Welcome!�Opening Questions, Entry Task����What trends/patterns are you seeing this year?�What is same/different?�What are some small/big wins?�What are you hoping to learn, accomplish in our session?��Select a reporter to provide highlights of your discussion. �
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Creating A Culture of Wellness
Presented by Susan Barrett,
Appreciation and Gratitude for Co-Design
Kimberly Yanek, PhD
"Find a group of people who challenge and inspire you, spend a lot of time with them, and it will change your life.“
– Amy Poehler
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Acknowledgement and Contributions
Dr. Kimberly Yanek, Ami Flamini,
Dr. Clynita Grafenreed,
Dr. Kira Mauseth, Seattle University
Learning & Wellness Expectations
EXPECTATION | Today | Today & Beyond |
We are Responsible & Safe |
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We are Respectful |
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We are Engaged |
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Prioritize Staff Wellness
Focus on Universal Prevention to Promote Wellness for All
How can our systems support these actions so it doesn’t all fall on individuals to “self care” their way out of a crisis?
Educator Well-being: �WHAT is it and �WHY does it matter?
Educator Well-Being:
What we know and what we don’t know…
(Bardach et al., 2022;McCallum & Price, 2010)
Why is addressing this problem important?
Most comprehensive definitions of stress include the consequences of unhealthy, prolonged stress on emotional health, physical health, sense of well-being, and behavior.
(Schneiderman, Ironson, and Siegel, 2005).
In addition to its harmful effects on individuals, educator stress also impacts all facets of education systems, including workforce retention, absenteeism, student academic performance and social-emotional adjustment.
(Split, Koomen, and Thijs, 2011).
Why is addressing this problem important?
Teachers who experience occupational stress tend to demonstrate a lack of emotional support and negative interactions with students, producing additional stress for at-risk students (Hamre, & Pianta, 2005; Oberle & Schonert Reichl, 2016).
Schools that prioritize staff wellness demonstrate positive staff interactions, a shared commitment to student success, and an increased sense of warmth (Bradshaw, et al., 2008)
Burnout
Moss, J. The Burnout Epidemic. 2021. Harvard Business Review Press. Boston: MA, p7.
...burnout is about your organization, not your people.
...burnout is about your organization, not your people.
...burnout is about your organization, not your people.
...burnout is about your organization, not your people.
...burnout is about your organization, not your people.
...burnout is about your organization, not your people.
The Burnout Mantra
Moss, Jennifer. The Burnout Epidemic (p. 7). Harvard Business Review Press. Kindle Edition.
Burnout is preventable..
Burnout Prevention
A two-pronged approach… what we do for ourselves and what we do as a collective
��Explore the ways we cultivate/prioritize wellness for ourselves�
Wellness and Self-Care is a priority…�
Sleep Health for Humans ☺
Light | Spend time in bright light during the day, natural light, or equivalent brightness |
Exercise | Exercise regularly for a deeper sleep. Aim for 30 minutes a day, 5 days a week |
Mealtimes | Eat your meals at consistent times day after day |
Avoid | Avoid heavy meals, nicotine, caffeine, and alcohol before bedtime |
Wind-down | Use a consistent routine with a relaxing wind-down to help get the sleep you need each night (7-9 hrs for most) with same sleep and wake times |
Environment | Put your devices away an hour before bed and sleep in a quiet, cool, and dark environment |
Daily Movement Matters…
It’s a journey…
How will you know what you need and when you need it?
By BE-ing, listening, and answering
Nourish Our Inner Garden… �What matters?
What we eat and how we eat…
Guiding�Questions
Attribution: Brandi Simonsen
Habit Development Wellness�Building Blocks of Behavior
A
Antecedent
B
Behavior
C
Consequence
Schedule it- put it in your calendar.
Roll mat out at night.
Identify yoga routine
Connect w/ friend
Daily Morning Yoga-minimum of 20 minutes
Feel great!
Check it off schedule!
Attribution: Brandi Simonsen
What does wellness look like/sound like for you? What are your bucket fillers?
Meditation/Prayer/Stillness, Self-Talk, Read motivational words, Time with pets
Deep Belly Breathing, Nourishment, Comfortable Space, Awareness, Movement
Time surrounded by nature, Meditation/Prayer/Stillness, Music, Inspirational Podcast
What are your bucket fillers? If you wish, reflect bucket fillers in the chat…
Habit Development Wellness�Building Blocks of Behavior
A
Antecedent
B
Behavior
C
Consequence
What will increase the likelihood of you engaging in these behaviors?
What are your bucket fillers? Start reasonable…
What will you do to increase the likelihood of repeating these behaviors?
Attribution: Brandi Simonsen
��Building a Culture of Wellness beyond Our Selves�A system-wide effort�
A CULTURE Of CARE?��HOW do we design the environment�What are the perceptions we have around wellness?
