Let’s have an #AmazingAugustHT and celebrate our #SummerWellbeing

Well! We’ve have made it! All of us are now on our summer holiday and even though some vocal members of the journalistic profession may protest otherwise, we all deserve our time off. So let us take August to celebrate our wellbeing, to separate our education lives from our real lives.

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It is your real life that defines you, makes you who you are, determines your friendships and your relationships and ultimately makes you the teacher that you are.

A few days ago we tweeted this:

Summer Wellbeing in one tweet.

Share the books you have read.

Share the dishes you have cooked.

Tweet your garden pictures.

Meet some friends.

Connect with family.

Tweet positive.

Read: share those amazing books you have been saving for months, amazing fiction, extraordinary children’s books, brilliant biographies. Poolside, beachside, lakeside,in your tent or on your patio. We want to see whatever you are reading!

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Cook: whether it is something new, an old favourite, something from BBC Saturday Kitchen (a Healthy Toolkit favourite) or your meal on holiday, we would like to see it, share it and your never know we might just cook it!

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Garden: are you truly grounded? Connect with your soil, share those vegetables, your amazing sunflowers, the window boxes, pots, beds and allotments that define us as a nation in touch with the earth.

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Friends and family: make sure you celebrate and commemorate both. Connect, or reconnect; it has been a busy year, but these are the people who you love and love you back in equal measure and for every hard day you have survived, they are there for you.

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Tweet positive: keep connected with your community but let’s stick to the good stuff. The world of education will still be there in September!

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So please share your books, gardens, cooking, friends, family and positive thoughts. You are all awesome, because you are in the most awesome role there is!

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Happy Holidays from all at Healthy Toolkit HQ!

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Wipeout!

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We recently responded to a tweet from a journalist who called for a shortening of school holidays with these words.

Are you aware of:

1. Crisis in teacher recruitment and retention.

2. Issues regarding teacher workload and wellbeing, especially mental health.

3. Real terms budget cuts.

4. That UK summer school holidays are shorter than other countries.

In December we wrote three pieces on surviving until Christmason tetchiness and misinterpreting words and actions and finally on surviving the holidays.

The weeks before Christmas are tough but increasingly Summer 2 must now be the toughest of the terms; data, reports, OFSTED, inspection follow ups and action plans, excessive heat, grumpy children and maybe grumpy colleagues.

Whoever thought the final weeks of the school year were made up of DVDs, rounders and mindfulness colouring?

Yes we have Sports Day. Yes we do go on school trips. And yes we do take advantage of the sunshine to work outside more than we would in the depths of winter.

We are also still teaching, conducting parent evenings, staying after school for concerts, productions and leavers’ discos, dealing with challenging parents and children and handling safeguarding concerns.

Schools and teachers are a soft target for lazy journalism and stereotypes as we wrote last year. There is the usual assault on the six week break, from those with little understanding of the mental and emotional pressures that teaching in every sector and every age group brings. We are yet to hear from Mr King at Sky and somehow feel we won’t.

We are used as a profession to this lack of comprehension of what we do, but wouldn’t it be just amazing to be thanked for our work?

To every teacher and every teaching assistant, in every school and in every class: thank you. You are awesome.

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#JukeboxJuneHT: Remixed

Too busy to blog and tweet? Not surprising given that it is exam season, report writing time and the period in which many of us are packing our classrooms for ventures new.

As it is such a busy time, let’s take pleasure in the simplest of things: music. Jukebox June returns.

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“How soon is now?” asked one Steven Patrick Morrissey.

“Not soon enough!” reply all those teachers with report and exam marking deadlines looming.

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Unless you are in a school which has moved the bulk of written report writing to another point of the year, we can’t do much about the deadlines apart from ensure they are met. Public examinations and end of year testing are at this point of the year because it has always been the case!

