Recent studies have shown that educators are stressed at double the levels of other professions [1]. During the Pandemic, mental health disorders itself became its own epidemic among teachers (Trauma Informed Schools Learning Collaborative, 2021). While well-meaning administrators and health advocates encourage mental health and self-care training for educators, beyond the well-known practices of adequate sleep, eating right, and meditation, is a body of research untapped. Poets, authors and philosophers remind us that literacy, through reading, writing and poetry, can also be a balm in times of uncertainty and traumatic experiences. Reading, writing and poetry can prompt us to slow down, change ourselves, bring a sense of connection and discover meaning – all of this leading to increased well-being [3], [4], [5]. The findings in this two year collaboration suggest that we shift from extraction, product-centered and analysis driven literacy practices and instead emphasize literacy as a way for hearing and speaking our truths, savoring moments and for finding meaning in our chaotic lives. When teachers embody these literate ways of wellbeing, they can then be a model their students, who need these well-being life supports as well.

Authors: Shari Daniels, Caitlin Michaelis

Published in: Canada International Conference on Education, 2022

• Date of Conference: 21-23 June, 2022
• DOI: 10.20533/CICE.2022.0050
• Electronic ISBN: 978-1-913572-49-5
• Conference Location: Virtual (Mississauga, Canada)