New SCT record

Wellbeing is a priority for SD47 Key To Success

Over the last few years, School District 47 has made a point of fostering wellbeing for students and employees. In fact, it is one of School District 47’s goals in their Strategic Plan. Many initiatives and activities like staff focus groups, a learning series, and new student resources and programs have been implemented as a result. With the stress and uncertainty associated with COVID-19, and for those that have experienced trauma related to the pandemic, the commitment to social and emotional wellbeing has never been more relevant.

As part of School District 47’s Restart Plan extra measures have taken place to attend to wellbeing. For students, this in cludes increased school counselling services and embedded social and emotional programs like Everyday Anxiety Strategies for Educators (EASE) and the use of Zones of Regulation. Tawnie Gaudreau, School District 47 Director of Student Support Services said that EASE has also been made available for use at home by parents and caregivers. “Whether at home or in the classroom promoting activities aimed at increasing the emotional health of all children can lower stress and anxiety and increase resiliency,” she said.

Staff, too, need to feel supported in addressing the challeng es they are faced with in their work, pandemic or not. As part of School District’s ongoing exploration of staff wellbeing, a set of consultations in 2017 showed that staff wanted to focus on “improving relationships” as a common and meaningful way to improve overall wellness.

“Relationships are a powerful tool to support success and wellbeing and that goes for our relationships with our col leagues, students, and families. When people feel cared for and supported, they are able to be their best selves,” said Tawnie.

Administration followed up with focus groups, a learning series about professional relationships in 2019-2020, and many more wellbeing-oriented opportunities.

Elementary Special Education Teacher Robyn Scoville jumped at the chance to learn more.

“Feeling supported in our professional relationships is es pecially important when there are demanding and challenging problems to solve and decisions to make,” she said.

Robyn says she learned communication skills and how to work with different processes of problem solving and decision making.

“I walked away from the learning series with a better understanding of what was working and not working in my professional life, tools to manage difficult situations in a more satisfying way and assurance in the fact that we are all learning and developing our skills and doing it together is better.”

In any work environment, fulfilled professionals make a better team. But in schools, teacher wellbeing is especially critical because of their impact on students. Positive teacher wellbeing promotes student wellbeing and is critical to academic outcomes. Well-supported, growth-oriented, connected teachers can make a big difference in the lives of children and teens, academically and personally.

In 2019, the District initiated a year-long learning group for improving professional relationships. Brooks teacher Tania Hobson was a part of it.

“The goal was to provide resources for individual and col lective reflection on how we communicate, relate and make decisions, and practice using them,” said Tania. “I found our meetings challenging, but also illuminating. I learned to appreciate what I was doing well, and also practice new skills on my colleagues. The skills could be applied to communicating in any relationship.”.

Early in the pandemic, Brooks Secondary School held weekly staff meetings via ZOOM. Tania remembered that meetings had a wellness component encouraging staff to ask for help, take time for themselves and to connect with one another.

“I was impressed that our principal, Bill Rounis, made time every week to meet for lunch, via Zoom, and just chat about anything and everything,” said Tania.

Brooks teacher Tony Rice ran a Virtual Ultra Marathon Chal lenge in May to encourage both mental and physical health.

“It started out school-based but ended up being for the entire District. The weekly reporting got us moving and kept us moving long enough for a great habit to form, plus there were participation prizes! I’m still walking most days,” said Tania.

Special Education Teacher Robyn, too, said wellbeing efforts have lasting impacts. She noticed that when she practices active listening skills, many small problems can be resolved in a satisfactory way and larger problems can be potentially avoided. Even without a pandemic thrown in, Robyn said she feels better equipped to handle those challenges by having the toolkit of strategies from the learning series.

Wellbeing:

In the SD47 Strategic Plan

Theme: Learner Success. Goal 2: Support the mental health needs of students and employees.

Want to learn more? Contact us. School District #47 4351 Ontario Ave 604 485-6271

POWELL RIVER LIVING • October 2020 www.sd47.bc.ca • 33