If you have been following the  #MindfulMayHT and #SayYes2Wellbeing hashtags, we hope you have found some useful advice and support which schools can embrace to support colleagues at this pressured time and which individuals can adopt to aid their focus and boost their self-confidence.

This month’s hashtag recognises the workload, so we ask only that you think of music!

Primary schools will often play music as the children enter assembly or as they come to class in the the morning. It is intended to be calming and sets the mood for the day and activities ahead.

Music, and singing in particular, can be unifying, team building and at the heart of a community. Do you include your parents in the songs in celebration assemblies?

Music can be regarded as healing; a couple of links with more expert opinion are http://www.bbc.co.uk/news/magazine-22553467 and http://jamesclear.com/music-therapy.

This June we ask you to do no more than select some great tunes. Do they inspire or relax? Do they play in the background as you mark or do they blast through the car stereo on the way home? Do you ‘air grab’ or are you more of an air guitar person? Do you belt out ‘Nessun Dorma’ at the traffic lights?

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It makes a difference if you want it to make a difference! Music can inspire, motivate, unite and build. Just look at the communal singing of ‘Don’t Look Back In Anger’ in response to the events in Manchester.

If you join in this month, add the hashtag #JukeboxJuneHT and  add the link your tune using YouTube or whichever other music sharing site you use.

Trad or Prog? Jazz or Rock?

Mozart or Motorhead?

Stone Roses or Guns’n’Roses?

It doesn’t matter! Nobody judges you by your musical tastes.

We look forward to hearing your tunes. Let’s cheer up The Smiths!

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#MindfulMayHT: Rebooted and Refreshed.

Is May the most pressured time in UK schools?

Deadlines, assessments, reports and of course the high stakes test of SATS, GCSE and A-Level. Who is more stressed? Teachers or pupils?

It is a year since we launched #MindfulMayHT and the original blog discussed the benefits of being mindful:

“The benefits of being mindful are many fold. In a role which by its very nature is pressured, stressful, increasingly target driven, it is easy to lose sight of our personal priorities and of those of our loved ones. Poor sleep patterns, irregular mealtimes, lack of exercise and failure to remain hydrated may all result from work-life imbalance. Being self-aware is a challenge and often we are more aware of the needs of others than we are of our personal needs.”

Fuller details can be found in the original post; however these include for self-care

  • Electronic shut down, digital detox, phone free Friday.
  • Mindful eating.
  • Other eating habits to consider include alcohol free times, avoiding caffeine after a particular watershed, avoiding processed foods and keeping hydrated.
  • Have you considered meditation?
  • Live for now!

A mindful attitude also supports a team ethos, particularly for School Leaders:

  • Trust your teachers.
  • Don’t spring any surprises!
  • Be aware of who isn’t coming to the staffroom at lunch and breaks.
  • Consider your email times. A Headteacher and an education journalist had an lively discussion on this topic this week. Also consider email etiquette; please and thank you, basic good manners, goes a long way.
  • Ultimately your staff need calm, safe and secure space to work. Your good intentions must be concrete not abstract.

For everyone:

  • Appreciate boundaries.
  • Appreciate the sensitivities of others.
  • Think before you post.
  • Have you ever tried a random act of kindness?

Small things: big difference. As that great philosopher says:

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One member of the Healthy Toolkit family speaks with great authority on mindfulness and the #MindfulMayChallenge Week 1 post can be found here.

If you haven’t read Tammie’s work, she is an authority on the use of mindfulness in school and she is in print: here is a handy Amazon link.

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Mindfulness isn’t for everyone, but for those who engage deeply, the impact is appreciable. Please share your experiences on Twitter with the hashtags #MindfulMayHT and #MindfulMayChallenge

 

#AwarenessAprilHT: Rebooted, revised and refreshed.

It is a year since our original April blog was posted, and our opening salvo was on the theme of self-awareness and considering the impact of our actions, words and attitudes upon others in the staffroom and through our classrooms.

