Lecturer, ex-preschool manager and early years teacher Emma Davis takes a closer look at what wellbeing can mean for our early years teams, and how supporting wellbeing can be embedded in the ethos of our settings. 

Working with children can be immensely rewarding – we help shape early learning and development, impacting on future education and life chances.  However, the role can also be incredibly demanding, physically and emotionally.  A myriad of skills are necessary, from sustained shared thinking and fostering an enabling environment to collaborating with other agencies and considering the intent, implementation and impact of experiences we provide.  Those working with children will know that alongside all of the moments we cherish are times that are challenging, such as those involving safeguarding.  Alongside this are the day-to-day challenges of working in Early Years, including low pay, poor status, yet overwhelming responsibility. 

Because of the challenges that present themselves in the Early Years sector, including the perceived lack of understanding of the Early Years as a profession from those outside the sector, it is vital that the wellbeing of staff is promoted.  In doing so, we are acknowledging that working in the Early Years is a demanding role and therefore educators need to feel supported and valued.  This starts with the culture and ethos of the setting.  Wellbeing must be embedded in a whole setting approach which prioritises the mental health of everyone in the setting.  When a setting adopts an ethos which sees staff respected and appreciated, it can create a space where staff feel safe and like they belong.  This can have a real impact in terms of relationships, between staff as well as those at home.

Wellbeing – what is it?

It is a term increasingly used but what do we really think about what it means? Firstly, it’s important to acknowledge that it can mean different things to different people – this can be influenced by life history, understanding that everyone in Early Years is unique.  We have all had different lived experiences, family circumstances, interests, learning styles, values and levels of resilience.  These shape who we are and our levels of resilience, influencing how we respond to stressful situations.

In its broadest term, wellbeing means feeling secure, comfortable and happy.  It’s related to emotions and thoughts as well as sleep, relationships, work, financial situation and friendships.

As the subject of wellbeing has become more prominent in recent years, the trend towards tokenistic gestures has increased.  These can include things like staff shout out boards or mugs of kindness. However, these can in fact achieve the opposite of what was intended.  Staff can feel anxious, feeling like they have something to prove.  There is also a sense of pressure, especially where staff are expected to ‘pass on’ a kindness gift, involving them spending their own money.  In the midst of a cost-of-living crisis, the appropriateness of this should perhaps be questioned, especially when staff in the sector are on notoriously low pay.  Not only this, but there is the peer pressure associated with passing on a wellbeing gift – what about those who are last to get it? Those who feel like they’ve performed well all week but then the shout out goes to someone else?

Prioritising wellbeing – where to start

A good place to start is through communication.  Begin with a whole staff meeting, seeking input from all staff.  However, be mindful that some staff might not feel comfortable discussing mental health in front of others.  A sensitive approach is needed. 

Staff need to know that conversations and practice around supporting wellbeing should become common place.  This relies on approachable leaders and managers who understand that life, personal and professional, can be unpredictable at times.  Situations and circumstances can pop up which impact on our wellbeing, often completely unexpectedly.  Examples could be a household redundancy, relationship difficulties, caring responsibilities, children leaving home, illness in the family or even a death.  Unfortunately, the current economic climate means many staff could be anxious and stressed about their financial situation.

Sometimes, it can be difficult to ‘solve’ these problems.  However, we don’t always need to have the answers.  Instead, we can offer support and understanding within the setting, meaning staff feel valued rather than alienated.  We can do this by being responsive and sensitive to the needs of others.  The better we know our colleagues, the easier it is to spot when someone might be struggling to manage their wellbeing.  This highlights the importance of creating an environment where the whole team have opportunities to come together.  These relationships can be a fantastic support, even just checking in on a colleague during the day can mean so much when someone is struggling.

The role of the leader

Bringing the team together as a connected, collaborative support network for one another can take time and dedication.  However, the benefits are in the sense of camaraderie which can impact on wellbeing.  Staff feel valued and supported which is seen through their interactions with the children, staff retention and a reduction in absences.

Leaders can promote wellbeing just by being available and approachable.  Conversations about staff interests, family, what colleagues have done at the weekend – these can open up lines of communication and trust.  It can be through one of these conversations that a leader or manager can learn that a staff member is having a tricky time.  Conversations are also beneficial in gaining perspectives of the team in how they think wellbeing should be promoted.  What is it that they would like?

All staff in Early Years settings must have regular supervisions.  This can be a valuable way of considering not just performance, impact and areas for improvement but also by opening up discussion around wellbeing.  As already mentioned, working in the Early Years can come with many challenges including national policy changes, ongoing discussion around the relaxation of ratios, supporting families going through difficult times as well as the responsibility of ensuring all children are safeguarded.  Supervisions can be a time to consider these aspects and whether any additional support or training is needed by the staff member in managing these factors due to the emotional impact they can have on our wellbeing.

Another simple but effective way of influencing the wellbeing of the staff team is by ‘noticing’…

·         An impressive observation

·         Helping out colleagues

·         Covering shifts

·         Quality interactions with the children or families

This act of noticing and commending or thanking staff can mean so much more than a one-off tokenistic gesture. Similarly, investing in staff in terms of continuous professional development is a way of showing that they are valued, impacting on their feeling of self-worth and confidence. We know that the better qualified the staff are, the better the outcomes for children.  If staff feel content and appreciated, they are more likely to stay in role, meaning the setting can retain that knowledge and skill.

Finally, it’s important to reiterate that promoting wellbeing does not need to be costly or be influenced by just what you think will be appreciated.  It can be as practical as having a rota which includes some flexibility.  If you are experiencing high levels of child absences when bugs are going around, consider freeing someone up out of ratios.  Perhaps they could spend some time observing others, engage in some online CPD or catch up on paperwork.  Just ensure you keep a note of who has had a turn to do this so you are being fair.  Additionally, consider how your lunch breaks are working – is there scope to enable staff to go off-site to enjoy some fresh air and headspace?

Finally…

In the current climate, wellbeing is more important than ever.  With the media flooded with news of interest rate rises, inflation, recession and strike action, the need to focus on our emotional health should be prioritised. This doesn’t have to be overcomplicated.  Ask someone how they are, if you can help, or just let them know you’re there. Finally, be there to support your leader.  They have immense responsibility and accountability and need to feel valued, just as the rest of the staff do.

Tapestry recently ran a survey which included some questions about wellbeing. You can view the results here. 

If you're looking for some support with embedding educator wellbeing in your setting, take a look at this guide by Kate Moxley.