by Lara Lauzon, MA.

A first year teacher begins his new job with much energy and enthusiasm. He is doing what he has dreamed of doing for so long - teaching. However, part way through the year he starts to have anxiety attacks. His roles of teacher, coach, disciplinarian, friend and sometimes fund raiser have resulted in physical and emotional exhaustion.

In another school, two teachers sit in the staff lounge and one asks the other how her year is going. She pauses and says in a tired voice "only nine more years until I retire."

While these examples illustrate different scenarios, the situations are all too common among teachers I have spoken with during pro-d day sessions I present on teacher wellness. Changes in the current education system have created a change in working conditions for teachers across Canada and the United States. Unfortunately, many educators believe that these ongoing changes have created not only stressful working conditions, but a stress epidemic.

Teacher Stress

There are numerous reports in the literature on teacher stress and burnout. A nation wide survey done in the United States indicates that there has been a considerable rise in the stress levels of teachers over the years. Burnout in teachers (described by Maslarch, 1982, as a three dimensional phenomenon characterized by feelings of exhaustion, depersonalization, and a lack of personal accomplishment) can not only manifest itself as various physical ailments and emotional problems, but can result in teachers actually leaving their chosen career. Administrators in the National Education Association worry that thousands of sensitive, thoughtful and dedicated teachers are abandoning the teaching profession. Canadian teachers are affected too. In a national study done by the Canadian Teachers' Federation 55% of teachers responding to a stress scale questionnaire indicated that they were almost always exhausted at the end of a regular school day. All of this research has resulted in some positive changes in the operation of the education system, however, it appears that the emphasis for change often relates directly to: a) the physical environment the teacher works in, b) a shift in task overload, c) training in the area of conflict resolution and d) training in communication skills. What is missing in the data is the importance of the personal health and well-being levels of the teachers themselves and how this important aspect can play a role in managing stress.

Teacher wellness

Health and wellness experts such as Ardell (1986), Travis (1981), and Pelltier (1996), suggest that attention to personal lifestyle can improve well-being; that making healthy lifestyle choices can increase our levels of joy, satisfaction and zest for living. Healthy and well employees are also more productive employees. Teacher wellness might be the missing link in the strategic planning process of education reform and could assist in the transformation and revitalization of both the school system and individual teachers.

There are many definitions of wellness: an integration of body, mind and spirit; a way of life which we design to enjoy the highest level of health and well-being possible; or a link between our physical, social, spiritual, intellectual, occupational and emotional selves. What I have discovered as I attempt to balance my roles of teacher, student, consultant, wife and mom, is that it doesn't really matter what definition I choose to work with - what does matter is how I choose to put my 'teacher wellness plan into action'.

There are many different wellness models teachers can follow. My favourite model, (the basis of the pro-d day session I present, called "For the WELLth of It"), is a model developed by Dr. Donald Ardell - a guru of sorts in the wellness field. It is simple, easy for me to follow, and is the only wellness model I have found that reminds me that "I" am ultimately in charge of my own well-being.

Nutrition

From cardiovascular diseases, to obesity, to diabetes, eating like kings and queens is starting to take its toll. Back to the basics: which includes eating grains and cereals, vegetables and fruits, low fat milk products and low fat meat and alternatives can make a difference. In my case, an awareness to a genetic pre-disposition to heart disease on both sides of my family has made me change my eating habits. It has not been an easy task - but the effort has been worth it. It was evident in a number of sessions I presented to teachers participating in professional development days, that healthy eating was not a priority. Although a number of them believed they needed to make changes in their eating habits, they were not, at the time, making healthy food choices on a regular basis.

Physical Fitness

As I mentioned in the last edition of WELL, almost anyone can benefit from a regular exercise program. If you make fitness fun and set yourself up for success by starting out easy and working up gradually, this dimension of wellness can be incorporated into daily living. One of the comments I heard from teachers is that "they don't have time to fit fitness in." Based on my own family genetics, I don't have time not to fit fitness in. To keep my heart healthy, I must exercise. I encourage teachers to look at their own family history and determine if regular physical activity might be of benefit to them.

Stress Management

This component is one I continue to struggle with and imagine that it may take a little longer to practice what I preach, but I assure you, I am practicing! Determining the stress factors in one's life is one thing, but doing something about it is another. Almost all the teachers I have spoken with indicate that their stress levels are high and that there is a link between their stress levels and their profession. What I found surprising was the fact that very few teachers participating in the wellness sessions I conducted practiced any type of stress management techniques. Meditation, positive visualization, taking time out, listening to music, journal writing, and regular physical activity are all things teachers could do to manage their stress levels. Again, when asked what was stopping them from managing their stress, many of the teachers said they did not have time to put in place, stress management techniques. The good news about stress management is it is (as my own guru of wellness, Dr. Martin Collis, says), "the little things that count." Mini-meditation sessions, positive self-talk tapes you can listen to on the way to school, pro-d day sessions on stress management can all help.

Environmental Sensitivity

Living lightly on the earth, helping in anyway you can to keep the planet healthy is important as personal wellness depends on planetary wellness. For me, awareness of this dimension of wellness also links with the other dimensions of wellness in my life. As I have learned to become more aware of the environment I live and work in, I am now better able to listen to my own body, mind and spirit and determine what I need to stay well. I suspect that many of the teachers I have met over the years, who are highly stressed, are so busy helping others to reach their potential, they are forgetting about the importance of their own environmental sensitivity and are not meeting their own personal needs.

Self-Responsibility

As Ardell says, all dimensions of wellness are important, but self-responsibility seems more equal than all the rest. Personal accountability for our own lifestyle is of utmost importance. As teachers we cannot assume ministry officials, school board trustees, administrators, parents and students are totally to blame for our stress levels and health issues. We can recognize that in every organization and profession there are problems, but we can also do much to enhance our own wellness by implementing a teacher wellness plan.

Putting Wellness Theory into Practice

Every time I refer to Ardell's 1977 model of wellness, I realize that I can make personal wellness a reality. By making healthy food choices, fitting fitness in, attempting to manage my stress, and becoming more aware of my environment I am on the road to wellness. However, the central circle of this model is the key. I must take responsibility for incorporating all the dimensions of wellness into my life. In doing so, I might be able to mentor or inspire colleagues and students to do the same. Whether Ardell's model of wellness works or other wellness models seem to have a better fit, developing a personal wellness plan might assist teachers everywhere cope with stressful events and circumstances and help them rediscover the wonderful world of teaching.

Lara Lauzon is a consultant working in the area of wellness. She is a sessional lecturer at the University of Victoria in the School of Physical Education, a Ph.D. candidate researching in the area of teacher wellness and the host of CHEK-TV's internationally syndicated "Body Moves" fitness show. She can be reached at llauzon@uvic.ca.