Welcome to The Staff Room

7th March 2016
The Staff Room

Pull up a chair, make a cuppa and get comfortable. Welcome to The Staff Room.  This is going to be a place where teachers of every variety (pre-service, full-time, part-time, casual, retired, resigned and recovering) can be supported, share ideas, say their piece and have a laugh.  Experience has shown me that not every staff room is a healthy place – I’ve been in some where you have to watch your back while you’re making your coffee.  But I’ve also been fortunate enough to work in schools where the staff room was a safe place… somewhere you could ‘land’ on Friday arvo after a hard week of teaching, somewhere you could share the story of your disastrous lesson, somewhere you could ask for ideas without being judged and somewhere you could engage in robust conversation about topics ranging from Professional Teaching Standards right through to low-budget recipes.  I hope this space becomes that kind of place.  And I really hope you teachers out there reading this take the time to leave a comment, share an idea or start a discussion.  You know and I know that good communication creates good staff rooms.

Best thing about this staff room is that there will be: no meetings, no rosters, no weekly plans, no requests for programmes, no hidden agendas, no Professional Development Days you must attend, no calendars, no assembly items, no school newsletters, no P & F requests and no extra work.  I promise!  (See you love it here already, don’t you?)  And even better – I can guarantee no students will come knocking at the door to ask for Mr McGilercuddy to get the ball off the roof, no child will walk in with a spectacular bleeding nose, no Department of Ed. guy will sit in on a lunch break while trying to casually promote the latest hair-brained idea that’s going to revolutionise education.  And no parent will come in requesting something that sounds good in theory but in practise will create hours and hours of extra work.

This is a safe place.

I wanted to launch the opening of The Staff Room

with a focus on teacher well-being.

What are the things you can do as a teacher to look after your well-being?  Because – lets face it… teacher well-being isn’t high on any agenda that’s being thrown about as ‘educational discussion’.  We have to look after ourselves and look after each other.  In this first post of The Staff Room, I’m sharing my top five ideas for self-care and mental health specifically for teachers.  Sound good?  Here goes:

1. Don’t Ignore the Signs

I knew things were unravelling for me long before I collapsed in a heap.  There were little warning bells that gradually built to huge alarm sirens.  I think these will be different for every teacher but I’ll share my early warning signs to give you an idea:

  • I wasn’t looking forward to school anymore.  I still enjoyed my time with the kids but the thought of all the additional workload unrelated to teaching filled me with dread.  I stopped saying “I’m going to school” and started saying “I’m going to work.”  Subtle difference – big warning!
  • I found it hard to relax at home.  I always felt I should be doing more work in preparation for school.
  • Things weren’t as funny or as sad as they were in the past – I guess I was a bit numb.
  • I was too exhausted on the weekend to do anything with my friends or family.  I just wanted to slouch on the lounge.
  • I found it hard to put a good meal on the table.  I remember leaving school at 5:30pm one Tuesday after a particularly harrowing staff meeting.  I said to a friend/colleague “What am I going to give my kids for dinner?” And she said “Oh, have a night off.  Just drive through Maccas.”  And I said:  “I did that last night.”  My family were living on takeaway, oven-heated nuggets and chips, leftovers and “breakfast for dinner”.  I never had the energy for grocery shopping so there was rarely good food in the cupboards.  I was essentially neglecting my own kids for the sake of other people’s children.  That’s not what teaching is all about.
  • I didn’t want to participate in any optional extras at school.  I was angry about the concerts, the meetings, the carnivals, the fundraisers, the discos, the excursions, the visiting guests…  I was becoming a bitter and cynical lady.  *eek*
  • Late in November of 2014 I experienced what could only be described as a panic attack.  My body took over because my brain was ignoring all the signs.  I experienced shaking hands, sweats, fast breathing and a painful racing heart.  I thought I was having a heart attack and my doctor ran tests just to be sure.  The results?  Stress.  Simple as that.

