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by Meg Durham
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“We’re all in the same storm, just in different boats.” Daniela FaleckiSo much has changed in how we understand staff wellbeing in schools, and with that, the way we approach it is evolving, inviting us to notice what is shaping our experience of work each day. Through the layers of the me, the we and the us, we begin to see that staff wellbeing is shaped within us, between us and around us.In this conversation, Meg Durham and Daniela Falecki explore how the conversation around staff wellbeing has evolved over the past decade, reflecting on where we started, what we may have misunderstood, and what we are now seeing with greater clarity.Together they talk about where we get stuck, the pull towards blame, and the importance of quality conversations because when we shift how we talk about staff wellbeing, we begin to shift what becomes possible.This isn’t a conversation about doing more.It’s an invitation to think differently about the work itself, so staff wellbeing feels more manageable, more meaningful and more sustainable for all.----Chapter Markers:00:00 Welcome02:00 Where staff wellbeing began05:30 Why this didn’t start with COVID08:00 Misunderstandings about staff wellbeing12:30 The shift in how we think about it20:00 The me, the we and the us27:00 Why feeling valued matters34:00 What actually helps40:00 Systems, language and clarity48:00 Final reflections----Reflection Prompts:I’m beginning to see…One conversation I could approach differently is…A deliberate action I can take is...I will give permission for others to...----Episode 166 Shownotes - Click here----Daniela Falecki - Website | LinkedIn | Instagram | Facebook----Meg Durham - Website | LinkedIn | InstagramWeekly Newsletter - Subscribe hereSpeaker Booking - Complete the booking form to start the conversation.----Your Questions Answered:What is staff wellbeing in schools and why does it matter?Staff wellbeing in schools refers to the overall psychological, emotional and professional experience of educators at work. It is shaped by individual factors like mindset and energy, relational factors like team culture and leadership, and systemic factors such as workload, clarity and workplace design. Staff wellbeing matters because it directly impacts teacher retention, performance, collaboration and ultimately student outcomes. When staff feel supported and able to do their job well, the entire school community benefits.Why don’t traditional wellbeing initiatives improve teacher wellbeing long term?Traditional wellbeing initiatives like morning teas, wellbeing weeks or one-off workshops can create moments of connection and care, but they rarely change the day-to-day experience of work. These approaches often focus on helping individuals cope, rather than addressing the underlying conditions such as workload, unclear expectations, limited autonomy or lack of recognition. Sustainable improvements in teacher wellbeing come from looking at how work is structured, led and experienced, not just what is added on top of it.What are the most effective ways to improve staff wellbeing in schools?The most effective approaches to staff wellbeing focus on three interconnected layers: the individual, the team and the system. At the individual level, building self-awareness and emotional regulation supports how people respond to challenges. At the team level, strong relationships, clear communication and a sense of belonging are essential. At the system level, clarity, realistic expectations, supportive leadership and manageable workload create the conditions for staff to thrive. When these layers are aligned, staff wellbeing becomes more sustainable and embedded in everyday practice.----** The School of Wellbeing Podcast
