Leeds Teacher Wellbeing Project publishes latest blog post looking at schools' priorities since the start of the pandemic
Dr Rachel Mathieson, Dr Judith Hanks and Professor Chris Forde have co-authored the latest article entitled 'What difference a year makes: changing priorities for schools'.
The article reflects on how priorities in schools have altered over the past year as a result of having to operate in a very different way due to the ongoing pandemic. Based upon research into changes that teachers and senior leaders have experienced during lockdown, the article explores what could be learnt from schools’ current priorities, why these have shifted and how the present situation is a pivotal moment for society.
The blog post is fifth in a series of articles which form part of the Leeds Teacher Wellbeing project which is “conducted jointly between the University of Leeds, the National Education Union, and the National Association of Schoolmasters and Union of Women Teachers”. The project aims to “examine the causes of well-being and burnout in teaching, generating a range of practitioner-focused guides and support materials, focused on tackling stress, improving well-being and mental health, and reducing burnout”.
