WELLBEING


Why staff wellbeing is stuck in neutral and how to move forwards


In his regular column this month for Education Today, MARK SOLOMONS, wellbeing expert and creator of six-times ERA Award-winning Welbee, an online evaluation and staff wellbeing improvement tool, discusses why staff wellbeing isn’t improving and how school leaders can provide support.


for a miraculous improvement, it seems that despite our best intentions, we’re often guilty of treating the symptoms rather than the causes.


M


ental health awareness has become a prominent theme in our calendars. Every April and November we focus on stress awareness, while May marks Mental Health Awareness Week and October, World Mental Health Day. These are among many other dates that highlight issues throughout the year. It seems logical that this focus, combined with a growing commitment to staff wellbeing from Multi- Academy Trust (MAT) and school leaders, would lead to improvements.


But statistics from the last Teacher Wellbeing Index and the Working Lives of Teachers and Leaders Report continue to paint a grim picture. Nearly 80% of education staff report experiencing unhealthy levels of stress, and over half believe their organisation’s culture negatively impacts their wellbeing. Which raises an uncomfortable question: why, despite the apparent efforts, is staff wellbeing not improving?


The usual suspects


You don’t need to look far to identify the usual suspects: the ongoing impact of COVID-19, increasing student mental ill-health, the rising demand for SEND support, challenging student behaviour, soaring parental expectations, the relentless focus on academic outcomes, dilapidated school buildings, the cost-of-living crisis, and underfunded schools - the list goes on. It’s like trying to patch a leaky boat with a tea towel.


The toll of stress and burnout on teachers and school staff tends to be higher than for employees in most other sectors and results in too high turnover and absences, both of which are directly linked to student outcomes.


What’s the real problem for MATs and schools?


Is it that poor wellbeing and mental health challenges are leading to staff attrition and absences? Or is the deeper issue our inability to do anything about it? As much as we may hope


Where to start? Hint: not with yoga Research from the Wellbeing Research Centre, Oxford University, (2023) examined 11 different types of individual wellbeing interventions - from resilience training to mindfulness, stress management, relaxation classes, time management training, and wellbeing apps. The key finding? Individual mental health interventions don’t work — the participants were no better off than their colleagues who didn’t take part. The conclusion: trying to change the worker instead of the workplace is missing the mark.


Professor Sir Cary Cooper, a leading expert on organisational wellbeing, argues that one of the primary reasons people become ill at work is due to a lack of people skills among line managers. In education, leadership training often overlooks this area, especially for those new to leadership roles and who desperately want to make a difference.


However, this doesn’t mean individuals shouldn’t take responsibility for their own wellbeing or that personal support isn’t needed. While such support can be beneficial — for example, counselling can be lifesaving for some — it’s not where we should start when addressing organisational wellbeing.


The foundations of wellbeing Improving organisational wellbeing is like building a house. You can’t start with the roof - you need solid foundations. This means establishing clear values and behaviours, developing leadership skills, and implementing supporting processes that ensure staff feel valued.


Unfortunately, many organisations focus on building the ground and first floors without laying the proper groundwork.


All too often, the solution to staff wellbeing is an extra day off, cakes, yoga and other staff activities, or a wellbeing day. There is nothing wrong with these in addition to building strong foundations, but as a place to start it is like putting a Band-Aid on a broken leg. If a staff member doesn’t feel valued or supported, what has really changed when they return from their day off or once the cake is eaten or yoga is over?


Leadership behaviours, tea and toilets Real change starts with consistent everyday actions and behaviours. And it doesn’t have to be complicated:


· Take time to have a conversation with staff before diving into tasks or requests.


12 www.education-today.co.uk September 2024


· Check in with people - show interest in their lives beyond work.


· Manage by walking around — literally. Be visible, catch people doing the right things, and praise and recognise verbally and in the moment.


· Model the behaviours you want to see. Remember, people will copy what you do, not what you say.


· Ensure staff get regular breaks — and the opportunity for a cup of coffee or tea.


· Make sure bathrooms are clean and well stocked.


Leaders must also take care of themselves first. If you’re running on empty, you can’t effectively lead anyone else.


Some trusts and schools are chasing ever more innovative wellbeing solutions, but the real secret is getting the basics right every day.


Challenge and opportunity


The reality is that inadequate funding, staff turnover, inexperience, and a myriad of other challenges make this tough. But the wellbeing of our staff is not where it needs to be, and it must be our priority — in actions as well as words. It’s now or never and we cannot keep pushing it down the list, waiting for a less busy or more opportune time.


We all know how easy it is to be swept away by the daily whirlwind of meetings, emails, fire- fighting and urgent tasks. Strategic priorities like fostering a culture of wellbeing, often get lost in the shuffle. But the consequences of this neglect are serious, impacting morale, retention, absenteeism, financial performance, and ultimately, student outcomes.


The good news? As a leader in your trust or school, you can help break the cycle. The bad news? It’s up to you to ensure change happens.


For more information or support with workforce planning, contact uwelbee.co.uk


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44  |  Page 45  |  Page 46  |  Page 47  |  Page 48