Wellness for Leaders

Wellness is a key theme in schools they are taking on the challenge of student mental and physical wellness head on. Schools across the globe, particularly in Australia have invested in wellness programs where positive psychology and mindfulness classes are taught. Several schools have institutes that maintain a focus on these areas. While schools look after the mental wellness of students, what can be done to sustain the mental wellbeing of school leaders so that they may build a culture where mental well-being is both sought and nurtured?  For, without resilience and positivity at the leadership level, the chances of schools supporting the wellness of students is slim. Thus, wellness becomes a critical issue in schools not just for students but for teachers and school leaders too.

I have had the pleasure of working with and presenting alongside thought leaders in the field of mindfulness sharing these insights with leaders across the world helping them navigate their high-pressure roles. The strategies have enabled them to be more resilient, have greater focus and build a culture of wellness in their schools ensuring teachers and students are better equipped to handle the growing pressures of our fast-paced society.

These are best summarized by the words “Take time”. Take time to be grateful and to build relationships. These two strategies build a mentally stronger, more resilient, more joyous and more focused leader. They are supported by best practice and by the work of well-regarded experts in the field of mental wellbeing.

Take time to be grateful. An attitude of gratitude is a key mindset that creates a calmer more joyous outlook on life. Gratitude enables people to refocus on what they have instead of what they lack. It may feel a little contrived at first but this mental state grows stronger with use and practice. With gratitude, people are more aware of the goodness in their lives. It also helps to connect to something outside of themselves for example a higher power, nature or other people. In positive psychology research, gratitude is strongly connected to greater happiness helping people deal with adversity and build strong relationships.

People feel, cultivate and express gratitude in various ways. Consider these:

Weekly gratitude notes. School leaders can model gratitude by writing weekly gratitude notes and encouraging teachers (and then students) to do the same. At the end of a semester, my school principal and I reinforce this by having all teachers gather to celebrate success. Cards are placed on the tables for teachers to write notes of gratitude to their peers. While thank you cards are encouraged throughout the year, time at the end of each semester is given. It has created an abundance mentality and an expectation of good. The benefits are seen in better trust, teamwork and communication.

Mentally thank someone. Even if you have no time to write, thinking about and mentally thinking the individual has positive effects on well-being.

Keep a gratitude journal and in it count all your blessings. Write in it each day listing the positive experiences of the day. Either simply list them or reflect on the sensations you felt when something good occurred. Dr. Martin E. P. Seligman, a psychologist at the University of Pennsylvania, found that a personally delivered letter of gratitude showed a massive increase in happiness scores. The impact was far larger than other interventions with benefits lasting for several weeks. While these studies do not always point to cause and effect, they do indicate an association between gratitude and the mental well-being of an individual.

Pray or meditate. People can use prayer to nurture gratitude or mindfulness meditation to focus on and appreciate the present moment.

‘Magnify the good’ with the faculty. I find this to be the most powerful ingredient of any successful school. I expect the chairperson of any meeting to begin with ‘Magnify the good.’ This is an opportunity I use for people to celebrate success of their peers, their students and of their own and others’ practice. Faculty know that they could be called upon at any time to share celebrations of good so they are daily on the lookout for good. It becomes an individual and collective mindset with people looking for the good in others. It starts off slowly but after a few months, this agenda item needs to be timed because so much good is shared. Magnifying the good creates a culture of positivity, trust and growth, all key ingredients of a healthy culture. A school where I used this strategy became the number 1 ranked co-educational school in the state, with many of the faculty pointing to this practice as a key lever in the success of the school.

Take time to build relationships. Good relationships, more than the quantity, are at the center of mental wellness. This is what Stephen Covey meant when he wrote about prioritizing the ‘Big Rocks’. Good leaders are purposeful about identifying and building key relationships. It’s not just being in a relationship that matters.

One of the longest and most complete studies of adult life ever conducted was done by Harvard Psychiatrist Robert Waldinger, director of the Harvard Study of Adult Development. The study found that people who were closer to others were mentally and physically healthier and lived longer than those who were not as socially connected. Work pressures tend to force us to work harder and longer yet these long term studies show that the people who out-perform others are those who invested in their relationships with family, friends and colleagues.

The leader’s awareness of the needs of others grows as she takes the time to connect with faculty, students, parents and key stakeholders. It allows a deeper sensibility to emerge and more compassion, understanding and empathy to flow. Consider these ways to build relationships.

Standing at the front of the school building at the start and end of each day.

Weekly check-in phone calls to 5 families a week.

A thank-you note to a spouse whose partner has given up several evenings with her family for school events.

Socialize. A quick coffee, a lunch or even a dinner at your home. I know of a principal who invited each of his faculty members and their partners once a year to dinners at his home to foster relationships.

