Young teachers are modelling a new way

Too often we lose teachers within the first five years of the profession because it can be all-consuming, overwhelming and exhausting.

I often find myself thinking about the concept of our profession being a vocation. As a Catholic working for a Catholic board, I often hear the term vocation, that becoming a teacher was not something we chose because we enjoy working with children or love learning, but because it was a calling. When we think about putting ourselves first, the guilt can be paralysing. So we don’t, or so I thought until recently.

In my role in school, I support teachers to program and plan for students with diverse learning needs, and I support new teachers. I often find myself supporting teachers with an aspect of the job we often dislike, the paperwork. Teachers have to contend with being an educator, a secretary, a counselor and many more roles, which we know can be draining mentally and physically. There are books on educator self-care and workshops, but often teacher exhaustion and mental health are concerns.

However, over the last few years I have seen some teachers deciding to put themselves first. Some are leaving the profession altogether, or they are choosing to work part time. These part-time teachers are not moms with kids at home but young teachers who are prioritising their own mental health over their income. A newly hired teacher said to me recently that she had had such a stressful year last year that she couldn’t do it again. At first I was shocked, only teaching part time! But when she told me she needed to have a better balance in her life and give herself time to recover — money wasn’t a priority, her self-care was — I was impressed.

Too often we lose teachers within the first five years of the profession because it can be all-consuming, overwhelming and exhausting. We talk about self-care and staff wellness. Teacher wellness and mental health need to be priorities, not just in words but in actions too. I don’t want to overuse the airplane oxygen mask analogy, but we do need to look after ourselves.

Tips for teachers and leaders

If I’m having mental health challenges, what information can/should I share with my employer?

Teachers have a right to keep their medical information confidential, including mental health challenges. The best approach is to talk to your medical professionals and call ATA Teacher Employment Services for assistance.

What can my employer ask me?

An employer has a right to know reasons for absence, but not necessarily the details. An employer does not have the right to information regarding diagnosis, but to access entitlements under their collective agreement, employees may need to provide their employer with the symptoms or the functional limitations associated with the illness or injury that prevent the employee from completing their duties. In some cases, employees may need to communicate whether there is a treatment plan in place and if it is being followed. The required disclosure of medical documentation to an employer generally increases as the time away from work increases, but excludes the disclosure of diagnosis. Call Teacher Employment Services for guidance on using the sick leave provisions of your collective agreement.

What can/should I share with colleagues?

Personal medical information generally should not be shared with colleagues, including the school leader. Schools foster collegial relationships, and often teachers feel comfortable sharing personal information with their colleagues. While it is desirable to have friends on staff, be cautious about oversharing.

What can/should I share with students?

Teachers should not share personal health issues with their students. Employers may raise concerns if a teacher reveals too much personal information to students. Successful teachers build rapport but are not friends with their students.

What should I do if I suspect that a colleague may be struggling with mental health issues?

Don’t be afraid to ask a colleague how they are doing.
Respect their request for confidentiality and allow them to share only what they want.
Let them know that you are there for them, and extend care and compassion.
It may be helpful to ask how you can assist, and to encourage them to visit a medical professional, but do not take on the role of a counselor to others.

What should I do if a colleague is behaving in a way that I feel is inappropriate, but I suspect mental health issues are involved?

Proceed with caution. Has a person’s behavior changed enough to raise concerns?
Talk to your colleague about specific examples of what you are seeing. Advise them of your concerns. Ask them if they would consider seeing a medical professional.
Respect their privacy. If you are the school leader, let them know what support you can and will provide, and advise them what improvements in conduct or practice are required.
Contact Teacher Employment Services for assistance if you are working with a colleague who may be in distress.

Is there such a thing as a mental health leave for teachers?

No. Teachers access sick leave, not mental health leave. Mental health may require a sick leave in the same way that physical health may require a sick leave.

As a school/district leader, what should I do if I suspect that a teacher I oversee needs help with mental health issues?

As a school leader, extend care and compassion as appropriate, but follow the teacher’s lead. Don’t pry. If a teacher’s practice appears to be affected by a health issue, share your concern with the teacher and encourage them to contact a medical professional. Be careful not to advise a teacher to take a sick leave. A teacher’s access to sick leave is dependent on the provision of medical documentation, as required in a collective agreement.

Types of help

The Canadian Mental Health Association advocates for all types of care that help people find optimal mental health. The treatments that a doctor prescribes could include one or more of the following:

Medication
Psychotherapy and/or counselling
Alternative/complementary methods
Community support services

Information compiled from Compassionate Classrooms, published jointly by the Alberta Teachers’ Association and the Canadian Mental Health Association. This resource is available from the ATA.