The OTHER Invisible Backpack: Why Teacher's Need More Than Jeans Days For Self Care
Years ago when I started to learn about the trauma I’d seen so prevalent in my work in and around schools, I came across the term, the invisible backpack, which described how children come into school carrying the sum total of all their experiences in and out of the classroom. The backpack was described as their experiences, behaviors, thought processes and more and while it wasn’t a traditional school supply, this backpack absolutely affected learning.
Recently, I watched a TedTalk where the speaker described her own backpack after the loss of her sister in elementary school and then her mother during high school. As a current educator she has the perspective of knowing the pressures of being in schools supporting children, but remembers vividly the details of her experiences as a student as well. She remembers the teachers who used trauma-informed practices correctly and at least one of those who fell short.
When I started training on trauma informed care I became cautiously optimistic that I could be at least a part of the movement to bring better practices to schools. Restorative practices, mindful moments and more. Over the years, I’ve trained thousands of teachers who are eager to help the struggling kiddos in their rooms do better, and feel better. They listen to my discussion of brain science and take my techniques for building relationships to heart. But I’ve come to realize it’s not enough.
It’s not enough to know that every student comes into the building with an invisible backpack. It’s time we have a conversation about the other backpack in the room. The one on the teacher.
I remember one teacher in particular, a great kindergarten teacher who was every bit a loving and compassionate educator, giving high quality instruction and lots of love and compassion to her students. Midway the first semester, she got a new student, an adorable little boy. He came with an unusual story, his previous school told him not to come back.
He wasn’t expelled, hadn’t even been suspended. Just told that that he probably wasn’t ready for kindergarten and should come back next year. What they meant was that they didn’t want to deal with his obvious special needs and they left mom to figure it out on her own.
This teacher welcomed him and quickly experienced what the other school had seen. Eventually, this little one would have a diagnosis of Autism spectrum disorder, but before that would come, her peaceful classroom would be disrupted by flying chairs, screaming fits and his running from the room or refusing to come in from the playground.
When I saw her that day, in the hall, she was at her wits end. She had asked for a restroom break and she could barely make it to the bathroom before the tears started falling. She felt like she was failing. She didn’t think she could keep her kids safe and she didn’t know how to teach this student and how she would manage with or without the support he would ultimately receive.
While this little one didn’t necessarily have a huge trauma filled backpack, the truth is, he did add to his teacher’s. She carried guilt, shame, fear and more everyday and she struggled to not only perform her duties during this time, she struggled to maintain her emotional wellness as well.
In many states right now the teacher shortage is reaching epic levels. There’s lots of talk of changing school grading systems or creating more equitable funding so wages can increase. But in most areas the shortage isn’t just about money, it’s not because there aren’t enough licensed teachers, it’s because teachers are choosing to leave the classroom. And while there are complaints on all sides the solutions we need aren’t nearly as simple as some may think. Many of the teachers that do stay and fight the good fight are disenfranchised at best while others are disgruntled and disengaged. This is unacceptable, not only for the purpose of learning, but also as students, especially those with a history of trauma need teachers who are well to help model and cultivate wellness in them.
Most schools rely on Employee assistance program (EAP) services or pass the buck to insurance providers to manage these needs via mental health coverage, but lots of teachers struggle to make good use of these options due to financial or scheduling conflicts. But the bigger concern is, by the time the mental distress is evident enough for intervention, it can be too late. Lost instructional time, lost creativity and lost connections between students and staff, all do costly damage in the classroom and beyond. What’s necessary is a comprehensive approach to staff wellness. While this absolutely begins with the administrative team, these items can also be implemented among co-workers looking to shift the culture to be more proactively well.
Here are 3 things you can do to support the unpacking of the invisible backpack carried by educators on the front lines.
Make yourself visible. Many teachers are used to being observed for job performance or instructional coaching, but how often do you make yourself visible just to be a support? Inside the four walls of a classroom, teachers often feel like it’s them against the world and that can be incredibly isolating which is never good for emotional health. While every prep can’t be used visiting other classrooms, creating a climate where classroom visits are as natural as popping next door to have coffee with your neighbors, lends itself well to a dynamic where natural collaboration and community bloom.
Reject the superteacher motif. The idea that the best teachers come in early and stay late is dangerous and unnecessary. While working hard is a good trait, and being punctual is a necessity, encouraging staff to be it all and do it all is not good at either end of the spectrum. The hard workers never practice the self-care necessary to be healthy and the average workers feel compared to an impossible standard. Encourage your staff to leave their work at work and praise those who leave on time and practice self-care like saying no to extra voluntary duties. Praising the teacher who constantly burns the candle at both ends has got to stop if we ever want to change the narrative that teaching is a thankless relentless job.
Invest in personal AND professional development. The best teachers are real people with real lives and interests. Pretending that the only things that teachers need to learn is pedigogy and technology does little for the wellness of staff or students. Emotional intelligence traits are what 21st century students need to be successful in life and career and teachers can only teach to the level they understand. Don’t just teach teachers how to implement character education curriculum, invest in their personal growth as well. Every book study doesn’t have to be on a teaching topic, choose ones that include concepts for individual growth and exploration. Authors like Brene Brown and James Clear have great titles to include.
We know that kids do better when their parents are well and able to care for them, let’s not forget about the other adults they spend the majority of their day with. For many teachers, coaching is a useful tool to improve their instructional practices, but it can also be helpful in their personal and emotional areas as well. As an individual , you can schedule your private coaching session with me directly and meet from the comfort of your home or reach out to set up support for multiple staff members in your building.