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Let us move from education to sport for a moment. Even non-cricket fans will have been aware of the ball tampering scandal in Test cricket this week. The actions of the Australian team were disgraceful and an embarrassment to a nation proud of its sport. The punishments dealt out by Cricket Australia were hard and in excess of what the ICC had imposed. Viewing the press conferences that the players and head coach endured may suggest to some that they have been hung out to dry. They have come clean quickly though it would appear that one person has a few more questions to answer than others. All though have demonstrated a degree of self-awareness of their actions, something which Lance Armstrong failed to do for years.

The sight of Steve Smith in tears, supported by his father, should make Cricket Australia aware of the needs of their player. Crocodile tears? Or raw emotion? We believe the latter. Possibly in a situation over which he lost or never had control,Smith admitted wrongdoing immediately. He has accepted his role and his punishment. There it should end. He is 25 years old, and the best batsman in the world. He now needs the support of his family and the cricket authorities to rehabilitate himself.

David Warner has received a less lenient response on social media, possibly due to his previous reputation and also his previous actions including the mocking of Jonathon Trott for a stress related condition. As we said last year:

“Mental health is a good starting point, because it one of those great ‘invisible’ issues and one which is often taboo in conversation. As a topic, its extent is often denied and sometimes subject to furious debate. To use the terms ‘mentally ill’, ‘mad’ or ‘insane’ as an insult or criticism actually demonstrates an ignorance of what mental health is. These are also terms which so-called informed people should not be making use of.”

Even Warner though, despite previous actions, is entitled to the same support and fair treatment as the others. To take the discussion back to our sphere, if a child is sanctioned for a breach of rules they receive one punishment. We don’t return to an indiscretion time and time again. Likewise with our teaching colleagues, one mistake, one poor lesson, one ill-thought email; these should not ever be used to continue to taint their reputation.

Mental health is ‘invisible’ and as part of our awareness of it we need to be able to talk. We have been promoting our #TeaAndTalk initiative here and the leaflet for it is available online here thanks to our good friend Sam at Schoolwell.

Let us be aware of mental wellbeing but also consider other ‘invisibles’; as we said last year:

“Autism, ASD, ADHD are ‘invisible’ disabilities. If anyone is judgemental they tend to be so based upon the outward indicators rather than actually be fully aware of such conditions. Dyslexia is another such ‘invisible’ condition. Who remembers the days of it being described as ‘word blindness’? Dig a little deeper and you will understand that it is more than a visual issue and there are more challenges than finding reading and spelling difficult; personal organisation and task completion may be more difficult, but it doesn’t impact intelligence or innate ability. If we have colleagues who are dyslexic, awareness and understanding are essential for their wellbeing.”

Through the month our tweets will be promoting awareness of issues that are often dismissed, used as a label or sometimes an insult, but most often misunderstood.

“Also this month we would urge our readers to be self-aware and to consider their own words, actions and opinions. Sometimes you might just be wrong! It is so easy and instant to be critical, to hide behind a keyboard or tap into your phone and be immediately dismissive, negative and cynical, or to simply react by blocking which is effectively a form of censorship. As teachers we promote tolerance and respect of the opinions of others so be aware of what others may think.”

Be aware of others but also be aware of your own wellbeing, because ultimately this will impact on the wellbeing of our colleagues and of the children in your school.

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More importantly use this fortnight, whenever yours begins, to recharge, reflect and rebuild.

#MagnifyMarchHT: Redrafted, rebooted and refreshed

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Another month dawns, and hot on the heels of #ForteFebruaryHT comes #MagnifyMarchHT. It is a year since the publication of the original post and it follows in the footsteps of February in celebrating what we do well, but standing in the face of drains on positivity. We may be in the grip of the Beast from the East but we are also mere weeks from St Patrick’s Day, Easter and … the Summer Term!!

“Negativity comes easily to many. It is quick, simple and painless to deliver. A put down, a gesture, an ill-considered text or tweet; they fuel the ego but hurt the recipient. Negativity about ourselves comes equally easily. When we are negative about ourselves we don’t fuel egos but we can drag ourselves down.”

