy . This has gone beyond being a personal consideration and perhaps it ’ s time for jurisdictions to look at how they can support opportunities for leaders and educators to engage in self-care without the current levels of guilt associated with taking time for “ self ”.
If we recognised the genuine link between effective leadership and ongoing school improvement , perhaps self-care would move to the top of the agenda as a critical component in driving school success . School leaders are called to be strategic and forward-looking , and self-care is just that : tactical and future focused .
Successful school leaders are skilled communicators who can soothe distress and help others make sense of a confusing predicament . Great leaders think clearly , offer reassurance , orient people , and help them stick together . School communities , staff and students have expected their school leaders to do all of this and more . Without having the time to reflect , engage in activities that promote energy building and satisfaction , and de-escalate stress to manageable levels , this expectation of ability is near impossible .
School leadership can be an individual pursuit . School teams , collaborative planning , professional networks , and performance appraisals are part and parcel of being a leader . In the silence of their office , leadership can be solitary . Self-care can feel that way also . By its very nature , it is most often done alone .
Recent research from New Zealand and Australia suggested principals experience higher rates of burnout , stress and sleeplessness than other professions ( Riley , 2017 ). Principals manage their own levels of stress whilst concurrently being tasked with the responsibility to manage the wellbeing of staff .
While school leaders are very good at minimising the importance of their own self-care , they more easily recognise the need to develop self-care practices in staff . If we don ’ t manage and balance our own self-care , we are more likely to adopt maladaptive coping strategies when we are met with uncertainty , highlighting the need for school leaders to have self-care on this year ’ s agenda .
Self-care is foundational for effective decision making and ethical action . School leaders need to work on modelling visible self-care practices to ensure the staff they lead not only hear but see the importance of putting yourself first . It relates to what you do at work and away from work to look after yourself . It is what you actively do to take care of mental health and wellbeing so you can support others ( staff , students , and family ).
Self-care is often categorised into six areas , and each of these help people recognise the types of ways unique individuals can re-energise , prioritise , and lower stress . They include ; physical , emotional , psychological , workplace , spiritual , and relationship self-care and cover a range or practices that enhance satisfaction and wellbeing .
Reflecting on what self-care really means for the individual , putting actions in place for self-care strategies and allowing maximum opportunities to practice self-care must be a priority . Despite the difficulty in finding this time , the very action to highlight the significance of self-care is the first step in the process of change . ■
Rochelle Borton is the founder and managing director of EduInfluencers .
26 | educationreview . com . au