The challenge before leaders: balancing well-being and identity

 

1.      Introduction / Context:

The issues of identity and what has been termed ‘identity politics’ are all over the news cycle of late, neopronouns and inclusive language abound in policy documents and discussions. Whilst the needs for principals, teachers, and students to safeguard their own well-being is also important. These two elements, and where they interact, are the essential and timely challenge for our time.

2.      Main content:

Exploring the changing world of language and identity is essential for leaders practicing their craft within 2022. This means following the lead of Researchers who are at the cutting edge of the well-being and identity challenge. The 2022 International Congress for School Effectiveness and Improvement virtual congress took the theme of ‘Back to the Future? Problems and Possibilities for Educational Equity, Quality and Sustainability’. Whilst presenting at this congress, I was excited to participate in a discussion lead by Dennis Shirley and Andy Hargreaves on the idea of improving well-being within education systems. The primary takeaway for me was the interplay between identity and wellbeing, with the idea that across multicultural educational sites, these elements can be challenging to have co-exist. The most commonly supported model of wellbeing will be outlined below, but it’s worth noting here that a sense of meaning, and belonging is key. In 2022, belonging involves a sense of self-actualisation, an understanding of ones’ own identity, and this being recognised by one’s peers and colleagues. This identity work is central to one’s wellbeing. Within an individual this is simple and straightforward. Yet, when drawn across a workplace and a school, we see that identities and belief systems can clash, bringing challenges to teacher, staff and student wellbeing.

The PERMA model

The PERMA model of wellbeing notes the import of: Positive emotions, Engagement, Relationships, Meaning, and a sense of Accomplishment (PERMA), as outlined by the famous Positive Psychology stalwart, Martin Seligman. Each of these elements are important, as well as relatively intuitive and straightforward to understand. The most important element here is the concept of Meaning, which Seligman defines (2012) as belonging and/or serving something greater than ourselves. In schools, as we well know, connection, and a sense of belonging are of the highest importance. Yet, we want students to be connected to one another, their teachers, and the school as a whole, each of these layers of connection bring with them complications and complexities. The other key take-away from this model, and how it might apply to schools, is the key feature that a sense of accomplishment is only one small part of the model. This fact bears remembering at all points during leadership, students are not their grades, or their data, they remain fully realised and coloured in human beings, with all of the joys and challenges that brings to our work.

The nature of policy writing

Whilst much policy writing within schools has been smoothed out and facilitated by system leaders beyond the school level within different jurisdictions. Still, the process of developing, consulting upon and finally, writing a policy means increasingly considering the multitudes of stakeholders and possible groups affected. This process has great benefits for leaders, bringing teams into line around common understandings and beliefs. The thrust of this article is that writing policy, or indeed leadership, should never be viewed as value neutral. Indeed, the practice of leadership is such that you cannot make a choice or pronounce a statement without bringing forth potential clashes between the ideas of wellbeing and identity, as just one small illustration of possible clashing ideologies.  

3.      References

Shirley, D., Hargreaves, A., & Washington-Wangia, S. (2020). The sustainability and unsustainability of teachers’ and leaders’ well-being. Teaching and Teacher Education, 92, 1-12.

Waters, L., Cameron, K., Nelson-Coffey, S. K., Crone, D. L., Kern, M. L., Lomas, T., ... & Williams, P. (2021). Collective wellbeing and posttraumatic growth during COVID-19: How positive psychology can help families, schools, workplaces and marginalized communities. The Journal of Positive Psychology, 1-29.

White, M. A., & McCallum, F. (2021). Crisis or catalyst? Examining COVID-19’s implications for wellbeing and resilience education. Wellbeing and Resilience Education: COVID-19 and Its Impact on Education, 1-17.

4.      The Reflective practitioner

Q. What does your school community look like, are there potential conflicts between any of the groups?

Q. How can your setting approach be developing and recognising people’s identities whilst not challenging one another’s, and therefore their identity?

 

5.      Use it now

·        Consider the PERMA model, use it as a tool to consider your own wellbeing.

·       Using the PERMA model, how well does your school recognise its people’s wellbeing.

·       What incidents or conflicts within your school are motivated by identity and wellbeing clashing?

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