Wellbeing is recognised as an important dimension within educational settings, with much attention given to the issue of student mental health and wellbeing. However, teacher wellbeing needs attention too and is increasingly the subject of research and intervention. With school budgets under constant pressure, why should leaders
invest scarce resources in teacher wellbeing interventions?
A recent systematic review of research studies investigating the potential impact of teacher wellbeing has highlighted significant relationships between positive teacher wellbeing and desirable outcomes both for the individual teacher and for the wider educational community (Dreer, 2023). Of particular note was the finding of the potential impact of teacher wellbeing on teachers’ sleep quality, teacher retention, teacher-student relationships and student outcomes.
Further insights about teacher wellbeing have emerged as a result of a recent meta-analysis that concluded that teachers with a high level of wellbeing are more likely to have reduced burnout, distress, and turnover intentions, while also reporting high levels of work engagement, job satisfaction, and commitment (Zhou et al., 2024). As well as these significant benefits, investment in teacher wellbeing is likely to enhance an organisation’s attractiveness both to its current employees and to the wider network beyond the school – it is, in effect, an investment in a school’s reputation and future success. Interventions that work to foster positive wellbeing at an individual teacher level and to contribute to a wider culture of positive social relationships in the school as a whole are recommended for future strategic action.
Many current interventions to address teacher wellbeing tend to be reactive and implemented after an individual teacher has become unwell, for example, employment assistance counselling programmes, phased return-to work after absence or offers of mentor support. However, there is growing recognition that more proactive universal teacher wellbeing interventions are needed, that adopt a more holistic, preventative approach to positive health promotion.
The biopsychosocial model of health recognises that health is not just a medical or individual matter but rather a complex interaction of individual, social and contextual factors. Modern lifestyle medicine approaches look to extend the individual medical treatment model towards a more holistic, context-based approach to the prevention and management of health and wellbeing.
‘Creative Health’ is a holistic, non-clinical approach to the prevention of ill health and the promotion of positive health and wellbeing, increasingly adopted in different community, health and workplace contexts. Wellbeing interventions that adopt a creative health approach may integrate a range of creative activities drawn from, visual arts, singing, drama, dance, crafts, film, literature, food and nature. There is an increasing body of research evidence to show that creativity can have a powerful
impact on an individual’s physical, mental and emotional wellbeing and when engaged with in group settings, helps to build social capital, positive relationships and a collective sense of wellbeing (Rana, 2024).
Though many school leaders recognise the benefits of creative arts engagement for the wellbeing of children and young people, these benefits are not yet fully integrated in development opportunities to promote positive staff wellbeing. However, investing in our Creative Wellbeing Day Retreat is an ideal opportunity to experience the impact of the Creative Health approach, and begin an innovative journey towards a more holistic, creative approach to prioritising, protecting and promoting positive teacher health and wellbeing.
Dreer B (2023) On the outcomes of teacher wellbeing: a systematic review of
research. Front. Psychol. 14:1205179.
doi: 10.3389/fpsyg.2023.1205179
Rana, M. (2024) Creativity is not an additional extra, it is essential for being
well and staying well https://ncch.org.uk/uploads/Introduction-to-Creative-Health-
Extract.pdf
Zhou, S., Slemp, G.R. & VellaBrodrick, D.A. Factors Associated with Teacher
Wellbeing: A Meta-analysis. Educ Psychol Rev 36, 97 (2024).
https://doi.org/10.1007/s10648-024-09941-7