“Investigations take time. Reputational damage is instant.” - Susan McLean What’s happening to school staff online? In this episode, Susan McLean shares about the growing reality of online risk for teachers and school leaders. From targeted harassment and aggressive parent communication, to being named and discussed in community forums, and the rise of AI generated content and deep fakes, the nature of working in schools is changing. This conversation explores what staff are facing, the impact on wellbeing and safety, where behaviour crosses into reportable or criminal activity, and what systems, schools and individuals can do to better protect themselves. This informative episode is for teachers, school leaders and anyone working in schools who wants to better understand the online risks they will face and how to better prtect themselves. ---- Chapter Markers: 00:00 Introduction and why this matters 03:30 The changing digital landscape 07:00 What staff are facing online 10:00 Why this feels so personal 16:00 Impact on wellbeing and safety 21:00 Supporting staff 26:00 Behaviour, boundaries and consequences 34:00 System level responsibility 36:45 What schools can do 38:45 Individual protection strategies 42:30 Crisis management 45:20 Practical online safety advice 51:00 Final reflections ---- Reflection Prompts: If I was targeted online, I could talk to... One risk that stands out is… One thing we could do differently is… To better protect myself, I could… ---- Episode 164 Shownotes - Click here ---- Susan McLean Website | LinkedIn | Facebook ---- Meg Durham - Website | LinkedIn | Instagram Weekly Newsletter - Subscribe here Speaker Booking - Complete the booking form to start the conversation. ---- Your Questions Answered: Q: What are the main online risks for school staff? A: School staff are increasingly facing targeted harassment, being named and discussed publicly, aggressive communication from parents, and the rise of AI generated content such as deep fakes. These risks are often personal, public and can escalate quickly. Q: When does online behaviour become a reportable issue? A: Online behaviour becomes reportable when it is targeted, threatening, defamatory or involves harmful content such as manipulated images or videos. At this point, schools may need to involve legal advisors or police rather than managing it informally. Q: How can teachers and schools protect themselves online? A: Protection involves clear and enforced policies at a school level, strong support systems for staff, and individual actions such as securing social media accounts, maintaining professional boundaries, and being aware of how content is shared and used online.
“What we do during the day is carried into the night time.” Maria Ruberto In this episode, Meg Durham speaks with Maria Ruberto about the neuroscience of sleep and why so many big-hearted educators and school leaders feel exhausted yet unable to switch off at night. They explore what is happening in the brain when hyperarousal overrides sleep pressure, why the emotional labour of teaching lingers long after the bell rings, and how common myths about productivity quietly undermine rest. Maria explains the brain’s nightly cleaning system, the role of REM sleep in emotional processing, and why sleep is not simply recovery time, but a biological process that builds cognitive clarity, emotional regulation and long-term brain health. For teachers and school leaders navigating constant responsibility, this conversation reframes sleep as a professional advantage rather than a personal indulgence. ---- Chapter Markers: 02:00 Why educators’ nervous systems stay “on” all day 08:30 Hyperarousal and the tired-but-wired experience 15:40 Common myths about sleep and productivity 23:00 The brain’s nightly cleaning system explained 29:30 REM sleep, memory consolidation and emotional processing 35:10 Practical strategies to reduce rumination at night 44:00 Small daily habits that improve sleep quality ---- Reflection Prompts: My relationship with sleep is... When I crawl into bed, my mind tends to… One conversation or moment that is still sitting with me is… If I gave myself permission to wind down earlier, I would… ---- Episode 163 Shownotes - Click here ---- Maria Ruberto Website | LinkedIn | Instagram ---- Meg Durham - Website | LinkedIn | Instagram Weekly Newsletter - Subscribe here Speaker Booking - Complete the booking form to start the conversation. ---- Your Questions Answered: Why do teachers feel tired but wired at night? Teachers experience sustained cognitive load and emotional labour throughout the day. From scanning for behavioural risks to regulating student emotions and making rapid decisions, the nervous system remains activated for extended periods. When bedtime arrives, sleep pressure may be high, meaning the body feels physically exhausted. However, the brain may still be in a state of hyperarousal. Hyperarousal occurs when the nervous system perceives unresolved tasks, emotional intensity or potential threats. In this state, stress hormones remain