“I have come to believe that caring for myself is not self-indulgence. Caring for myself is an act of survival.” Audre Lorde
Committed educators are aware that teaching in America’s public schools is a demanding and frequently unappreciated profession. Yet, it is a profession that when it is focused on fulfilling the needs of all students, it is life transforming for the student and the educator, which can in turn can create social justice. Further, students’ lives demonstrate the most productive results when teachers actively and intentionally address their mindset regarding personal privilege or socioeconomic class differences, work to create equitable classrooms and schools, and implement culturally responsive-culturally sustaining practices (Delpit, 2012; Hammonds, 2015; Irvine, 2010; Ladson-Billings, 2014; Ware, 2006).
The demands on educators are exacerbated by a public consciousness that perceives the demanding and highly impactful work of educators as having low status and deserving of low wages. The field of education often demonstrates that work driven by a moral commitment to the success of children and adults is not valued and those who perform the work are therefore, not valuable.
Working to ignore the noise of a society that does not appreciate the worth of hard and heart driven work and to remain committed to the needs of all students is stressful. Further, stress is increased by the requests, demands, and requirements occurring within schools that are driven by well-intended programs and policies that do not deliver the intended impact of insuring students’ academic and social emotional needs are met. Yet, teachers operate within and in-opposition to these daily struggles and demands to find solace in the smile of a child, the joyful demonstration of learning, and the successful completion of a lesson, course, grade level, or graduation.
To be sure, attaining the pivotal goal of education by demonstrating academic achievement with minoritized students when addressing privilege, equity, and implementing culturally responsive practices within systems of oppression is not an easily attainable success that naturally contains challenges and stress. The multiple demands of the noble duty of teaching can lead to benign or intentional self-neglect which in turn leads to un-managed stress.
As an educator who has experienced these challenges and supported educators who faced these challenges, I have experienced intentional and benign neglect of my wellbeing which lead to my creation of a body of work on self-care.
Self-care is a part of the popular lexicon that has encouraged many people to be aware of their needs and improve their stress management and wellbeing through a variety of means. Self-care experiences can be free and/or expensive and create life-long changes or temporary relief of the challenges of being an educator. To be sure, self-care is a significant strategy for all people who experience the stressors of daily life. However, it was through my experiences and research that I realized many self-care strategies are often temporary fixes for unaddressed stress and create temporary bursts of oxytocin which do not prevent occurrences of neglect that I have identified as radical self-care.
Radical self-care (Ware, 2016) occurs when inconsistent self-care, and the long-term neglect of health, fitness, or stress management lead to a health, physical, or emotional, crisis. This crisis can be demonstrated as an inability to fulfill personal or professional responsibilities or to simply function. The crash, no matter how it manifests, requires the person to implement radical self-care to overcome exhaustion. Think of the image of a depleted phone battery, the battery with the red line indicates the phone is not available for use because it is exhausted. When we reach that point of exhaustion, our personal reconnection to a power source or stress release is required. Like a phone, a brief recharge will make us functional (radical self-care intervention), but for extended use, we need to be completely recharged (active self-care).
To avoid the need for radical self-care (Ware, 2016), I propose that educators use temporary self-care strategies such as massages only as complementary strategies to a life of consistent active self-care. The specific types of active self-care strategy are personal and specific to the needs of each educator. Using reflective practice suggested in the culturally responsive education literature, (Cadray cited in Irvine, 2002) each educator must consider their individual needs to enhance their wellbeing, such as nutrition, hydration, caring relationships, exercise, sleep, relaxation, or extended periods of being unplugged from their electronic devices. Each one of those strategies offer well documented improvements to an educator’s health, wellbeing, and productivity (Amen, D. & Amen, T. 2015). Further, an educator engaged in active self-care increases their productivity and enhanced decision-making processes.
I propose that one of the challenges in creating equitable schools and culturally responsive education is a void of school communities that promote and engage in active self-care. Demands on the time of educators contribute to the neglect of self-care. Too many educators work to the point of exhaustion and make critical decisions while in crisis mode fueled by the release of cortisol and a hijacked amygdala (Glasser, 2014; Hammonds, 2015). This stress naturally prevents a critical analysis of systemic oppression for minoritized communities of students and the implementation of equitable learning conditions. Additionally, these stress-based decisions may destroy the critical element of trust in educator and student relationships (Glasser, 2014; Hammonds, 2015; Ware, 2006).
For educators to meet students’ needs and be the change agents that the current conditions of education demand, educators should start with examining their active self-care practices and determine the strategies they need to implement with consistently to be healthy and productive through out the school year. Many educators return from a summer break relaxed with many health strategies in place. Unfortunately, many educators do not maintain these practices and by midyear need a radical self-care intervention (Ware, 2016).
Educators are overwhelmed with the demands on their time, energy, and money. The premise of radical self-care (Ware, 2016) is not to make one more impossible demand on educators. Instead, it is the acknowledgement that the health and wellbeing of teachers is a priority in creating equitable and culturally responsive-culturally sustaining schools. A focus on active self-care of teachers can contribute to the creation of academically successful, culturally competent, and socio-politically conscious students (Ladson-Billings, 2014).
Amen, D. & Amen, T. (2016). The Brain Warrior’s Way. New York: New American Library
Cadray, J. cited in Irvine, J., Armento, B. (2002). Culturally Responsive Teaching: Lesson Planning for Elementary and Middle Schools. McGraw Hill. New York, NY
Depit, L. (2012). Multiplication is for White People: Raising Expectations for Other People’s Children. NY: The New Press
Glasser, J. (2014). Conversational Intelligence: How Great Leaders Build Trust and Get Extraordinary Results. NY: Bibiomotion, Inc
Hammonds, Z. (2015). Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students. Thousand Oaks CA: Corwin.
Irvine, J. 2002. Culturally Responsive Teaching: Lesson Planning for Elementary and Middle Schools. NY: McGraw Hill
Ladson-Billings, G. (2014). Culturally Relevant Pedagogy 2.0: a.k.a. the Remix. Harvard Educational Review. 84(1) 74-83
Ware, F. (2016, October 25). Radical Self-Care, Elements of a culturally responsive practice. Live performance in Scholars Unlimited Training, Denver.
Ware, F. (2006). Warm Demander Pedagogy: Culturally Responsive Teaching That Supports a Culture of Achievement for African American Students. Urban Education 41(4) 427-456