Essential Guides for Early Career Teachers: Mental Well-being and Self-care

The Essential Guides for Early Career Teachers provide accessible, carefully researched, quick-reads for early career teachers, covering the key topics they will encounter during their training year and first two years of teaching.  They complement and are fully in line with the new Early Career Framework and are intended to assist ongoing professional development by bringing together current information and thinking on each area in one convenient place.

This title on Mental Well-being and Self-care explores these increasingly significant issues for those training to teach or in the early stages of their teaching career. It draws upon a new body of evidence-based knowledge and an emerging lexicon which fosters and supports mentally healthy routines as teaching practice develops. Critical but also practical, the text guides the reader through research-based concepts and reflective tasks central to positive mental health and well-being, supporting early career teachers as they develop their teaching skills and techniques.

Introduction

1. 1. Core values and motivations for teaching
   2. Coping mechanisms
   3. Emotional lexicon
   4. Self-care: personal and professional
   5. Solution-focused collaboration between parenting and pastoral care in the safeguarding and GDPR era
   6. Proactive prevention models: strength and adaptability
   7. When you need more than school colleagues for support
   8. Acknowledging success and prioritising gratitude

   Index

Acronym buster

Emma Hollis' passion is teacher education. After gaining a first class degree in psychology and training as a primary teacher, she became head of initial teacher education for a SCITT provider. She sees teacher education as a continuum and, whilst her heart will always be very close to the initial stages of a teacher’s development, she is also dedicated to ensuring teachers are given access to high quality professional development throughout their careers.  Emma took up the role of Executive Director Designate of NASBTT in April 2017 and has been in the post of Executive Director since September 2017.

Sally Price is well-being and support officer and is on the central training team at Oxfordshire Teacher Training. She works in schools to support early career teachers with their mental health and well-being, and in teacher training locations with trainees, their mentors and programme leaders. Drawing on over 20 years of teaching experience in secondary and primary settings, she is interested in the role and responsibility of employing schools in nourishing the developing autonomy of those new to the profession, as well as those who have been teaching for longer.