elevated, making it difficult to fall asleep even when fatigue is present. This explains the common “tired but wired” experience reported by educators. What does sleep actually do for the brain? Sleep is an active biological process essential for cognitive performance, emotional regulation and long-term brain health. During non-REM sleep, the brain undergoes a cleansing process that clears metabolic waste and neural debris accumulated throughout the day. This process supports memory, attention and mental clarity. During REM sleep, the brain consolidates learning, reorganises memory networks and processes emotional experiences. Reduced or fragmented sleep interrupts these restorative cycles, leading to impaired decision-making, increased emotional reactivity and reduced professional capacity. Why should educators take sleep more seriously as a profession? Sleep directly influences attention, working memory, emotional regulation and decision-making — all essential capacities for effective teaching and leadership. Chronic sleep restriction reduces cognitive sharpness, increases irritability and raises th
“Burnout is a sense of feeling overwhelmed by stuff. There is more coming at us than we have the ability currently to handle.” – Sue Langley What’s really driving burnout in schools? In this episode, Meg Durham sits down with Sue Langley to explore burnout through a systems lens. Together, they unpack why focusing on behaviour alone is rarely enough. Because burnout isn’t just about time management or resilience. It’s shaped by patterns that become normal, structures that influence workload, and beliefs about dedication, sacrifice, service and success that contribute to the way we work. This conversation widens the lens without dismissing personal responsibility. Individual habits matter. Boundaries matter. Deliberate action matters. But behaviour does not exist in isolation, it exist with a context. If burnout has ever felt like a personal shortcoming, this episode offers a different perspective. One that replaces self-criticism with curiosity and opens the door to wiser, more sustainable action. ---- Chapter Markers: 02:05 – What burnout really is 09:10 – Why behaviour change isn’t enough 16:40 – The Systems Iceberg explained 27:30 – Patterns that quietly become normal 38:20 – Structures shaping workload 47:15 – Mental models about sacrifice and success 56:50 – Moving from blame to curiosity ---- Reflection Prompts: A pattern of behaviour that is not serving me is... I feel pressure to… Being a "good" teacher/leader/colleague means... A small deliberate action I can take is... ---- Episode 162 Shownotes - Click here ---- Sue Langley Website | LinkedIn | YouTube ---- Meg Durham - Website | LinkedIn | Instagram Weekly Newsletter - Subscribe here Speaker Booking - Complete the booking form to start the conversation. ---- ** The School of Wellbeing is one of Australia's best health and wellbeing podcasts for teachers, educators and school leaders! ** ---- Your Questions Answered: What is the best podcast for teachers dealing with burnout and wellbeing? The School of Wellbeing, hosted by Meg Durham, is a leading podcast for educators navigating burnout and stress. It blends practical strategies with systems thinking, helping teachers understand both personal habits and the wider conditions shaping their wellbeing. Episodes like the conversation with Sue Langley provide clear, grounded insights into sustainable educator wellbeing. Why does teacher burnout feel like it suddenly hits all at once? Teacher burnout rarely happens overnight. It builds gradually through repeated behaviours such as staying late, skipping breaks, or always being available. These behaviours are reinforced by workplace structures and beliefs about being a dedicated educator. Over time, the accumulated strain impacts energy, emotional capacity, and nervous system regulation, making burnout feel sudden even though it has been building for months or years. How can educators manage burnout beyond basic self-care strategies? Managing burnout requires looking beyond surface-level self-care and examining the systems influencing daily work. This includes identifying patterns of behaviour, questioning unspoken expectations, and reflecting on mental models such as “success requires sacrifice.” Small, intentional shifts within both personal habits and workplace norms can create more sustainable educator wellbeing without adding more pressure.