At the risk of sounding like a self-help book, take a minute to do a quick inventory of where you’re at now.  Have you got some ‘early warning signs’ going on?  How’s your blood pressure?  Are you happy to go to work?  Are you still fulfilling your roles within your family?  Do you relax?  Sleep well?  Check these things regularly.

2.  Get Help

It’s okay to outsource some stuff.  Our lives are huge.  Teaching is huge.  Pay people to help.  Here’s how:

  • Make use of an ironing lady or house cleaner or gardener or lawn mower kid or drive-through car wash… whatever is wearing you down on the home-front that could be outsourced…. just do it.
  • Ask for help from friends or family – especially if they offer.  Have them cook a meal or do a load of washing.  Don’t be too proud peoples!  You can always return the favour.
  • Make use of those classroom parents who are always offering to help.  Send home some stuff they can cut out or glue or fold.  Send home books that need repairing, toys that need washing, resources that need filing…
  • Have a classroom working bee one afternoon a fortnight/month where parents come in and take down displays and put up new ones.
  • See your doctor.  Talk to them.  Tell them if you feel like you aren’t coping in the way you used to be able to.
  • While you’re at it – talk to your Principal or co-ordinator if you feel like you can.  Explain to them what’s going on for you and see if they can think of ways to lighten the load.

3.  Don’t Be A Martyr

Don’t soldier on.

Take a day off if you need it.  Take a week if it’ll help.

Don’t go to school when you are sick.

Stop committing to extra tasks that add to your workload.

Say no!

Follow procedures instead of suffering through an extra duty or an extra workload as a favour for a friend.

Self-preservation is important for your health and well-being.  You’re not a bad person to put your needs first.

During the year of 2014 my own children had school sores, head lice and I think gastro (I’ve blocked much of this from my memory!) all in the space of a few weeks.  I can remember waking up one day, looking at my poor little scabby three-year-old who I was going to palm off to Nanna.  Suddenly I imagined describing this situation to all the parents of the children in my class – I knew that the majority of them would say to me Gab – don’t come in today.  Your kids need you.  I also knew that the kids I taught would understand too.

We are called to teach not to suffer.

Remember that.

4. Have Some Non-Negotiables

Have a “quitting time” and stick to it.  Don’t stay at school until all hours.  Accept that a teacher’s job will never be complete and go home.

Get plenty of sleep or exercise or healthy food.  Find the things that work for you to keep you in optimal health and refuse to relinquish them.  Maybe it’s yoga or running or cooking soup on a Wednesday night.  Whatever it is that keeps you healthy – never compromise it for teaching.


I always say “you need a reason to live”… you need something to look forward to, something to think of each morning that you feel excited about.  Make sure you have those things set up and in place so that Monday Mornings are bearable.  For example: book a holiday or a weekend away or a massage or a hair cut or a surfing trip or a fishing trip or a movie night or a dinner out.  Have some little out-of-school adventure or indulgence that you can hug to yourself throughout the working day.

5. Get Yourself A Shrink

After my experience of burnout late in 2014, it became clear to me that teachers now – more than ever – are in need of a soft-spot to fall when (not if) their teaching load becomes too much.  If I had a magic wand I’d kit out every school in Australia with an adequate number of counsellors and psychologists and make these professionals available for students and families but also – for teachers!  Sadly, the magic wand just isn’t appearing.

As teachers we encounter so much in a day that we need to process, reflect on, evaluate and act upon.  That kind of strain takes an enormous toll.  Generally it can be manageable – but add on:

one rogue student who demands your attention with wild behaviour

a parent who is worried about their child and ‘needs’ to meet with you regularly

a student who makes a disclosure about abuse at home

a major school event such as a concert or carnival

a personal trauma such as marriage breakdown, kids leaving home, family loss or illness

6 trips to Professional Development days within the space of three weeks

(this list is endless, I’ve just itemised a few add ons)

