We all worry to an extent about different things, and this can usually help us to think and plan ahead, and get things done. The intensity of our worries and anxieties reflect the extent of the challenges we face and how well we are able to cope with it. Many individuals are highly resilient and are able to resolve arising issues and worries.
Our worries range from events that are affecting us now or imminently, such as how to plan next week’s work, or fit in a new project, to more catastrophic thinking about things that may or may not happen in the future, such as what if I or someone in my family gets very ill, or if I lose my job.
When we are facing a crisis of any sort, fear and anxiety are normal, natural responses. However, if the worry becomes excessive, then this can get in the way of our daily lives, and also makes it more difficult to regulate our emotions, and cope as well as we normally would.
Teaching is an emotionally demanding job, and dealing with stress and pressure is a daily aspect of the role. However, the additional demands, stressors and uncertainties brought on by the coronavirus pandemic are staggering, and may be easily overwhelming. In addition to concerns about the health and wellbeing of themselves and their families, teachers may have additional pressures concerning their professional role.
Teachers are faced with particular issues both during lockdown and when schools start to re-open to more students. There are already concerns about the long-term impact on academic achievement, especially for the most disadvantaged students. In addition, there are concerns about students’ transition and adapting to the new circumstances in school, keeping staff and students safe, and supporting students’ emotional needs.
Emerging from lockdown and getting back to work in schools will be difficult for all of us. Teachers have already been working under difficult circumstances during the lockdown, while also busy trying to cope with daily life, and for those with families, busy with home educating and taking care of their children.
Teachers may be concerned about how best to support the children they teach and their families, with an awareness that some children may have been further disadvantaged by their time away from school. Luton’s local context means that our communities may be disproportionately negatively affected.
Resilience and coping with anxiety
How we cope with anxiety is to an extent also linked with our level of resilience- our capacity to overcome adversity, and being able to adapt to challenging situations. It’s important to note that resilience is a process rather than an internal trait. We all have protective and risk factors that will shape how we respond to challenges at any given time.
It is important to remember that ‘we are in the same storm, but not on the same boat’, as our experiences and how they impact on us will vary.
Strengthening resilience and empowerment through building on existing resources are key to supporting staff after an event such as a pandemic. Supporting individuals’ empowerment involves identifying and developing self-help strategies and greater understanding of stress and anxiety. Each setting is different and will need to adapt strategies to fit its context.
What builds resilience for teachers- some key points:
• Belonging → e.g. sense of connectedness with colleagues, management, friends, students, family… Social relationships are a protective factor for everyone in times of stress.
• Help-seeking → being comfortable and confident in seeking help, and how the setting and processes support and promote this. Having regular check-ins with management/pastoral support and colleagues can be helpful, as can regular supervision.
• Continued development and training → to widen the premise of what constitutes as learning, such as including reflective conversations, but also recognising that learning can be challenging, especially in the current context. Teachers may feel they need some additional training and learning opportunities specific to the current context.
What signs to look out for:
• Like other demanding roles, it can be difficult for teachers and school staff to reflect on how they are feeling or coping because their time and attention can be consumed by the growing long list of things they need to fit into the day.
• Signs of stress and anxiety can appear in our thoughts, behaviours or physically.
• Sometimes there might be a disconnect between our thoughts and physiological responses. For example, we may think and tell ourselves that we are ‘OK’ and in control, but we may be feeling physical signs of anxiety such as difficulty breathing, tense muscles, and irritability. It is, therefore, equally important to listen to our bodies, not just our thoughts.
• Sometimes our anxious thoughts and resulting behaviours are not as obvious, and we may not see obvious triggers or signs. For example, we may be talking ourselves out of, or into doing things, and we may need longer to prepare and transition during the day. Therefore, it is important to pay notice to these types of thoughts as well.
• Some typical signs of stress and anxiety include- tiredness, poor sleeping, poor eating habits, headaches, low mood, aches and pains, difficulty breathing, irritability, frustration, anger, lack of motivation, tearful, and catastrophic thinking.
