This World Mental Health Day, we hear from Sarah Owens, a Staff Wellbeing Advisor with Education Support who works with schools across Wales to improve staff wellbeing through the Welsh Government-funded Staff Wellbeing Service – available to schools at no cost.
Whilst the services Sarah signposts to are specifically targeted to schools, the suggestions she makes on how to support staff wellbeing are suitable for all EWC registrants.
Beyond the biscuits: staff mental health and wellbeing in schools
We've all been there. A well-meaning leader puts a packet of biscuits in the staffroom with a ‘have a great day’ sign. The gesture is kind, but it feels a little like putting a plaster on a gaping wound. In the demanding world of education, where workload, stress, and mental health challenges are ever-present, staff wellbeing needs a more substantial, sustained, and meaningful approach than a sugary snack.
As a Staff Wellbeing Advisor, I see first-hand the immense pressure that teachers and schools staff face every day. And while a shared packet of chocolate digestives might provide a momentary boost, it does little to address the underlying issues that contribute to burnout and low morale. True staff wellbeing isn't an occasional treat; it's a fundamental part of the school's culture. It’s not a one-off event, but a sustained commitment of the school community.
So, how do we move beyond the biscuit tin and build a genuinely supportive environment for positive staff wellbeing?
My work with the Wellbeing Advisory Service brings me into countless schools. I see the incredible dedication, the passion, and the tireless energy you pour into your work. But I also see the immense pressure you face, leading to burnout, stress, and a quiet sense of exhaustion.
The good news? The solution isn't about grand, sweeping gestures. It's about intentionally cultivating a culture of care—an ethos woven into the very fabric of school life, where staff feel genuinely seen, heard, and valued.
Leading for wellbeing
Leaders in a healthy school don't just talk about staff wellbeing; they model it, protect it, and place it at the heart of their conversations and decision making by:
- protecting boundaries: senior leaders communicate clearly, setting guidelines on when to send and respond to emails to protect staff's time outside of work. They champion an ethos that says, "It's okay to switch off."
- leading by example: leaders take their own breaks, leave at a reasonable hour, and don't take work home, thereby signalling that this is an expectation for all staff, not a luxury.
- viewing change through a wellbeing lens: when implementing new initiatives, leaders actively consider the impact on staff workload and morale. Some operate with an "in/out rule," ensuring that for every task added, another is removed.
- making time for reflective practice: one proven form is professional supervision — a structured, confidential space to explore your purpose, challenges, and wellbeing. Many school leaders describe this as a lifeline, particularly in combating isolation and stress. School leaders and managers in Wales can sign-up now for funded professional supervision, at no cost to their school.
A culture of trust and respect
Staff feel secure and valued when their contributions are recognised, and their voices are heard. This reduces feelings of isolation and builds a strong, cohesive community. You might want to consider:
- giving staff a voice: wellbeing committees and regular staff surveys provide ways for staff to share honest feedback and influence school decisions.
- showing genuine appreciation: celebration events and small, authentic gestures of thanks—like personalised notes acknowledging hard work—have a far greater impact than generic, tokenistic gifts.
- professional autonomy: staff are treated as trusted professionals and given the autonomy to make decisions that impact their work and often provide a more flexible approach to their work. This is far more empowering than micromanagement.
- excessive workload: is a primary driver of stress and burnout in education. A school with a realistic workload approach, a supportive and inclusive environment where colleagues can support each other is crucial for wellbeing.
You may also want to think about creating:
- psychologically safe spaces: a that school fosters a culture where staff feel safe to admit they are struggling or make mistakes without fear of judgement feels good. This is reinforced by an open-door policy and regular check-ins from line managers.
- inclusive social events: creating a social calendar with optional, low-cost or free activities - from a book club to a staff quiz - builds relationships and encourages staff to connect outside of formal school activities.
- a sense of belonging: is crucial to feeling connected to the school community and ultimately, to better emotional and physical wellbeing. Building genuine connections can make all the difference.
You can do this by:
- encouraging staff room use: leaders can model this by stepping away from your desk and championing the ‘right to switch off’ even for small windows of time!
- celebrate the small wins: encourage staff to leave anonymous notes of appreciation and share these once a week.
- focus on the process not just the result: by sharing a sense of achievement and appreciation in the incredible teamwork shown every day.
- encourage peer support systems for both professional and emotional growth: informal check-ins can help build a collaborative environment whereby everyone feels they have trusted support buddy.
Improving your school culture
Ultimately, good staff wellbeing is a long-term investment. It's about a compassionate leadership team that takes genuine steps to know their staff, care for staff, creating an environment where every member of staff feels valued, supported, and that they really belong.
You don’t have to go on this journey alone. Get in touch with me today to find out how we can help you look at culture and staff wellbeing through our advisory service; funded by Welsh government, at no cost to you or your school: