Addressing Educator Wellness: The Difference Between Surviving and Thriving Diane Wynne
The mental health and wellness of students has long been a concern of educators and educational leaders who recognize that student mental health is crucial to learning and the overall social-emotional development of essential skills. However, these past few years have also made it clear that the Diane Wynne, Ed.D. is the director of wellness and equity at Rush-Henrietta CSD. She is also currently a leadership coach and mentor, who served as an Assistant Principal and School Psychologist. Diane is a national presenter and is passionate about developing and facilitating workshops on trauma-informed systems, social-emotional learning, restorative practices, equity and inclusion, and wellness. She can be reached at EducationDWynne@gmail.com.
mental health of our educators who work with students has been tested in countless ways and also needs to be addressed. Educational systems are at a crucial tipping point with teachers and other educational professionals leaving the profession at alarming rates. In a SAANYS Vanguard magazine article, I discussed the impact of COVID-19 on educational leaders and offered suggestions for ensuring our mental health as school and district leaders; I would like to shift my focus for this article on ways to support teachers and other school and district staff. The importance of trauma-informed practices, which focus on understanding the impact of trauma on individuals, cannot be overstated. However, I suggest that we shift our focus to being trauma-responsive, which takes our understanding of the impacts of trauma and translates that into specific actions that address the aftermath of trauma and its continuing ramifications. Conveying both our understanding and compassion for others through providing specific supports is essential within our school districts, especially during these challenging times. 21