• You may find it helpful to complete the stress screening tool below to help you reflect on your stress levels- https://www.educationsupport.org.uk/resources/online-tools/take-stress-test
Looking after yourself:
There is substantial evidence suggesting that teacher-student relationship is key to supporting children’s general emotional well-being as well as their learning. Teachers are also aware of this as they endeavour to go beyond their role on a regular basis to support a range of needs.
This also means that teachers need to look after themselves and practice self-kindness, so that they are able to cope with the increasing stress and continue to enjoy what they are doing.
Tips & resources:
Worries about safety
• It may be helpful to read advice from a trusted source, such as the NHS website, about hygiene to avoid conflicting information that may be confusing.
• It can be counter-productive to read the same advice over and over again if it is not helping. Instead it may help if some key points are written down in bullet points, which can be referred to instead as a reminder.
• Schools are keeping up to date and following guidance set out by the government and local authorities, and will likely review and adapt the guidance as is appropriate to their setting. Therefore, clear guidance and communication within school settings are essential to alleviate worries and to promote collaborative reflection and problem-solving.
Relaxation and self-care
• Take a break from your routine and thoughts- It is important that we fit in some relaxing activities, even if only for a few minutes, throughout the day to help break up the cycle of stress. This could be any activity that you enjoy, find relaxing, or makes you feel recharged. It can be spending a few minutes on your own, sitting down with a cup of tea, watching a favourite show, listening to music, going for a walk, looking at a magazine, doing some mindfulness/meditation activities, cooking…
• In a school setting, it may be helpful to have designated ‘wobble room’ or ‘take a breather’ spaces
• Picture yourself in a relaxing place. You can find lots of online videos talking you through Creative Visualisation activities.
• Teachers may be concerned about how they can safely work with children and for some risks involved may be greater than for others. In a time of such uncertainty, it is easy to get lost in thoughts of what may happen. While it is completely natural to worry, the more we focus on things we cannot control, the more hopeless and anxious we are likely to feel.
• It can be helpful in times of crisis to focus on the things we can control. We cannot eliminate fear and anxiety but we have more control over our behaviour.
• Using the ACE formula can help (Acknowledge feelings, Come back into your body, Engage in what you’re doing). Audio recordings of exercises are available from www.actmindfully.com.au/free-stuff/free-audio
Breathing
• Breathing exercises are an effective and quick way of relieving some of the physical symptoms of stress, and it can either be done as a break or while you’re in the middle of something.
• When we are under pressure and having stressful thoughts, we can make ourselves tenser by inhaling longer than we are exhaling.
• A simple way of adjusting our breathing is to exhale a couple of seconds longer than we are inhaling, e.g. if you inhale for 3 seconds, exhale for 5 seconds, and if you inhale for 4 seconds then exhale for 6 seconds. You should adjust breathing exercises to what feels comfortable and helpful for you.
Breathing exercises:
Connecting with others and sharing
• While at times we may prefer to be on our own or keep things to ourselves, it can really help to connect with others such as taking some time to connect with household members, by phone, through video chat, or at work with colleagues. There might be other ways of safely connecting with others, depending on the changing situation and emerging new advice.
• This can help distract us by talking about different things, and also helps us reflect on things by talking about it out loud or hearing someone else’s perspective or experience.
• An example in schools may include explicit mentoring/buddying system.
• Other times we may find it helpful to talk to professionals or calling a helpline.
Further support and resources:
• Education Support Helpline for teachers, providing confidential support 24 hours- 08000562561
• The Education Support stress test
This screening tool (it is not a clinical tool) is designed to give you an indication of the kinds of stress and wellbeing issues that may affect you. It is intended to help you to reflect on your own experience of stress and pressure, and to find ways of improving your wellbeing in both your work and home life. If you have concerns, please contact your GP.
• Handling Stress- tips for teachers
• Teacher resilience during coronavirus school closures (British Psychological Society)
• Mind UK- Coronavirus and your well-being
• Talking about bereavement
Winston’ Wish, the UK’s childhood bereavement charity have produced resources specifically designed to help adults talk to children if they experience bereavement as a result of the coronavirus.
• Helpline- 08088 020021
• Telling a child that someone has died from Coronavirus
• Saying goodbye when a funeral isn’t possible