Student time. Another principal I worked with blocked out each morning from 8am to 10am for student time to spend time in class or in his office with students. She took the time to be emotionally present and listen to them. Good relationships foster mental wellbeing.

Our jobs as school leaders are critical. They lay the foundation for a strong school culture where teachers and students can thrive. Leaders need to take the time to build their mental resilience and health. The mental state of the school leader does impact the school culture. Leaders ought to be very aware of their mental wellness and how to maintain a healthy and positive outlook on life adding great joy, energy and value to teachers, students and schools.

References

Covey, S. R. (2004). The 7 habits of highly effective people: Restoring the character ethic ([Rev. ed.].). New York: Free Press.

Harvard Mental Health Letter (2011). In praise of gratitude. Retrieved from http://www.health.harvard.edu/newsletter_article/in-praise-of-gratitude

Lewis, T. (2015). A Harvard psychiatrist says 3 things are the secret to real happiness. Retrieved from http://robertwaldinger.com/harvard-psychiatrist-says-3-things-secret-real-happiness/

https://hr.duke.edu/wellness/wellness-expo

Leadership and Culture: Hunger Games or Ubuntu?

We are all feeling a mix of emotion given the recent elections in the USA. Not only the country, but the world is reeling. The results offer up many questions. One key question is that of leadership. What is good leadership? Does character matter? What are the values of a good leader? Does that even matter? If the leader defines the culture what kind of leadership is required to create a winning and humane culture? Is it a Hunger Games culture or an Ubuntu culture?

The Hunger Games trilogy by Suzanne Collins, so mesmerized my teen daughter that I decided to have a closer look. I cheated and watched the movie of the first book and could see why young people would love the series. The novel describes a community and its struggle for self-preservation. The culture is one of control from the top and survival of the fittest. Ego is king (or queen) and drives behavior. People are pitted against each other in a conflict that mostly results in death. There is a constant desire for revenge, and a pervasive sense of fear and judgement. The characters have to call on their very best survival skills in order to stay alive. Some do, some don’t.

Is it a ‘Hunger Games’ culture leaders should create so that team work, prosperity and innovation can thrive in their organization? Or, perhaps is it culture of Ubuntu.

Ubuntu means "I am what I am because of who we all are." It is an ancient African philosophy. Archbishop Tutu says, "A person with Ubuntu is open and available to others, affirming of others, does not feel threatened that others are able and good, based from a proper self-assurance that comes from knowing that he or she belongs in a greater whole …." An Ubuntu culture has a strong foundation of moral decency, fairness and goodness.

Mandela describes it in this way, “In Africa there is a concept know as Ubuntu – the profound sense that we are human only through the humanity of others; that if we are to accomplish anything in this world, it will be in equal measure due to the work and achievement of others.”

When Mandela was released from 27 years in prison, he invoked the spirit of Ubuntu by not seeking revenge but reconciliation, not violence, but peace. He expected people to be held accountable for their actions and frowned on sub-standard behavior. He called on people to be respectful, to promote and value the wellbeing of others.

Ubuntu is the ultimate winning strategy. There is competition, but in essence it is a cohesive, supportive culture where people strive to collaborate. It is open and not divisive which fosters communication and support of others enabling a free flow of ideas. With this comes a confidence to air opinions, examine processes and critique old ways of doing things. And, with this comes solutions to massively complex problems and previously unseen opportunities growth and improvement are revealed. There is a culture of continuous improvement.

In an Ubuntu culture there is an absence of ego in the leader. Ego brings with it a feeling of lack. If you have a good idea and I don’t, then I am lacking in good ideas and may want to diminish you. Ego is win-lose. The Ubuntu leader celebrates good ideas and supports team members (which may include forthright feedback) because the leader knows “together we are better”. Ubuntu is win-win. Ego stirs a sense of separateness because ego isolates. It draws you into a protectionist zone where you feel the need to fiercely defend your turf. My ego does not my weaknesses to be exposed I will cover it up or bring you down. This is indicative of a scarcity mentality. Ubuntu promotes an abundance mentality gratefully accepting feedback (even though it may sting a little) as an opportunity for growth.

Imagine how effective teams, communities and families (and countries) could be in an Ubuntu culture. A culture of accountability, not blame; one of desire to get the very best out of each person and not to belittle or hurt; to affirm the goodness in others, not to belittle their humanity. Where high standards of interaction and work ethic are upheld, where people respect one another and seek to build relationships. This creates a healthy culture of respect and generosity of spirit, and inspires and motivates people to be their best. They become filled with confidence in self and others. They play to their strengths and encourage others to do the same. This is a culture of excellence and one where people and ideas thrive.

