In today’s fast-paced, post-pandemic, and war inflicted world, the importance of mental health and well-being for all has never been more evident and needed. According to recent statistics, mental health challenges have become increasingly prevalent, affecting individuals of all ages and backgrounds. In fact, studies reveal that more than one in five children experiences a mental health disorder each year, and as many as half of adults have experienced a major mental health disorder by the time they are 40. These statistics underscore an urgent need for proactive measures to support mental wellness.
Amidst the concerning statistics, educators and caregivers hold a pivotal role in fostering healing-centered work within their homes, schools, classrooms, and communities. By embracing therapeutic practices, leaders and caregivers can help to foster environments that prioritize mental health and well-being, ultimately supporting individuals on their journey to improved mental wellness.
As educators, leaders, therapists . . . many of us know this – but- how do we encourage the strengths-based, healing-centered, trauma-informed skills necessary for people to face crisis and mental illness in schools and in their own lives – especially if we are suffering too?
This is where the concept of Therapeutic Teaching was born.
Within educational settings, the implementation of healing-centered practices begins with acknowledging trauma and adversity as central to the human experience.
It’s unfortunate, but the world brings us suffering, period.
But that isn’t the end of the story; it’s merely just the beginning . . .
At the intersection of health and education is an opportunity through the interconnected nature of mental health and learning. Students’ emotional and psychological well-being significantly impact their ability to thrive academically and socially – and therefore – the psychological well-being of their teachers, leaders, and caregivers matters too: this is where Therapeutic Teaching comes in.
Educators can incorporate mindfulness exercises, stress-reduction techniques, and social-emotional learning opportunities into their classrooms and curriculum just as easily as they can the Three Rs. Through activities that honour and center relationship, regulation, rhythm, rest, among other Rs, educators can therapeutically help students to develop resilience, emotional regulation, and coping strategies that help them to heal through adversity.
We have spent much of our time as educators and leaders trying to avoid mental health as both a word and a pervasive concept.
Therapeutic Teaching helps us embrace it.
Caregivers vital role in nurturing mental health at home, in school, and in the community involves open communication, active listening, and providing a safe space for children to express their feelings are essential components of fostering a healthy mental state.
Health and healing as leaders requires trauma-informed education, healing-centered work, and much practice as humans ourselves facing and moving through adversity. I have always said (as a teacher myself for almost two decades) that teachers are not therapists – but they can and should be therapeutic in their work – and that’s where I see Therapeutic Teaching as integral as the core subject areas in schools.
Our goal is to teach . . . Our goal is also to help heal.
Humans Can Heal Humans
Creating routines that prioritize self-care, engaging in activities together, and seeking professional support when needed are all integral aspects of supporting a child’s mental health within the home or school. Communities also play a vital role in promoting mental well-being and collaborative efforts can be made among teachers, parents, schools, mental health professionals, community leaders, and families to create a network of support.
It is my belief the crux of this work starts with teacher education at the pre-service and inservice level. Accessible mental health care, resources, programs focused on wellness, and destigmatizing conversations about mental health will significantly contribute to building resilient communities – and this is teachers work.
In supporting this healing-centered work, as mentioned, it is essential to prioritize self-care for educators and caregivers themselves as well. Taking time to prioritize our mental health and well-being enables us to model the healthy behaviours we hope to foster for the individuals we support and care for. We may need to seek therapy, reach out to community, and be vulnerable in these endeavours; however, if leading is our role, healing is our goal!
Self- Care to Care-Give
Promoting mental health in educational settings and communities is a multifaceted endeavor that will require dedication, understanding, and ongoing efforts for personal and professional development – and that’s why the work (therapeutic teaching) starts by applying therapeutic strategies to your own life.
By prioritizing the self, learning therapeutic teaching methods, fostering open dialogue, and implementing supportive structures, educators and caregivers can significantly contribute to a society where mental health and well-being are valued and prioritized. We can change the nature of the conversation, which is often rooted in fear, and welcome ‘mental health’ into our learning, professional development, self-care routines, teaching, and more.
Join me!
The statistics surrounding mental health highlight the urgency for action, emphasizing the need for nurturing environments that support healing-centered work. Educators, caregivers, and communities must work collaboratively, employing empathetic and proactive strategies to foster mental wellness and resilience among individuals of all ages – and I am here to help you begin your journey of self-care to care-give!
Therapeutic Teaching as an embedded practice will help place mental health at the forefront of our educational and communal priorities, we will not only support the current generation but also lay the foundation for a healthier and more resilient society in the future.
What could be better than that!
