TY - JOUR
T1 - From struggling to flourishing and thriving
T2 - optimizing educator wellbeing within the Australian education context
AU - Hine, Rochelle
AU - Patrick, Pamela
AU - Berger, Emily
AU - Diamond, Zane
AU - Hammer, Marie
AU - Morris, Zoe A.
AU - Fathers, Chantel
AU - Reupert, Andrea
N1 - Funding Information:
The study was a funded project conducted by researchers from Monash University, in collaboration with mental health promotion organization, Beyond Blue. The project was approved by the Monash University Human Research Ethics Committee. Data collection occurred between February and March 2021, in the midst of the COVID-19 pandemic, but at a time when Australian schools and early childhood services were operating in face to face formats with ?COVID-safe? policies and infection control practices.This work was supported by the Commonwealth of Australia represented by Department of Health, Mental Health in Education initiative known as Be You.
Funding Information:
This work was supported by the Commonwealth of Australia represented by Department of Health , Mental Health in Education initiative known as Be You.
Publisher Copyright:
© 2022 Elsevier Ltd
PY - 2022/7
Y1 - 2022/7
N2 - Educators' wellbeing is inextricably linked to their capacity to teach and care for children. In this context, many factors may support or hinder educator wellbeing. This study identified educators’ perspectives regarding their wellbeing experiences and needs. Thirteen focus groups (n = 49) were facilitated, with a range of cohorts. Analysis identified five themes; (i) thriving, how educator wellbeing is manifested, (ii) struggling, when educator wellbeing is compromised, (iii) factors that impede educator wellbeing, (iv) marginalization and exclusion experiences, and (v) strategies for promoting wellbeing. A multi-layered systemic approach is required to improve workplace culture and policies and enhance educator wellbeing.
AB - Educators' wellbeing is inextricably linked to their capacity to teach and care for children. In this context, many factors may support or hinder educator wellbeing. This study identified educators’ perspectives regarding their wellbeing experiences and needs. Thirteen focus groups (n = 49) were facilitated, with a range of cohorts. Analysis identified five themes; (i) thriving, how educator wellbeing is manifested, (ii) struggling, when educator wellbeing is compromised, (iii) factors that impede educator wellbeing, (iv) marginalization and exclusion experiences, and (v) strategies for promoting wellbeing. A multi-layered systemic approach is required to improve workplace culture and policies and enhance educator wellbeing.
KW - Early years
KW - Educator
KW - Mental health
KW - Schools
KW - Wellbeing
UR - http://www.scopus.com/inward/record.url?scp=85127767295&partnerID=8YFLogxK
U2 - 10.1016/j.tate.2022.103727
DO - 10.1016/j.tate.2022.103727
M3 - Article
AN - SCOPUS:85127767295
SN - 0742-051X
VL - 115
JO - Teaching and Teacher Education
JF - Teaching and Teacher Education
M1 - 103727
ER -