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One of the keys to successful wellbeing in our schools is growing a culture in which positivity thrives and where negativity is starved of oxygen. Disagreement and discussion do not represent negativity, but being set in ones ways and being determinedly inflexible does. Positive thoughts and comments can impact the mood of a whole staff in a way that can genuinely make someone feel good about themselves. However this does need to be authentic and reflect the integrity of the person delivering it. We all recognise the stilted communal praise that might come at the end of a term largely punctuated with criticism and may question the authenticity of it. Consider the difference that an aside, a note, card or even a simple gift can make. It becomes personal, real and memorable.

“Teachers are sadly very good at being negative about themselves and it is easy to see why. Teaching can be a lonely task at times. If you have had a tough day and it comes to 3.30 on a cold, damp and darkening winter afternoon, the children have gone and you might be alone with only a pile of books and your own melancholy to keep you company. We tend to be very self -critical as a profession and if we don’t self-manage workload or deadlines we can add to this.”

Be aware of what you and what others do well.

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In magnifying the achievements of our staff, school leaders need to know that by identifying success and raising its profile we can boost the confidence and self image of our colleagues. Authenticity is important here. Finding one nugget in a poor lesson shouldn’t divert from the priority of challenging the quality of teaching, but it may be a way into developing that teacher’s skillset. In a wider context, ‘thank you’ and ‘well done’ cost nothing, are polite, demonstrate good human values and they become habit forming. Creating and maintaining this positive culture in the school will show everyone is equally valued and encourage them to be positive about their own successes.

Magnify our own successes: find a positive in day and praise yourself for it. Even better find five or ten different things that went well, note them and refer back to them at the end of the week, month or year. Tweet it or blog it but not to the point of inflating your ego; we can all teach well, but we all do it in our way. Magnify your core rather than your ego because your core spirit and values, as well as our physical core, upholds you as an individual.

Share successes: displays, progress, small or larger steps in learning. Share what you do outside too: climbing; baking; fitness. If it’s important to you, make it count and be proud of it.

If we are authentic in our praise of others then we can be genuine in reflecting upon our own successes. In a successful team, a diverse range of talents makes the collective whole run smoothly. You might be the creative one, the philosophical one, the practical one or the organised one. Recognise yourself for what you do well as well as acknowledge the role of others.

Be you. Be brave. Be fabulous. Be kind. Be grounded. Be real. Be authentic. Be ordinary. Be extraordinary.

Just be…..

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The Secret to a Happy Relationship

Image result for happy relationshipWhat state are your relationships in? The plural is deliberate because our relationships define us. The relationship with our ‘special one’ may well be at the core of our personal happiness, but so too are the relationships we have with our family and children. Is this practice in your relationships mirrored in how you relate to your colleagues and your pupils?  As we wrote here schools thrive on positive relationships.

“We are in a profession that relies almost in its entirety upon personal relationships to drive our ‘end product’ and it is those personal relationships in our schools, between our staff and between teachers and SLT that ultimately determine our wellbeing.”

There is no secret to a happy relationship but there are a values and features of romantic and family relationships that apply equally to the professional relationship we have with our colleagues, students and parents and to promoting a positive school culture.

Do all of these feature in your relationships both in and out of school?

Trust: mutual trust in each other’s underlying beliefs and abilities builds and strengthens any relationship. Without trust, personal and professional relationships have no foundation.

Respect: have mutual respect for the range of each other’s talents and skills. Respect each other’s opinions and share any differences openly, fairly and without being judgemental.

Honesty: like trust, a foundation of any relationship.

Presence: being there and sometimes knowing when not being there can help too.

Compromise: because nobody can be right all of the time.

Teamwork: the longest relationships don’t rely on finishing each others sentences, but they do need us to know what makes each other tick.

