Teaching students with Special Educational Needs and Disabilities (SEND) is both a challenging and rewarding profession. These students require tailored approaches to learning, and the educators working with them need to be equipped with the tools and strategies to effectively support their emotional, mental, and academic development. However, the nature of working with SEND students can often lead to emotional and physical exhaustion for teachers, especially when navigating complex needs and diverse learning styles. In this blog, we will explore adaptive wellbeing practices that educators can employ to safeguard their own wellbeing while providing the best possible support for SEND students.

Understanding the Wellbeing Needs of SEND Educators

Before diving into specific adaptive wellbeing practices, it’s crucial to understand the unique demands that SEND educators face. Teachers working with SEND students are tasked with creating inclusive environments, delivering differentiated teaching, and managing behaviours that may stem from communication challenges or sensory needs. These roles require high levels of patience, empathy, and flexibility. However, teachers must also take into account their own mental health and physical wellbeing to prevent burnout and ensure their long-term effectiveness.

SEND educators often experience high levels of stress, emotional labour, and pressure. These factors can lead to job dissatisfaction, anxiety, depression, and fatigue, making it essential for educators to prioritise their own wellbeing. Incorporating adaptive wellbeing practices helps maintain a healthy balance between supporting students and taking care of oneself.

1. Implementing Reflective Practices

One of the most effective adaptive wellbeing practices for educators is reflection. Reflecting on both successes and challenges in the classroom allows educators to process their experiences, gain perspective, and make adjustments when needed. Reflection can be structured or informal, and it can involve various techniques such as journaling, group discussions, or self-assessment.

By engaging in reflective practices, educators can also recognise the positive impact they are having on their students. This can act as a source of motivation, particularly during difficult times. Reflective practices not only allow educators to understand their emotional responses to challenging situations but also help them identify personal stress triggers, enabling them to develop strategies to manage these stresses more effectively.

2. Building Emotional Resilience

Educators working with SEND students often encounter situations that require quick thinking, problem-solving, and emotional resilience. Emotional resilience refers to the ability to adapt to challenging or adverse situations, learning from them, and continuing to move forward with a positive outlook. Building emotional resilience requires both self-awareness and intentional coping strategies.

Some ways educators can build emotional resilience include:

• Developing a Growth Mindset: By adopting a growth mindset, educators can shift from seeing challenges as insurmountable obstacles to opportunities for learning and growth. This mindset helps teachers maintain optimism and stay focused on their long-term goals.
• Practicing Mindfulness: Mindfulness exercises, such as deep breathing or focusing on the present moment, can help educators remain calm during stressful moments in the classroom. These practices reduce stress and promote emotional stability, allowing teachers to respond more effectively to the needs of their students.
• Building a Support Network: Having a strong support network of colleagues, mentors, or friends provides a valuable outlet for sharing experiences, venting frustrations, and seeking advice. Emotional resilience is often strengthened by connection and support from others who understand the unique challenges of teaching SEND students.

3. Creating Boundaries and Managing Expectations

SEND educators often find it difficult to set boundaries due to the demands of their students and the emotional investment they make in their roles. However, learning how to set boundaries and manage expectations is a crucial wellbeing practice for avoiding burnout and maintaining a sustainable work-life balance.

To set healthy boundaries, educators should:

• Communicate Clearly: Set clear expectations with students, parents, and colleagues regarding available time, resources, and the scope of support. For example, establishing office hours or scheduled times for communication can help teachers manage their workload and prevent feelings of overwhelm.
• Prioritise Self-Care: By ensuring that time is allocated for personal rest and relaxation, educators can avoid burnout. Setting aside time for hobbies, exercise, and socialising helps rejuvenate both physical and mental energy.
• Delegate When Appropriate: Teachers should not hesitate to delegate tasks, when possible, especially when dealing with the additional challenges of working with SEND students. Collaborating with teaching assistants, aides, and other specialists can help share the load and allow educators to focus on their areas of expertise.

4. Engaging in Professional Development and Continuous Learning

The field of SEND education is continually evolving, with new research, tools, and strategies being developed to support students effectively. Educators who engage in ongoing professional development can expand their knowledge and skills, which can enhance their teaching practices and foster a sense of accomplishment and growth.

Professional development opportunities, such as attending workshops, reading books, or participating in online courses, allow educators to:

• Learn new strategies for engaging SEND students.
• Stay informed about the latest research on SEND teaching methodologies.
• Gain fresh perspectives from colleagues and experts in the field.
• Build confidence in their ability to handle challenging situations.

When educators feel that they are growing and improving in their practice, it can have a positive impact on their overall wellbeing and job satisfaction. Furthermore, professional development can also lead to a greater sense of competence and efficacy, which reinforces their sense of purpose in their work.

5. Fostering a Positive Work Environment

A positive and inclusive work environment plays a significant role in an educator’s wellbeing. Teachers should work to create an environment where they feel valued, supported, and understood. A positive work environment not only boosts morale but also promotes collaboration, creativity, and innovation.

Some ways to foster a positive work environment include:

• Celebrating Successes: Acknowledge both individual and collective achievements within the team. Celebrating small victories helps maintain morale and keeps educators motivated, even during difficult times.
• Promoting Collaboration: Collaboration with colleagues, support staff, and other professionals fosters a sense of shared responsibility and reduces the isolation that can sometimes accompany working in SEND education.
• Providing Adequate Resources and Support: Ensure that teachers have access to the resources and tools they need to succeed. This includes providing professional development opportunities, ensuring manageable class sizes, and offering access to specialised resources that support the unique needs of SEND students.

6. Practicing Self-Compassion

Educators working with SEND students often feel the weight of responsibility for their students’ progress and wellbeing. However, it’s essential for educators to recognise that they are not perfect and that it’s okay to make mistakes or feel challenged at times. Self-compassion is a wellbeing practice that involves being kind to oneself, especially during moments of struggle.

Self-compassion can be practiced by:

• Recognising Personal Limits: Acknowledge when you are feeling overwhelmed or fatigued and take a step back. Self-compassion involves recognising your limitations and giving yourself permission to rest and recharge.
• Avoiding Self-Criticism: Educators should refrain from being overly self-critical. It’s important to remember that teaching SEND students is a challenging task, and mistakes are a part of the learning process.
• Engaging in Positive Self-Talk: Practice affirmations and positive self-talk to build resilience and reinforce self-worth. This can help shift negative thought patterns and increase self-confidence.

Working with SEND students is a rewarding yet demanding profession that requires adaptability, patience, and a deep commitment to student wellbeing. However, the emotional and physical demands placed on SEND educators can lead to burnout if proper wellbeing practices are not implemented. By incorporating adaptive wellbeing strategies such as reflective practices, emotional resilience, boundary setting, and professional development, educators can better manage the challenges of their roles while also maintaining their own health and happiness.

Ultimately, the wellbeing of educators is directly linked to the success of their students. When educators prioritise their own wellbeing, they are more likely to create supportive, inclusive, and effective learning environments that empower SEND students to reach their full potential. And remember…. it’s ok not to be ok!