“This toolkit is designed to give state policymakers and education leaders a set of strategies, tools, and resources to advance whole child policy and systems change.”

“The needed transformations in learning environments and experiences for students necessitates similar shifts in the ways educators are prepared and supported across the career pipeline. Educators cannot do this alone. They need a social commitment to building a system that supports their continuous learning and development. They also need comprehensive efforts to redesign schools to enable them to enact their knowledge and skills in a collaborative space where they and their students can thrive.”  

Supporting educator wellbeing through the adoption of policies and practices will work to decrease stress and burnout and create positive working environments.

This framework offers a foundation that workplaces can use to become “engines of wellbeing, show workers that they matter, that their work matters, and that they have the workplace resources an support necessary to flourish.”

“School system investments in employee wellness can reduce school system costs, foster positive working conditions, and improve outcomes for students…. A comprehensive approach that centers employee voice and leverages school systems’ role in setting and enforcing policies and distributing resources has greater potential to achieve systemwide reductions in job stressors and increases in access to wellness resources for all employees, especially those with the greatest needs.”

“This toolkit organizes research-based information and practical tools in a user-friendly format that school systems can use to develop and implement a plan to advance the wellness of all school employees.”

“This quick-start toolkit is…designed to increase the capacity of district and school staff in addressing school employee wellness, to improve the health of all school employees, and to improve student health and academic outcomes.”

“Schools have increasingly invested in MTSS to address the academic and social-emotional-behavioral (SEB) needs of all students. Originating from a public health model, the MTSS framework and core features can be adapted to fit any given context, making PBIS a logical approach to implement tiered supports for staff. PBIS also promotes a proactive, preventative approach by emphasizing the use of a continuum of evidence-based SEB and mental health supports. Teams addressing the mental health and SEB needs of their students might also address and support the needs of their staff by adjusting the core features of their MTSS/PBIS framework to promote wellness through key shifts in strategy, collaboration, and data.”