Perseverance: a partnership is a marathon, not a sprint, and the good times far outweigh the less good ones.

Celebration: mark the big things (anniversaries and birthdays) but acknowledge the little successes too.

Laughter: lots of it. Usually with each other, sometimes at each other.

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#ForteFebruaryHT: Rebooted and refreshed. Stronger; not louder.

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As we said a year ago putting aside the two syllable ‘forte’ meaning ‘loud’ for the single syllable ‘forte’ meaning ‘strength’ or ‘talent’ is a measure of mindset and attitude over ego and a lack of awareness.

#ForteFebruaryHT recognises talents and strengths, rather than volume and intensity, and is our opportunity to celebrate our own abilities and gifts as well as those of others. Here we revisit our key aspects from a year ago and bring some new suggestions to support self-care and promote wellbeing through a principled approach.

“Good job applications balance the ‘I’ with the ‘we’ particularly where a team environment is required, as we are in teaching. It is a skill to draw upon one’s own strengths without sounding self-centred. If we consider self-confidence though, and the positive approach we encouraged through #JoyfulJanuaryHT , then we are able to recognise the strengths we have by picking the positives from each day.”

Let us consider resilience. For those of you lucky enough to be able to deal with any challenge, difficulty or unexpected drama without betraying a hint of distress, there will be colleagues who will find each of these a stressful or worrying experience. How might we boost their resilience or self-confidence this month?

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As detailed here a key point of entry to unlocking resilience is to enable your staff to recognise their emotions, talk about their triggers and make it not just acceptable but good practice to seek advice and support. We have all been in the situation where we ‘didn’t know’ and, truth be told, we are probably in such a position more often than we might admit. Similarly, connecting with our core values, being authentic and relating these to our goals and ambitions can give a channel to our resilience and a measurable target.

“Sometimes however our colleagues and friends will need a confidence boost, not because they are down but because their natural demeanour isn’t one that exudes or promotes what they are good at. They may be the strong but silent type. The power of a ‘thank you’ or a smile can transform a day. Little asides recognise gifts and can give a timely boost to resilience: ‘What a great display!’; ‘I really admired the way you dealt with that situation!’; ‘Thank you for standing up for me!’. Don’t forget there are many qualities that go unrecognised or unacknowledged; when was the last time you told a colleague what a great parent they were, how grateful their partner must be to have them or what an example they set through their conduct.”

In short, do you know your colleagues? Really know them? If you aren’t doing so already we really recommend our ‘Tea and Talk’ initiative as a means of starting conversations that are meaningful, productive and supportive. A professional conversation that isn’t about data or pedagogy; try it, you may just learn something.

Valentine’s Day is on the 14th and whilst an ideal opportunity to show the special person in your life just how much they mean to you, it also gives us the opportunity to consider ‘love’ in its broadest context. As a value, love is more than attraction and fondness: it embraces respect, kindness, friendship, understanding, tolerance and sincerity. The spirit of love means that others aren’t belittled or excluded, but are given a boost to their confidence and truly valued.

“This month we ask you to recognise and acknowledge strength and talent and to share it using our #ForteFebruaryHT hashtag. Recognise others for their talents and tell them. Remember that talent might be on the sporting field or the stage, but equally that talent might be through a kind word, a welcome hug or simply through the confidence that this person is there for you.”

To promote your own talent without showing off is a challenge. We all, however, have inner strength to celebrate. Self-esteem, resilience, strength of character and a positive sense of self is something to promote and be proud of.

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On the 28th February let us all tweet just one great thing about ourselves, but use the first 27 days to build our resilience and recognise the talents of others.

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There is much more content to come this month and as in our previous themed months we are looking for you to share how you have been promoting strength and talent in your setting. Don’t forget the hashtag #ForteFebruaryHT.

 

Culture is Everything: Where do we turn for Wellbeing solutions?