Where do you see your team’s or company’s or country’s culture? What is your role as a leader? Is it not time now to invoke this spirit of Ubuntu so that we can lead with moral courage and love for the sake of our people, our organization and to model for our children, that in spite of what they are seeing and hearing, there is a righteous way to lead?

Right now, the world has need of leaders. Leaders who are men and women of character, who are courageous, grounded in universal values of love, honesty and who seek to find and release the good in others. The world has need of such leaders now more than ever before. The spirit of Ubuntu leadership that emerges from an ancient African philosophy enables a leadership culture that is values driven and that inspires success through collaboration and compassion.

By Peter Dry 2016

What is the role of a leader in sparking innovation? Part 1

We all know organizations need to innovate or they become irrelevant. Schools are no different. Take a peek into classrooms and you see on the faces of students just how irrelevant schools are. Those which are not, are vibrant, dynamic and attuned to the needs of the 21^st century learner. Those which are, are lumbering their way through the daily schedule teaching students content that has no connection to their lives and is outdated and of little use to them. In spite of the best efforts of remarkable teachers across the country, this is too often the case.

Can a leader make a difference? What can he do to spark an innovative mindset in the teachers? How can she create a culture where teachers not only feel safe, but also inspired to create new and fresh ways to reach our students? Teachers will imitate the school’s culture in the classroom so it is the leader who needs to establish a culture of innovation.

To create an innovative culture, you’d be surprised at how much you already have at your disposal!

·       Reward and stimulate cross-departmental collaboration

Rewarded behaviours are reinforced. It sends a clear message to teachers the kinds of things leadership want them to do. A school that breaks down the silo mentality between departments and teams by setting up opportunities to collaborate will find that cross fertilisation of ideas enriches the school and provides rich connections and ideas not usually available.

      i.         Celebrate teachers and departments who collaborate on integrated projects. Have the teachers sharing with their colleagues. Not only does it highlight good practice, these sessions are also empowering for those presenting and gives confidence to their peers to stretch their practices.

     ii.         Celebrate teachers who find ways for students to connect with students in other grade. levels/schools/buildings.

   iii.         Pick a school-wide pedagogy. This common language for planning and assessing makes it easier for teachers to communicate. Communication speeds up when common frameworks and approaches are used. Understanding by Design, Teaching for Understanding, Habits of Mind are all examples of powerful frameworks.

·       Be willing to let teachers (and students) fail while trying something new

The culture of allowing people to make mistakes is often absent. Celebrating successes are a crucial part of any school’s building of a positive culture but it can lead to people being overly concerned with success and avoiding risk. Giving people space to fail often and fail early will develop a less of a risk-averse culture. By establishing a growth mindset in your people, they will be more open to feedback as they see it as providing opportunities for development encouraging them to continue to learn and grow. The school with teachers (and leaders) who have a fixed mindset will see failure as an indictment on their talent and ability.

      i.         Openly celebrate teachers trying something new even if it didn’t work out perfectly. This means the leader needs to have his ear close to the ground and visiting classrooms daily. A weekly email of magnifying the innovative practices go a long way to fill teachers with confidence, excitement and a willingness to try new approaches.

     ii.         As a leader, model risk-taking. Be open about it, saying, “This could fail...” “I’m going to give this a go…”. Learn something new and share (or even show) what it feels like. This is a key element of leadership. When people see the leader openly learning and improving it creates an environment of enthusiasm around innovation.

   iii.         Say “Yes, and…” instead of “No.” In Australia we had an incredible Year 9 program that disrupted schooling as we know it. In this integrated year, students competed in triathlons, attended school in the city center, inquired into juicy problems and looked deeply into issues of poverty and social justice. With the commitment to “Yes, and …” we grew the program yearly pushing the team and students to be more innovative.

    iv.         Encourage teachers to allow students to fail. They won’t do this if a grade is attached so schools need to create ‘safe classes’ where students are held accountable but not graded. We tend to think that students won’t care if there isn’t a grade related (what a sad indictment on our system), but when the topic is relevant and has intrinsic meaning for the students, they will be motivated. We have Integrated Studies classes, basically problem-based classes, where we give teachers the space to try audacious projects and because there are no grades, students are given the space to really stretch their thinking and not be too worried about making mistakes.

These two simple culture pieces have the power to create a school where at least attempts at innovation will occur. It is in these schools that the leader will be able to create an environment that will be more relevant and stimulating for students and teachers alike. If you as a leader want innovation in the classroom so that students are thinking deeply, creating, solving problems and asking huge questions, then create that culture with your faculty. The culture you create will be exhibited in the classroom!

Peter Dry October 2016