Prioritising wellbeing: A mindful reset in challenging times

Early childhood education and care (ECEC) has long been a sector that adapts and innovates, ensuring children are the primary focus, even when facing significant headwinds. Some educators, teachers and leaders are still feeling fatigued from negotiating recent natural disasters and COVID adjustments. Now, distressing news stories about child safety and increased scrutiny is putting their wellbeing to the test once more. 

Some people may have noticed feeling a collective sense of grief and betrayal, not only for the children involved in the reported child safety breaches, but also for the reputation of the sector. They may be grappling with feelings of shock and sadness, even if directly unconnected to the incidents. Others, including male educators may be feeling targeted or mistrusted. Some colleagues may have lived experience of abuse and could be feeling personally triggered. These experiences  can lead to increased anxiety and heightened self-scrutiny.

Associate Professor Tamara Cumming, Co-Leader of the Early Childhood Educators’ Wellbeing Project, says external pressures can manifest in a myriad of ways, and a good starting point is to validate your feelings.

“It's vital to acknowledge to yourself that this is upsetting, ... to acknowledge that you're having those feelings, and then to think what you can do about it—that you can help to keep children safe and be there for families,” she says.

Nurturing yourself to nurture others

Tamara highlights that in demanding times, looking after yourself isn’t a luxury—it’s a professional imperative to “put the oxygen mask on first.” Resilient educators support children to have better learning and development outcomes.

“By looking after yourself, you’re going to be able to act in children’s interests better, and that’s why we’re all here. It’s important to understand it’s normal to feel distressed and to try and take the pressure off yourself at the moment.”

She says talking to someone you trust about how you’re feeling can be immensely helpful, whether that be a colleague, a friend, family member or counsellor. They may wish to talk about how they’re feeling too. A number of organisations provide a support line or online resources, including the Beyond Blue initiative Be You, which is specifically for educators.

Tamara says another important strategy is to focus on what you and your colleagues are doing well, and to remember the positive impact that ECEC has every single day.

There is also an opportunity to advocate for colleagues and for the sector, talking to families about the quality of day-to-day practices, reassuring them that their children are safe, and empowering them to speak up when they have a grievance or issue. 

“It’s almost like going back to the basics and asking why are we here? What are we already doing well? Look at the quality and resilience that is already there. Sometimes I think we don't really appreciate how amazing our sector is in Australia... we are so lucky, and we're doing so well.”

CELA Learning and Development Specialist, Kerrie Maguire, agrees that it’s about slowing down and “reconnecting with the intrinsic motivation that drew you to this fulfilling career in the first place.”

Kerrie challenges educators to reflect on their unique professional identity and value: "One of the hardest things for people to articulate is what makes them a professional. Who am I in this space?”

Signs you’re not okay: Recognising distress, burnout, or overwhelm

Despite best intentions, it can sometimes be difficult to be self-aware when the demands of daily practice take over.  As Kerrie notes, "People think that their well-being is affected when it's a little bit too late. 

“This is dysregulation. It can translate into emotions such as irritability, sadness or feeling hopeless. It could be an inability to focus, or be creative, or effectively problem solve."

Tamara adds that dysregulation can manifest in staff members being ‘short’ with their colleagues, or concerningly, children. It can even lead to an increase in workplace bullying.

This is why it is imperative that individuals and team leaders recognise the early signs distress, burnout, or overwhelm. These may include:

• Emotional dysregulation: Increased irritability, mood swings, feeling easily overwhelmed, heightened anxiety or sadness, difficulty managing emotions.
• Physical symptoms: Persistent fatigue, sleep disturbances (insomnia or excessive sleep), headaches, muscle tension, frequent colds or infections.
• Cognitive impairment: Difficulty concentrating, memory problems, feeling mentally foggy, reduced creativity, difficulty with problem-solving.
• Behavioural changes: Withdrawal from colleagues or social activities, increased cynicism or negativity, loss of motivation, neglecting self-care, increased reliance on unhealthy coping mechanisms (e.g., excessive caffeine, sugar).
• Loss of purpose: Feeling disconnected from the joy and purpose of your work, questioning your professional identity, feeling that your efforts are futile.

Navigating overload and advocating for support

Ideally, individuals should exercise self-care before any of the above signs manifest, but realistically, there are many factors that play a part, including societal stigma and a service’s work culture. 

Be You identifies the following six connected components that contribute to educator wellbeing: individual educator factors; collegial relationships; workplace culture; leadership; community; governance and policy. 

 
(Source: Beyond Self-Care: An Educator Wellbeing Guide)

For leaders, this may mean cultivating a thriving work environment where educators feel valued, heard and supported. 

"It's a time when leaders need to make the space for people to talk about how they feel," Tamara states, highlighting the importance of creating psychologically safe spaces. “Don’t assume everyone is okay or they are feeling the same as you.”

Tamara also points out that leaders are not themselves immune to pressures and overload, and the current environment, with increased scrutiny and the need to reassure families adds another layer of complexity to their already demanding roles. 

Tamara says this challenging period presents an opportunity for leaders to advocate for the resources necessary to support wellbeing more broadly within their services. Increased administrative burden and emotional labour contribute to distress, and leaders can strategically highlight these needs in budget discussions. 

This might mean making a strong case for access to external professional support, such as a dedicated counsellor for staff or administrative support to help manage paperwork. 

"This help might not cost as much as you’d think and can make a massive difference to supporting wellbeing and relieving stress,” adds Tamara.

After all, mentally healthy workplaces not only build resilient educators, but they ensure better outcomes for children—the heart of our sector.