In this episode of "Reclaim the Room," Ridley takes the microphone solo to explore the often-overlooked impact of stress on educators' nervous systems. Through relatable stories and expert insights, Ridley highlights the anticipatory stress teachers face every day, comparing their experiences to those of first responders. This conversation aims to empower educators by helping them understand their body's natural reactions and offering practical steps to manage the emotional demands of teaching. Tune in for a thoughtful discussion that acknowledges educators' challenges and provides a supportive space for reflection.
Takeaways
- Educators experience stress similar to first responders.
- The nervous system constantly scans the classroom for threats.
- Teaching environments can cause anticipatory stress.
- Understanding your nervous system can reduce self-blame.
- Regulation comes from small, repeated cues of safety.
- Co-regulation with colleagues can help manage stress.
- School culture greatly influences teacher well-being.
- Teachers often carry emotional residue from their students.
- Self-care advice must be practical and realistic.
- Teachers deserve recognition for their emotional labor.
References
Figley, C. R. (2015). Compassion fatigue: Coping with secondary traumatic stress disorder in those who treat the traumatized. Routledge.
Herman, K. C., Hickmon-Rosa, J., & Reinke, W. M. (2018). Empirically derived profiles of teacher stress, burnout, self-efficacy, and coping and associated student outcomes. Journal of Positive Behavior Interventions, 20(2), 90–100.
Hydon, S., Wong, M., Langley, A. K., Stein, B. D., & Kataoka, S. (2015). Preventing secondary traumatic stress in educators. Child and Adolescent Psychiatric Clinics of North America, 24(2), 319–333.
Luthar, S. S., & Mendes, S. H. (2020). Teachers’ well-being and the toll of caring. Educational Researcher, 49(1), 30–42.
Porges, S. W. (2017). The pocket guide to the polyvagal theory: The transformative power of feeling safe. W. W. Norton & Company.
Siegel, D. J. (2020). The developing mind: How relationships and the brain interact to shape who we are (3rd ed.). Guilford Press.
Sonnentag, S., & Fritz, C. (2015). Recovery from job stress: The stressor-detachment model as an integrative framework. Journal of Organizational Behavior, 36(1), 72–103.
van der Kolk, B. A. (2014). The body keeps the score: Brain, mind, and body in the healing of trauma. Viking.