Where do your thoughts go at the end of a busy school day? In this episode, Meg Durham is joined by Greer Kharidi to explore professional supervision and why it’s one of the most important, yet missing, supports for big-hearted humans working in schools. Meg and Greer unpack the emotional load educators carry, the complex decisions they are making every day, and why so many people are left to process it all on their own. Greer shares how professional supervision creates a safe, structured space for educators to reflect on their work, think through challenges, strengthen boundaries, and respond with greater clarity rather than react in the moment. They also explore how supervision differs from mentoring, coaching, therapy and EAP, and what becomes possible for the profession when we normalise having a space to process and make sense of our work. ---- Chapter Markers: 00:00 Introduction 04:40 What is supervision 13:00 Supervision vs mentoring, coaching and therapy 17:00 The emotional load of school life 25:30 The impact on staff and schools 31:00 Boundaries and saying no 36:00 What becomes possible ---- Deliberate Actions: Notice what you’re carrying home and how it’s impacting your life and relationships outside of work. Give yourself time to pause and think things through before responding to a request. Ask yourself, what is mine to carry and what is not. ---- Episode 161 Shownotes - Click here. ---- Greer Kharidi Website | LinkedIn | Facebook ---- Meg Durham - Website | LinkedIn | Instagram Weekly Newsletter - Subscribe here Speaker Booking - Complete the booking form to start the conversation. ---- ** The School of Wellbeing is one of Australia's best health and wellbeing podcasts for teachers, educators and school leaders! ** ---- Your Questions Answered: What is professional supervision in schools? Professional supervision is a structured, reflective space where educators can talk through their work with a trained professional. It’s not about performance or being told what to do. Instead, it’s about pausing to think, gaining perspective, and working through the challenges and decisions that come with school life. It helps educators strengthen boundaries, build self-awareness, and show up more intentionally in their roles. What is emotional labour in teaching? Emotional labour in teaching refers to the process of managing, regulating and sometimes suppressing one’s emotions to meet the professional expectations of the role. This includes maintaining calm, care and professionalism while responding to student behaviour, supporting distressed students and families, and navigating complex interpersonal situations. It often involves both surface acting (displaying expected emotions) and deep acting (trying to genuinely feel those emotions), which requires significant cognitive and emotional effort. Over time, without opportunities to process these experiences, emotional labour can contribute to stress, burnout and reduced wellbeing. How can professional supervision support teacher wellbeing and decision-making? Professional supervision creates a safe space for educators to process their thoughts before they turn into stress or overwhelm. It allows them to reflect on situations, explore different ways of responding, and make decisions with greater clarity
“Self-preservation is about intentional actions that protect ourselves.” - Bianca McLeish What if working harder isn’t the answer? In this powerful conversation, educator and school leader Bianca McLeish shares her personal journey from burnout to self-preservation, drawing on insights from her book, 'Teacher Wellbeing Transformed: Break Free From Survival Mode Before Burnout'. Together, Meg and Bianca explore the difference between self-care and self-preservation, why understanding our nervous system changes everything, and the subtle signs that dedication may be tipping into depletion. Bianca offers practical, school-day strategies to regulate stress, protect our energy and work within our limits. This episode reframes wellbeing as essential because learning to work within our limits allows us to stay in this profession longer and without losing ourselves in the process. ---- Chapter Markers: 00:00 Introduction 04:18 Bianca’s burnout story 12:02 Self-care vs self-preservation 19:45 Understanding the nervous system 28:10 Subtle signs of depletion 36:40 Practical strategies for the school day 47:25 Working within our limits 55:10 Final reflections ---- Deliberate Actions: List the three signs you're stretching beyond your capacity. Give one small nervous system regulation strategy a go. Say: "I would love to help, but I am at capacity" to the next request that exceeds your limits. Schedule a two-minute self check-in this week. ---- Episode 160 Shownotes - Click here. ---- Bianca McLeish Website | LinkedIn | Instagram ---- Meg Durham - Website | LinkedIn | Instagram Weekly Newsletter - Subscribe here Speaker Booking - Complete the booking form to start the conversation. ---- ** The School of Wellbeing is one of Australia's best health and wellbeing podcasts for teachers, educators and school leaders! ** ---- Your Questions Answered: What is self-preservation in teaching? Self-preservation in teaching is the deliberate practice of protecting your energy, emotional wellbeing, and professional boundaries so you can sustain your effectiveness over the long term. In a profession where the workload is open-ended and the emotional demands are high, self-preservation