Administrators: How to Sell Student Wellbeing to Teachers

What are the reasons student wellbeing initiatives are important to implement on a schoolwide basis?

Although student wellbeing is considered one of the hottest topics in education, there is still a need for educators to understand why it is important. In a world full of increased uncertainty and trauma, many students are coming to school unprepared for learning.  Preoccupied with the dangers they face in their everyday worlds, more and more students are living in a constant state of fight or flight.  As caring adults who are a consistent presence in their lives, our job is to assure them that they are safe and they belong in our classrooms.  When these basic human needs for safety and belonging are met, then our children can turn their attention to learning. 

Despite this logical and compassionate approach to the classroom, as educators, some of us might think that student wellbeing is beyond the scope of our job description.  We may be overly focused on academics and test scores, or we may feel that addressing the social and emotional needs of students is beyond our expertise.  However, as Durlak (2011) notes, time spent on student wellbeing, which includes culture, climate, and relationships, improves achievement.  Therefore, for student wellbeing implementation to be successful, it must be schoolwide and comprehensive.

 Schoolwide means that it needs to be adopted by all stakeholders, including administrators, teachers, staff, students and families.  Comprehensive means that it must be an integrated and intentional approach to the way school is done.

How can administrators set a positive example of student wellbeing leadership so teachers can follow?

The job of the administrator is to lead their team and champion new initiatives.  As Leman and Pentak (2004) point out, a good leader is like a shepherd who “leads people in a manner that makes them want to follow” (112).  Being a leader who others want to follow means investing in relationships. 

In the demanding world of education, we must remember that people are more important than our never-ending to-do list.  When administrators invest time to get to know people and what is going on in their lives, then the staff wants to follow.  The old saying is true, “People don’t care how much you know until they know how much you care.”

 How can you as an administrator demonstrate care and concern for your staff?  Do you celebrate the small wins?  Do you publicly acknowledge individual accomplishments?  Do you give thanks to your team in words and actions?  Once this culture of honor and appreciation is established, then teachers are more likely to follow.  

What must administrators say and do to gain teachers’ buy-in for student wellbeing initiatives?

Not only must a solid foundation of strong and healthy relationships among administration and staff be created, but there must also be clear communication about the vision and mission of the school.  The vision is the big picture – what we want to become; the mission is the work – what we do, who we serve, and how we serve.  Articulating the vision and mission of the organization provides a focus for everyone on the team.  The first step to creating buy-in for student wellbeing is to include it in the vision and mission statements.

The second step for gaining and increasing buy-in for student wellbeing is follow-through.  Once there is understanding and agreement about incorporating student wellbeing into the teaching and learning, then there must be actions to support that intention.  Here are some suggestions:

·      Continuous professional development about integrating student wellbeing with academics

·      Ongoing coaching sessions on student wellbeing practice

·      Schoolwide student wellbeing curriculum adoption

·      Scheduled time for intentional student wellbeing instruction, such as morning meeting or advisory period

·      Revision of disciplinary practices from punitive to restorative

After student wellbeing implementation is initiated, it must be sustained.  Since student wellbeing requires time and emotional energy, teachers need to be reminded that it is a priority.  They need to hear regularly that teaching children is more important than teaching material.  Additionally, teachers must be encouraged to attend to their own self-care, knowing that they can only give what they have.

Likewise, students and families need clear communication about the school’s focus on student wellbeing.  Utilizing a common language for student wellbeing competencies sets behavior expectations for students and creates stronger family-school partnerships. 

Three things every administrator must know how to explain about student wellbeing.

Education is the business of helping people grow.  Student wellbeing empowers people, students, teachers and families, to identify what is going on in their heads and their hearts, so they can use their hands to build up and not tear down.  We, therefore, must attend to the needs of the whole child – academically, physically, emotionally and socially.  In many areas, the school is the center of community life.  School leadership, including administrators, teachers, and staff, are responsible for advocating for the needs of children and families. 

Administrators must understand the following about Student Wellbeing:

1.     Focusing on student wellbeing will impact the culture – the what we do -- and climate – the how it feels -- of school.

2.     Attention to student wellbeing requires a paradigm shift in the way we do school.  People do not serve data; data serves people.

3.     Change takes time.  Successful student wellbeing implementation requires a long-term commitment.