Suddenly – the workload of teaching that was tight but achievable becomes insurmountable and depressing.  It’s helpful to talk about these things to a professional.  I know it might seem crazy to suggest a professional when we’re so used to chatting around the staff room table.  But I have my reasons:

  • as teachers we’re not trained to know how to deal with big emotional psychological ‘stuff’ that presents itself when students are abusive or are being abused.  Psychologists are.  They can give you tips, ideas and strategies but they also know how to listen and will pick up on how you’re travelling.  In this way, problems and issues can be addressed when they’re small and manageable.
  • talking to a trusted friend or your colleagues is helpful for you but it actually burdens them.  Friends and colleagues are just that – your friend, your co-worker – it’s not their job to prop you up.  And when you ask them to prop you up it takes time away from them.  They become invested in your problems and start to feel a sense of responsibility for you.  That’s not fair on them.
  • psychologists understand the need for discretion, confidentiality and child-protection.  You can speak freely with them knowing that you aren’t compromising your students, their families or your school.  When you ‘off load’ to a friend or colleague you are running a huge confidentiality risk.
  • talking to a psychologist or counsellor doesn’t make you ‘crazy’.  It doesn’t mean you aren’t coping.  In fact – quite the contrary.  Being proactive and taking steps to arrange to speak with a professional shows that you are healthy, able to self-care, have good self-management and take responsibility for yourself.

To see a psychologist is easy – simply go to your GP and tell them that you’re a teacher and you’d like to have a Mental Health Care plan that enables you to speak to a psychologist.  I reckon most doctors will nod and agree with minimal questioning – they understand the pressure teachers are under and they’re seeing it more and more.  Be aware though that you may have to wait and wait and wait some more to see a psych – especially if you live in a regional or rural area.

Okay – that’s my five.  Now don’t be shy.  Share your thoughts.  How do you manage your well-being as a teacher?  How do you know when things are getting on top of you?  What advice on well-being would you share with other teachers?

11 responses to “Welcome to The Staff Room”

  1. Rosie says:

    Hey Gabbie, you beat me to it. I was looking at doing something like this but didn’t have the energy. I’m still trying to decide who I am now I’m not teaching, feeling like half of me has died. That said I’ve worked since I was 15 until I was 61. I’m slowly getting there but I want people to know that your experience is almost identical to mine, and I know it’s what’s happening to many others. I’m really concerned that it’s a primary school thing (nurturing?) so I’d love to hear if it’s happening in High School’s too. I have lots of questions now about stuff I was unhappy about in the last few years around pedagogy, but my biggest question is for school leaders, and my union. Why did you think my issues were just about me, and not about the things going on in schools? All the best with this. I’m going to promote it for you because I believe we’ve lost our voices. We need to get them back. But if it gets bigger than just a vent space and it looks like action is needed I’m definitely on board to help.

    • gjstroud says:

      Thank you so much Roseanne! Wow – that’s a powerful question you pose – Why did you think my issues were just about me, and not about the things going on in schools? I think that is pertinent and right on the money. For a while I thought my burn out was just about me not being able to cope, but I have realised that I was destined to fail, set up to fail and it was the system I had served that failed me! Thanks for being the first to comment. It’s nice to not be in The Staff Room all on my own!

      • Rosie says:

        It is still happening with Principals saying they want young and enthusiastic teachers , because the others are burnt out. They refuse to see that it is the system that’s doing this. It breaks my heart that it’s the most passionate teachers this is happening to. And in the system I came from if you’re burnt out, tired and losing your enthusiasm they tell you to transfer to another school. Which compounds the distress. I’d love to think we could fix this without there being a huge crisis. But unless those in charge start listening to teachers and their concerns I can’t see it happening. In the end it’s our children who suffer. I think now I have a few months distance I’m going to start writing to politicians. And hopeful candidates. Or even take on some study that will allow me to research the causes of teacher stress and disillusion.

