Investigating Self-Care Practices for Educators to Prevent Burnout and Stress: The Role of a School Counsellor
MetadataShow full item record
There is an emerging collective discourse of escalating stress among educators and counsellors and yet there is relatively little inquiry into the importance of self-care as a counter balance to the increasing demands and pressures of work in schools. The role that counsellors can potentially play with practices of self-care, for both themselves and other educators is significant and worthy of further inquiry. Counsellors in the school setting are ideally situated to assume a proactive role in addressing the challenges of teacher stress. Self-care is an essential component of prevention of distress and burnout and counsellors can play a key role in helping educators understand this. Most importantly, is the significance of personal and professional self-care in the work of counsellors and teachers. Few counselling or teacher educator programs directly address this notion of self-care, maintaining balance, mentally, physically and emotionally as central to success as educators. Extensive research about teaching counsellors self-care through mindfulness practices has also been useful as counsellors and teachers who participate in these practices could benefit from the training as it promotes positive self-care oriented activities. For example, making time for exercise, sleep, meditation, proper nutrition and healthy relationships. Educators who also have a positive outlook on life and practice positive thinking also confer benefits on physical well-being. With increasing anxiety and mental health issues in schools, leaving counsellors and teachers burnout, further research on self-care practices needs to be implemented into programs and daily life. By practicing self-care, educators can maintain balance, make time for the inner self and be better able to be psychologically present in their work and life.