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In the week that saw the announcement of another new Secretary of State for Education, there has been the expected raft of articles with top priorities that Mr Hinds faces in the departmental in-tray. Whilst some pieces that we have encountered have made mention of recruitment and retention, we have yet to see the term ‘wellbeing’ appear to date.

When we read articles such as this revealing the numbers of teachers on long-term leave from stress we question why journalists haven’t given higher profile to the issue of teacher health.

  • One in every 83 teachers being absent for a month or more compared to one in 95 three years earlier.
  • 1.3 million days of absence over four years for stress related conditions.
  • 312,000 days of absence in 2016/17 alone.

With limited budgets for supply cover, costs of staff insurance and limited numbers of options for covering classes, there is a level of stress for members of SLT juggling a whole range of other matters in addition to staff illness.

Where is the stress emanating from? Whilst it would be easy to lay responsibility at the feet of those in authority,  this article outlines the stress that micromanagement and a perceived lack of trust has. Though the work of one teacher, we suspect this is replicated on a much wider basis. Add to this the responses we often hear of schools to local sourced ‘OFSTED Myths’ and new initiatives introduced sometimes with little strategic thinking.

Where does the answer rest? Though responsible ultimately from 450,000 or more teachers, the new Secretary of State, with all the best will in the world is not going to know what makes our teachers tick. We are in a profession that relies almost in its entirety upon personal relationships to drive our ‘end product’ and it is those personal relationships in our schools, between our staff and between teachers and SLT that ultimately determine our wellbeing.

If there is going to be an approach that supports the mental and physical wellbeing of all our staff, it is individual schools and MATs that need to drive this. It is a matter of school culture.

It is all down to culture.

Culture is everything.

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As we have written before wellbeing is a ‘multi-sided dice’ but neither is it a tickbox exercise.

Self-care is an core part of  wellbeing. However self-care is going to look different for everyone. For each person that takes a digital detox there will be someone who may ‘live’ on social media yet see it as part of their self-care. Meditation and Mindfulness exercises are felt by many to be highly beneficial while others might feel more uncomfortable. For every person who may spend Saturday lunchtime at a local hostelry, there will be another hiking over moors and mountains. Every teacher with their nose buried in a book will be matched by others digging an allotment or chasing a ball of a variety of shapes and sizes around a field. Many readers may be pursuing #SelfCareSunday but other days are available. Remember also to ensure your self-care during the working day too.

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Self-care is an entitlement, an equal entitlement for all members of the school. Do we however provide the means for our teachers, our teaching assistants and our other staff, including SLT, to exercise self-care. This is where school culture is vital. Is your school values driven, principled, and strategic? Or is wellbeing undermined by short deadlines, ad hoc solutions, inconsistencies or reactive decisions. Do the actions or words of some individuals impact upon the wellbeing of other staff.

It is all down to culture.

Culture is everything.

This has been the core message of Healthy Toolkit since our inception. Solutions to wellbeing matters from a whole school, strategic perspective should enable our staff to have time for their self-care. There is no ‘one size fits all’ solution, no ideal solution; nor will there be a solution that is 100% perfect but we can aspire to this. Ultimately having staff who are as physically fit and mentally well as possible benefits our children and the quality of the education they receive.

We would like to hear more from our readers and from schools as to  their experience of supporting staff wellbeing. We would to hear both positive and negative experiences: for every school that might expect planning emailed to SLT over the weekend there will be a school with exceptional support for staff experiencing bereavement or family illness; for each establishment where PPA is uncertain, others will guarantee it regardless of circumstance. Do you know what makes each other tick, or do you only ever ‘talk shop’? Maybe you work in a school which is using a version of our #TeaAndTalk initiative.

Please use our contact form or DM @HealthyToolkit on Twitter. Confidentiality is assured.

Ultimately it is down to culture.

Culture is everything.

