Provide targeted intensive supports for educators at elevated risk, including check-ins, buddy systems, and fast-access mental health services¶

Strategy · All strategies
Evidence · no claims cited

Description¶

For educators at increased risk, the brief recommends regular mental health check-ins embedded into school culture and calendar, creative monitoring of cognitive, physical, emotional, and behavioral signs, buddy systems with shared accountability, awareness of staff who have experienced trauma or lack social resources (with respect for privacy), and easy access to behavioral and mental health services such as Employee Assistance Program screenings and short-term counseling.

Design Implications¶

Context¶

Requirements¶

• Check-ins embedded into the school culture and calendar
• Access to mental health services that is easy to use in times of need, including fast-response networks

Constraints¶

• Awareness of educators' trauma or loss must be handled with respect for individual privacy

Target Learners¶

• educators at increased risk for health and mental health challenges
• school staff generally

Target Learning Goals¶

• early identification of educator distress
• access to crisis counseling and referrals

Related Strategies¶

• Embed practical stress-management and self-care strategies into existing daily routines
• Provide universal schoolwide supports for educator wellbeing through peer-to-peer structures, leader actions, and shared community norms
• Programming clubs should target upsolving discipline and peer network density through structured post-contest review and mentor-buddy systems

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