  2. Nicole says:

    Hi Gab,
    As I lay here in bed on my first “mental health day” for 2016 I thought I would come visit the staffroom. It is week six, the first week of school I could have a day off, due to parent interviews, P&C BBQs, PD, Parent Information night, swimming carnival, and sitting down with my year one team between staff meetings to write and implement some teaching programs. Its my second year of teaching. Now I’m not whining, my school was great last week when I was sick with a bad cough, they told me to have a couple of days off, but that would’ve made more work, trying to contact parents to make new times for interviews. So this week, I decided I had earnt my day off to have a sleep in and go get a pedicure. I will also clean the house but that will be soothing too! Thanks for your writing! Good to know I’m not alone! Now I’m off to have a shower in which I refuse to plan lessons in my head.. I may sing instead!

    • gjstroud says:

      Well done “Coley” – Mental health days are important… especially since you soldiered on last week. I know what it’s like when you feel like having a day off is harder than just turning up and doing the work yourself. But kudos to you for taking a minute right now to recover, regroup and reflect. Teachers will not be able to maintain their work load if they don’t do these sorts of things. Thanks for hanging out for a minute or two in the Staff Room… such a shame I can’t offer you a drink! I hope I see you back here some time soon. xxx

  3. Rosie says:

    Hi all. Mental health days, hmmmm. From an experienced perspective – that is teaching, burning out, pushing too hard and always always always focusing on everyone else’s needs – I’ve learned one important lesson. Look after yourself first. If you’re sick the school and your class will NOT fall over if you take a day off, or even two. Many of us push until we’re severely ill and totally crash, when a few days off sick, caring for ourselves would help us fully recover. I’ve been in a school, albeit small (fewer than 200 kids) when two thirds of teachers were ill. We stopped classes as such, had Library time, Technology time, Art time and games in the hall (the sun never shines in a crisis) and we got through. We got to build better relationships with all the kids and we coped. Their teachers came back to happy kids. Huge bonus. In my case I should never gave left that school as it got that kids matter first.. But teachers mattered too. If you push too far you end up burned out and unable to be there for anyone. So if you are sick, or your kids are sick – take time off. Thinking that it will just make the stress or pressure worse is a sign that you really do need that break – right now.

    • gjstroud says:

      Thanks Rosie – I had a colleague (and dear friend) who would say that the Cold and Flu ads had it all wrong. We shouldn’t ‘soldier on’ we should go to bed. She was completely right and to this day I can say I’ve never seen that teacher at school “suffering through” her day. She just takes sick days as she needs them, which isn’t that much because when she gets sick she rests, recovers and returns to work. Many others push too hard and then need weeks off to recover.

  4. Margaret Cunniffe says:

    Hi Gab. I first saw you this year on Q and A and then followed up with reading more of what you have said. It was like listening to myself. I have been a primary teacher for 36 years and retired this year even though I STILL FEEL THE PASSION but I am worn down by ‘jobs for the boys’ literally and privileges afforded to a few staff who fit the profile of a controlling and autocratic principal who is a manager of finances and making himself and the school ‘look good’. I have withdrawn into my shell after being overlooked while being one of the most qualified and experienced staff members who continually achieves excellence with students and goes the extra mile in all areas. As I go through the piles of professional learning I have done right up until I decided enough was enough, I am feeling very demoralised at a time when I should be celebrating my contributions to society. My retirement speech from my principal of 9 years was superficial and barely recognised any of the major achievements in my teaching and research career. It was a ‘nice’ speech but really patronising. What is it about the types of leaders in our professional that can treat people this way? I felt like it was a ‘cut and paste job’. I can’t go on anymore talking about this because I swore to myself, for my own sanity, I would not look back in regret. I worked and lived with strong ethical commitment and passion for what I did and I supported my colleagues and bosses to ‘nth’ degree. Your voice gives voice to us all but I see little change over my 36 years in the profession towards women in the respect we deserve. I would love to be wrong but I know too many incidences of repeated nepotism when assigning jobs and who will do professional learning in a school. Diversity and intelligent women are not valued by the ‘men’ and many female colleagues are jealous! There is no strong leadership in government and the latest DG appointed in WA has no teaching experience and in my opinion little credibility to understand the teachers’ lived experience in the classroom. Thank you for speaking publicly about the situation and I wish you well in the future.