 

#JoyfulJanuaryHT: Rebooted for 2018

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The tree is looking limp, the thought of a turkey sandwich turns our stomachs and for some of us the new term is less than a handful of days away. Time to reboot and refresh  our January theme. #JoyfulJanuaryHT was chosen deliberately to put a positive spin on what can still be a negative month. Here is last year’s piece as a reference point. https://healthyteachertoolkit.wordpress.com/2016/12/30/joyful-january/

“The New Year will inevitably bring resolutions: cutting down, cutting out, and changing of ways. With equal inevitability these may last a few days before the cold, dark and damp sends even the most zealous promises back from whence they came.”

The first week back: dark and cold evenings, a backlog from last term, the temptations of that last box of biscuits left over from Christmas. That promise of the gym, of hearty vegetable soups, of leaving early….

“Resolutions are all well and good but here at Healthy Toolkit HQ we believe that if a change is going to be made it need not be hostage to the calendar but made when the need to do so is recognised.”

Spring and the season of renewal is actually a better time for change, but with a further three months to the Spring Equinox, what could we be doing for ourselves and for our staff to ensure that the mists of gloom don’t envelop our psyche in coming weeks.

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Try this: Starting Sunday December 31st,2017, write a letter to yourself about the year of 2017 and set a twelve month challenge to reflect, release, uplift, self-love ,self-care and grow. Time spent in self-reflection is never wasted. The more reflective you are, the more effective you are at noticing and breaking recycled cycles. Why not share them under the hashtag 

Have a digital detox day, and make it regular. Ignore Twitter and the incessant negativity from some quarters. Turn off the email, Facebook and digital interaction. If you are serious about this, try ignoring the television for a whole day too. And if you can’t avoid the smartphone for a day, try using it positively by capturing positive images from your experiences.”

Care for others

“January can be a challenging month. Though ‘Blue Monday’ is largely dismissed as pseudoscience, the third Monday into a long month can feel dark with a long break between paydays with the December salary often paid in well before Christmas and probably largely spent by this point. Add in dark mornings and evenings, often bitterly cold, seasonal sniffles and bugs and the feeling that everything is bare after the decorations are removed.”

School leaders: please be aware that many of your staff will be returning to teach still suffering the after effects of flu or other winter viruses. Why not try these?

  • ‘Tea and Talk’ where you need to create time to actually talk to your staff, not idle chatter but real conversation. What makes them tick, function and perform? What worries them?https://healthyteachertoolkit.wordpress.com/2017/10/27/tea-and-talk-best-drink-of-the-day-best-time-of-the-day-teaandtalk/
  • Try a box or bowl of fruit on the staffroom table. Not as much of a winner as cake, but a hearty message that you are considering the functional and practical impact of healthy eating upon your staff.
  • Offset negativity: “The ability to stifle a mood doesn’t always result from a sore head, but often from a particular mindset. This can be witnessed across a range of workplaces including our staffrooms. The most effective staffrooms are ones where a positive mindset builds an ethos of teamwork and consistency.”
  • Promote positivity. Motivational quotes sometimes receive a less than enthusiastic press, but carefully chosen, so not patronising,  and with good intent, they reflect the mindset and consistency that effective leaders would want to convey.
  • From last year, taken on by many of our readers: “Try setting up a ‘Joy Jar’ in your staffroom to which you add one positive and happy thing that has happened that day. Open them up and read them at the end of the month, or the end of the year, to reveal just how much positivity there is in our schools. This is a great idea for classrooms too, to share the positivity with our young learners.”
  • Words are our most potent weapon. Make them count. Don’t begin a conversation with ‘Can you…’, ‘Will you…’ or ‘I want…’ How about ‘Good Morning’ or ‘How are you?’ Choose your words carefully. Don’t complain! It wears others down!

There is much more content to come this month and as in our previous themed months we are looking for you to share how you have been promoting positive attitudes into the New Year.

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Don’t forget the hashtag #JoyfulJanuaryHT

Happy New Year from all of us at Healthy Toolkit HQ!