First Thoughts Activity
A Principal Asks �
hold all calls and visitors for twenty minutes
(unless there is an emergency)
The Clinician
Goes to their car, eats and reads during lunch
The Office Manager
In your office leaves every day for lunch
A Teacher Who is a New Parent
Leaves every day at the end of their contract time to pick up their newborn from daycare
Works Through Lunch
Eats at their desk and works at the same time
A Newly Hired Teacher
Leaves every day at the end of their contract time to go to spin class
A Veteran Teacher
Stays late every day and is often in the classroom on Saturday afternoon
During a Teacher’s Lunch Break
They go in the classroom, turn off the lights, eat lunch, and meditate for fifteen minutes?
Teacher Well-being
Teacher feedback on school-level efforts aimed at addressing well-being indicate a preference for initiatives that are embedded in the school culture with a focus on decreasing workloads, maximizing opportunities for autonomy, and developing healthy relationships with colleagues and students, as well as supporting teacher efficacy (Brady and Wilson, 2021).
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Teacher Well-being
Individual teacher well-being is best understood as a process that is constructed in relation to the context, which for teachers is the school culture and environment (Brady and Wilson, 2021).
Although well intended, compulsory well-being activities or initiatives, such as yoga, mindfulness, and exercise events scheduled outside regular workday hours, can have a negative impact on teacher well-being due, in part, to the imposition on autonomy with respect to personal time (Brady and Wilson, 2021).
Well-being efforts created in response to a perceived problem, especially without input from staff, may also have negative effects due to the subjective nature of both stress and well-being.
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Improved Student Outcomes
academic achievement
(Angus & Nelson, 2021; Horner et al., 2009; Lassen et al., 2006; Nelson et al., 2002)
prosocial behavior
(Metzler et al., 2001; Nelson et al., 2002)
attendance
(Flannery et al., 2020*; Freeman et al., 2015*)
emotional regulation
(Bradshaw, Waasdorp, & Leaf, 2012)
reduced bullying behaviors
(Ross & Horner, 2009; Waasdorp, Bradshaw, & Leaf, 2012)
decreased rates of drug/alcohol use
(Bastable et al., 2015*; Bradshaw et al., 2012)
social & academic outcomes for SWDs
(Lewis, 2017; Tobin, Horner, Vincent, & Swain-Bradway, 2012)
Reduced Exclusionary Discipline
office discipline referrals
(Bradshaw, Mitchell, & Leaf, 2010; Bradshaw et al., 2012; Bradshaw et al., 2021*
Elrod et al., 2022*; Flannery et al., 2014*; Freeman et al., 2015*; Horner et al., 2005; Horner et al., 2009; Metzler et al., 2001; Nelson et al., 2002; Solomon et al., 2012)
suspensions
(Bradshaw, Mitchell, & Leaf, 2010*; Freeman et al., 2015; *Gage et al., 2018; Gage et al., 2019; Nelson, 1996; Nelson et al., 2002; Solomon et al., 2012)
restraint and seclusion
(Reynolds et al., 2016; Simonsen, Britton, & Young, 2010)
racial inequities
(Fox et al., 2021; Gion et al., 2022; McIntosh et al., 2018; McIntosh et al., 2021a; McIntosh et al., 2021b; Muldrew & Miller, 2021; Payno-Simmons, 2021; Swain-Bradway et al., 2019)
Improved Teacher Outcomes
teacher efficacy & well-being
(Kelm & McIntosh, 2012; Ross & Horner, 2006; Ross, Romer, & Horner, 2012)
teacher-student relationships
(Condliffe et al., 2022)
student engagement & instructional time
(Algozzine & Algozzine, 2007; Condliffe et al., 2022; Flannery et al., 2020*)
school culture & organizational health
(Bradshaw et al., 2008; Bradshaw et al., 2009; McIntosh et al., 2021; Meng et al., 2016)
climate & safety
(Elrod et al., 2022*; Horner et al., 2009; McIntosh et al., 2021)
When Implementing Positive Behavior Interventions and Supports (PBIS) with Fidelity
Adapting to New Context
Acknowledge we are in new territory (increased need, staff shortage, political context, focus on mental health, extreme behaviors )
Variability across individuals, families, school communities
Tension between what is happening in classrooms working within pre 2020 expectations
What are you seeing in terms of staff and student wellness in has changed over the last 1-3 years?
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Secretary Cardona�
“We cannot look at mental wellbeing as something to do, if there’s time. We need to make it the foundation on which we are building academic support & recovery. We have to address where students are emotionally before we access bandwidth for learning.”
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Immediate
Crisis Response
Initial
Recovery
Intermediate
Recovery
Enhanced Implementation
Ensure Safety
Stabilize Learning Environment
Differentiate
Based on Data
Promote Culture
of Wellness
Implementation Level
Getting Started
Strengthening
Check out our Practice Brief on Building a Culture of Staff Wellness Through a Multi-Tiered System of Support
https://www.pbis.org/resource/building-a-culture-of-staff-wellness-through-multi-tiered-system-of-supports
Current Status��How are the adults?�
% of staff who feel connected
% of staff who meet attendance requirements
% of staff who feel like they can manage their workload
% of staff who feel like they have skills to manage student academic and social emotional behavior needs.