  5. Jason says:

    It’s refreshing to visit your website and read your blog. I am a (former) principal. Haven’t yet resigned. Am on leave. Let’s say I have a year of mental health rest ahead of me. It’s what the system has done to me: it’s drained my very love of the profession.

    It’s hard for everyone in education and at all the different levels. I truly felt for my teachers when I’d have to front up to a staff meeting to let them know the next ridiculous expectation from on high. What they didn’t know was that they were only hearing the watered down version. I had already collapsed in a heap, stripped out the essentials and tried to work out a nice way of letting them know, before getting o the staff meeting.

    Don’t get me wrong. I think school reviews and check ups on how things are going, from the system, are fine … what I can’t stand is the unrealistic expectations as a result. As I tried to let me boss know on several occasions, Not every piece of coal in the ground can be turned into the perfect shiny diamond the system expects.

    Don’t get me started on NAPLAN, the greatest destroyer of all things to love about teaching. Let me give you a more calmer example of bureaucracy gone mad.

    Our school attendance was not reaching the magic formula of 95%. Forget the fact we had a 15-20% transient studen body and a further 35% ESL student population. But from on high the expectation was to turn our attendance around to 98%. Without any guidance or assistance. None. Of course as a principal I’d like to see kids attending school, but as a caring human who knew my community I also understood why we didn’t see it. But I copped it. And the expectation was that my staff had to cop it. I did my best to try and do something about it without stressing the staff any more than they needed. The staff knew this and were supportive but also didn’t get why the bureaucracy didn’t understand our kids or community.

    What resulted? Well the staff pulled together but the parents became stressed and fearful that when their kids were legitimately sick they would be in some sort of trouble, so we had kids sent to school who should have been home in bed … that particular year we had more kids absent from school from illness, than if we had been just left alone. Oh, and the bureaucracy then let us know that we needed to update our illness policy to accommodate the amount of sick kids.

    Go figure.

    It’s only one example. It might not sound like much, but when you multiple it by the other thousand ridiculous bureaucratic expectations that occur on a daily basis, all without support (each year they reduce the number of staff available that you can contact in regional office, or don’t replace positions when the person leaves), it pays it toll. By the time I wrapped up in my school I had become bitter, unapproprachable, and had lost my love of the going to school. As you out it Gabrielle, I was no longer going to school, I was going to work. And I hated it. I didn’t hate the kids. Hey made life easier. I did resent he persistently badgering staff: the ones that seem to think a principal is some super human who is not permitted to have feelings, have tough days, or just need a moment to catch their breath. I had a good community and (mostly) very understanding parents. I admit to losing it a couple of times at P&C meetings. All he tell tail signs that it was time to take a break.

    So here I am on leave contemplating where to next. Maybe after 12 months I’ll be ready o go back. Maybe I will be happier packing groceries at the local IGA. But for now I am going to enjoy not having he alarm on at 5:30am to let me know it’s time for work.

  6. Katrina Victor-Gordon says:

    Your book, your words resonate with me. I have just read your dot points under the Don’t ignore the signs and I pretty much tick all the boxes. I absolutely love teaching but the micromanaging and poor communication by my Principal means I am working 60 plus hours a week. My Principal told me in my recent review that I do a great job but went and gave me additional responsibilities on top of all the roles and responsibilities I already have. I told him I can’t do any more but he said I will be fine. My mental and physical health is suffering as is my time with my family. I am taking tomorrow off as I am totally stressed. I am considering taking leave from my school next year to either do CRT or change to a different career. I am scared of the change but I am no longer working to live but living to work. Why are they driving good, dedicated teachers away?

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