Embed practical stress-management and self-care strategies into existing daily routines¶

Strategy · All strategies
Evidence · no claims cited

Description¶

This strategy holds that prioritizing wellbeing is "as much a shift of mindset as it is a change in behavior," and that educators should embed practical, accessible strategies into what they already do. Embedding into daily routines reduces the sense that self-care is one more added task. Suggested practices include scheduled breaks with brisk walks or slow deep breathing, mindfulness practice, guided relaxation, gratitude reflection, and mindfulness or meditation apps such as Headspace or Calm.

Design Implications¶

Context¶

Requirements¶

• Strategies must fit into routines educators are already doing, so self-care does not become an additional burden

Constraints¶

Target Learners¶

• teachers and other school adults

Target Learning Goals¶

• stress management and educator self-care
• social-emotional wellness of school staff

Related Strategies¶

• Provide targeted intensive supports for educators at elevated risk, including check-ins, buddy systems, and fast-access mental health services
• Provide universal schoolwide supports for educator wellbeing through peer-to-peer structures, leader actions, and shared community norms
• Integrate Emotions into Daily Schedule and Routine
• Mindfulness Practice
• Focus on Enjoyable Moments
• Embed brief daily wellbeing check-ins across academic courses to build student-teacher connection
• Affirmation Repetition
• Integrate mindfulness throughout the school day via mindful moments, pausing before reacting, and reflective norms

Examples¶

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Key Sources¶

• Browning, A., & Romer, N. (2020). To create safe and healthy schools during a pandemic, prioritize educator wellbeing. WestEd. https://eric.ed.gov/?id=ED610071