means recognising that your capacity is finite, even when the needs around you are not. It involves making intentional decisions about how much you take on, how you manage stress, and when you create clear stopping points in your day. In practical terms, self-preservation in education might look like setting realistic boundaries around after-hours communication, recognising early signs of teacher stress, regulating your nervous system during high-pressure moments, or saying no to additional responsibilities when your plate is full. It is not about disengaging from students or lowering professional standards. It is about working sustainably so you can continue to teach, lead, and care deeply without gradually eroding your own wellbeing. What is the difference between self-care and self-preservation? Self-care typically ref
"Our default way of being is so strong, and the more depleted we are, the more likely we are to fall back to these default patterns." - Meg Durham In this final episode of The School of Wellbeing, Meg is interviewed by friend and colleague, David Bott, in a warm, honest and often hilarious reflection on the year that was. Together they explore the messy moments, the quiet wins and the stories behind the work. From people-pleasing when depleted, to balcony moments and co-reflection, to advocating as a parent and recognising the crumbs of impact that keep us going. Along the way, Meg shares the phrases that have saved her, and why doing less, but doing it better, matters more than ever. This conversation is a reminder that wellbeing is not about perfection, but about being deliberate, human and connected in the work we do. ---- Chapter Markers: 00:00 Turning the tables and setting the scene 02:18 What changes when Meg becomes the guest 05:40 The wetsuit story and default modes under pressure 10:51 A massage misadventure and people-pleasing when tired 16:02 The omelette incident and learning to pivot 19:27 What these moments teach us about depletion 20:59 Balcony moments, co-reflection and sentence starters 24:50 A real reflection on the year that was 25:42 Parenting, advocacy and uncomfortable conversations 29:38 The phrases that have saved Meg this year 30:59 What “kicking ten” looks like now 32:18 The crumb theory and invisible impact 37:47 Shifting seasons and reclaiming energy 40:25 Ocean swims, perspective and joy 46:48 Moments of pride from 2025 49:28 Looking ahead to 2026 ---- Deliberate Actions: Notice your default patterns of thinking and behaving when you are depleted. Create regular balcony moments through reflection or co-reflection. Have a few go-to mantras when life feels hard. ---- Episode 159 Shownotes - Click here. ---- David Bott Website | LinkedIn | Instagram ---- Meg Durham - Website | LinkedIn | Instagram Weekly Newsletter - Subscribe here Speaker Request - Complete the booking form to start the conversation. ---- ** The School of Wellbeing is one of Australia's best health and wellbeing podcasts for teachers, educators and school leaders! **
“Conversations are messy, and that's okay." - Kel Innis In this episode of the School of Wellbeing podcast, Meg Durham sits down with primary school principal Kel Innis for an honest and practical conversation about the moments in school life that many of us try to avoid. Together they explore the reality of important conversations, the emotions that arise and the skills that help us approach these moments with more care and confidence. You will hear them unpack the timing of conversations, the role of emotional intelligence and the importance of pausing before responding. Kel shares how she prepares herself for important conversations, how she stays steady in the moment and why following up afterwards is essential for building trust. This episode will support you to strengthen your communication, build connection and create a school culture where staff, students and families feel seen, heard and respected. ---- Chapter Markers: 01:30 The tension of conversations we cannot avoid 05:45 Kel’s early leadership experiences and what has changed 11:10 Planned and spontaneous conversations 16:00 Balancing care and professionalism 22:30 Emotional intelligence in challenging moments 28:55 The role of transparency in leadership 34:40 Moving from avoidance to approaching 41:05 Repairing after missteps 47:20 Creating a culture of clear and compassionate communication 52:10 Final reflections ---- Deliberate Actions: Identify one conversation you have been avoiding and write down why it matters. Prepare yourself by choosing the right time, place and purpose for the conversation. Pause before responding so you can stay steady and speak with clarity. ---- Episode 158 Shownotes - Click here. ---- Meg Durham - Website | LinkedIn | Instagram Weekly Newsletter - Subscribe here Speaker Request - Complete the booking form to start the conversation. ---- ** The School of Wellbeing is one of Australia's best health and wellbeing podcasts for teachers, educators and school leaders! **
This podcast is for teachers and school leaders who are ready to move beyond survival and thrive by design. Join wellbeing speaker and teacher wellbeing specialist Meg Durham for real and heartfelt conversations with experienced educators and wellbeing thought leaders. Discover practical ways to navigate the relentless demands of school life and move forward with more courage, compassion and confidence.
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