Training School Staff for Socio-Emotional Well-Being
Training School Staff: Reflections and Conclusions after Piloting the Course Dedicated to Emotional Well-Being
Emotions are natural but complex. It can take years to understand where they come from, how they affect you, and just when you think you’ve figured them out, they often surprise you again.
Emotions don’t discriminate—they don’t care about gender, age, profession, or life stage. However, we do know that they manifest strongly and in simple ways during childhood and adolescence, especially in school years, where something as simple as a stomachache might be hiding a powerful emotion like fear.
School and Emotional Well-Being
On September 14 and 15, 2024, discussions about emotions, learning, and enhancing communication in schools took center stage. At the Teachers’ House, Gabriela Bărbulescu and Andreea Ciocâlteu led the pilot course, “Guide for Well-being and Mental Health,” designed for school staff by the Institute for the Study and Treatment of Trauma. This initiative is part of the project “Creating a Functional Intervention Model for Mental Health and Psychosocial Support for Children and Adolescents,” carried out by UNICEF in partnership with the Romanian Angel Appeal Foundation.
“For me, it was a benchmark for how teachers, regardless of the subject taught, should position themselves in relation to students.” – participant’s statement
“It was inspiring to see so many people eager to make a difference in education and who are not afraid of ‘doing,’ gathered in the same place.” – written feedback
Participants, including teachers, counselors, and school medical staff, explored the effects of anxiety and depression on students’ behavior and performance. They also reflected on the importance of personal well-being to positively influence others in the school environment.
How do we know when stress has exhausted us and drained our energy?
„”I would also emphasize the importance of applying the suggestions we give to students to ourselves as well. Practical examples of exercises that bring awareness to our own thoughts and actions would be valuable.” – statement from one of the participants
It’s often said or heard that school staff are overworked, stuck between bureaucracy and the numerous expectations in their relationships with students. It’s no surprise that they sometimes feel powerless in the face of today’s challenges, many of which are emotional in nature.
Far from focusing on diagnoses, the pilot course addressed the signs that often conceal deeper issues. Sometimes, those same signs apply to ourselves, and recognizing them brings us one step closer to managing them.
„”The analysis starts with the challenges we face in the school environment and the support that science offers in understanding these phenomena, as well as the intervention methods that can bring about the change we desire.” — one of the participants’ responses to the question, “What do you consider to be the strengths of the training program?”
Communication – the solution within our reach that we too seldom use
After discussing with Andreea Ciocâlteu and Gabriela Bărbulescu about the deeper meaning behind certain children’s behaviors, the statistical reality of anxiety and depression among adolescents, and recognizing the early signs of stress and burnout, participants moved on to strategies.
They focused on strategies to improve personal well-being and support students showing anxiety or depression symptoms.
Divided into multidisciplinary teams, nurses, counselors, doctors, and teachers analyzed case studies and proposed solutions, ultimately emphasizing the importance of collaboration and communication among school professionals, leading to a shift in perspective.
“It’s not the final result that matters, nor the solutions you’ve identified. What’s important is the process! You’ve seen that you can communicate. You can collaborate!” Gabriela told the participants. They, in turn, realized that instead of immediately transferring responsibility to another teacher, like the homeroom teacher, they could seek consultation and support within the team, which also includes the school counselor and the school doctor.
What’s next?
The course aimed primarily to test the guide and training program designed for school staff. Based on participant feedback, the course will be reintroduced in other middle and high schools in Bucharest between October 2024 and January 2025.
Our goal during this period is to train 350 school professionals, providing socio-emotional education, with a focus on practical applications that will help teachers practice well-being both personally and in the classroom.