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Standardize checking-in with one another
District & School �Community Agreements
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Buddy System… District Wide
The main goal of the buddy system is that everyone in our program has at least one person checking on their well-being and with whom they can check in. We ask you and your buddy to check in with one another weekly or more, at your discretion. Below is only a guide, based on concerns that have been brought up by our staff. You may share with your buddy as much or as little as you feel comfortable with, and do not need to share with anyone else:
Buddy System Checklist
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What are some of the organizational shifts ?�
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Resource/Initiative Mapping
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De-implementation
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Clarity is kindness�-Brene Brown�How do we work more efficiently ?
Selecting and Deselecting Practices and Interventions
Let’s put a “Hex” on it first!!
How you ensure the basics are in place?
Consolidating Teams�is also kindness….
COVID-19
COVID-19
COVID-19
Crosswalk Tier I and Social Emotional and Behavior Competencies including Trauma Features, Suicide Prevention, inclusive Practices | ||||
Tier 1 Components | How is Tier 1 component trauma-informed? How it connects with SEB skill? | |||
Creates Safe, Predictable, & Consistent Environment | Building Community or Relationships | Teaching/ Reinforcing Skills | Supports Regulation | |
Co design, define and teach school-wide expectations ●Expand teaching to include coping skills (e.g., identifying feelings, expressing feelings, & managing feelings) ●Teach social-emotional and behavior lessons, embed with academic lessons
●Use morning circle routine across all classrooms to practice new skills and build classroom community
| X | X | X | X |
Feedback and acknowledgement system ·Use feedback to increase the use of new skills across locations ·Teachers model calm response when providing feedback ·Use prompts for staff to increase positive greetings and positive social interactions across the day | X | X | X | X |
Active Supervision (scan, move and interact with students during transitions and non- classroom locations) ·Team members and coaches conduct direct observations and collect counts of staff interacting with students and during transitions and cafeteria – provide data to staff during grade-level meetings. | X | X |
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Leveraging Professional Organizations�Coordination of Care
Internal work across education service providers
Transparency with school communities
Advocates for policy and funding changes to allow for flexibility of care
No one should need a label, diagnosis or insurance plan to get high quality access to evidence based treatment that lead to positive outcomes
Explicitly connecting to the Strategic Plan
Culture of Acknowledgement & Appreciation
Frontload Systems with:
Opportunities for Connection
Bids for Attention
Turning Towards one Another
Building Trust
�These are all antidotes to burnout & stress…
And you’re already doing it ☺…
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�Behavior Specific Praise Builds Trust, Appreciation, Lowers Turnover�
BB and Gottman’s
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Define & Teach Necessary Skills
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(Brown, R., Neff, K.)
What is empathy?
Perspective taking (listen to understand- understanding and relating to the feeling another is experiencing, not necessarily the experience)
Staying out of Judgment (Be open to another’s feelings, non-examples are responding with “that’s nothing”, “it’s not that big of a deal”
Recognize emotions (“It sounds like you are feeling frustrated”, “I’m sorry, it sounds like you are feeling angry about what happened.”)
Communication (I’m sorry you’re hurting. I’ve been there and it’s not fun.”, “It sounds like you are in a difficult space now, tell me more.”
Self-compassion (This takes practice, be gentle and patient with yourself.)
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Expectations/ Values | What do I do to support relationships within school community? |
We are Kind |
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We are Responsible |
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We are Respectful & Affirming |
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We are Physically & Emotionally Safe |
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Creating Agreements/Norms for Team Meetings
Sample Agreements/Norms:
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Normalize wellness for all with the school-wide and classroom matrices
Acknowledging One Another
“I’ve learned that people will forget what you said…
People will forget what you did, but people will never forget how you made them feel.”
~ Maya Angelou
�Relationships matter…��
Allow time to build Trust, Buy-in, Partnership, & Collaboration…�Cultivate compassion for self & others
(Johnson, Pas, & Bradshaw, 2016; March, Castillo, Batsche, & Kincaid & Gaunt, 2016; Thapa et al., 2013)
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How will you…
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What will you commit to generate a culture of wellness for yourself and others?��What’s the real challenge for you?��If you are saying YES to this, �what are you saying NO to?��
Resources
Building a Culture of Staff Wellness through MTSS/PBIS
Resource
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A new guide by @CCSSO and @WestEd provides state leaders an overview of five actions necessary to advance and sustain student and staff wellbeing initiatives. Learn more here: https://learning.ccsso.org/advancing-and-sustaining-student-and-staff-wellbeing-initiatives-a-resource-guide-for-states
Communities of Practice