Workplace well-being in the time of COVID-19 By Gail Markin, teacher, Langley
THE CASE for workplace well-being is well documented. We know from research and experience that workplace stress has an impact on the health, happiness, and success of the individual, and it also affects their families, their co-workers, and, in the case of educators, their students. Traditional health and wellness initiatives in the workplace have focused on physical health and safety issues, but we need to look at workplace health and well-being in a more holistic way that includes social, emotional, and mental health as well. Nurturing these aspects of our health is especially important as teachers return to their classrooms this fall, and we find ourselves dealing with new sources of stress associated with the COVID-19 pandemic. One of the easiest ways to look at health and well-being in the workplace is to consider three interconnected parts: self, other, and system.
Self A huge part of well-being is the responsibility of the individual to take care of their own health. This traditionally means physical aspects, including sleep, nutrition, and exercise. Increasingly, we are also realizing the importance of including social-emotional learning (SEL) practices similar to the ones we are teaching students. These essential skills include self-awareness, managing emotions, empathy, perspective-taking, and problem-solving. The same benefits that these skills provide for children also apply in the workplace. Individuals who can recognize and manage their own emotions and build successful relationships with others experience more success in the workplace. More and more employers are supporting individuals in practising both traditional self-care and increased SEL-f care as well, by facilitating professional development and workplace programs that support employee health in this more holistic way.
26  TEACHER  Sept/Oct 2020
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