Teacher, Early Childhood Provider, Faculty, and Staff Well-Being, Professional Development, and Supports

In the wake of the pandemic, PreK-12, early childhood program, and higher education administrators, teachers, providers, faculty, and staff; counselors and advisors; custodians; school bus drivers; and information technology, housing and food service, and other staff have mobilized to go above and beyond to support the well-being and safety of all our children and students during this crisis.

A teacher wearing a mask lecturing multi-ethnic students wearing masks in a classroom

However, teachers, early childhood providers, faculty, and staff are also susceptible to issues such as loss, isolation, significant family challenges, unemployment, or financial distress as a result of the COVID-19 pandemic. Serving as a support system for students, young children, and families with a wide range of needs while experiencing the negative effects of the pandemic can be mentally, emotionally, and physically taxing and result in compassion fatigue. Teachers, early childhood providers, faculty, and staff may require mental and behavioral health supports, assistance with childcare or eldercare, or other forms of supports.

In addition, the pandemic and its necessitation of virtual and hybrid instruction have presented opportunities for professional development as some educators quickly learn and adapt to utilizing new and varied educational technology to support engaging and effective instruction. These lessons may be carried over as teachers, early childhood providers, and staff return to the classroom and in-person services while continuing to make use of integrative technology.

The resources on this page share school, early childhood program, and campus strategies to address the social, emotional, health, and other needs of teachers, early childhood providers, faculty, and staff. Teachers, early childhood providers, faculty, staff, schools, districts, early childhood programs, institutions of higher education, other places of educational instruction, and States may use these lessons learned, best practices, and Federal resources to create plans of action to support teachers, early childhood providers, faculty, and staff returning to schools, early childhood programs, and campuses.

A teacher and a young elementary student wearing masks doing an elbow greeting

Healthy Schools Start with Healthy Adults

This brief by the Region 2 Comprehensive Center outlines wellness strategies for personal self-care, modeling positive behaviors for students and leveraging wellness at the community level. Strategies include engaging in individual activities like brain breaks, movement, and mindfulness to support staff well-being; demonstrating healthy behaviors, such as setting boundaries and implementing mood checks; and leveraging the school community by identifying a community “buddy” and participating in weekly check-ins.

Submit Your Lessons Learned and Best Practices

Have a lessons learned or best practice focused on teacher, early childhood provider, faculty, and staff well-being, professional development, and supports? Visit the Best Practices Submission page to view details on submission requirements, and then e-mail Bestpracticesclearinghouse@ed.gov to share your lessons learned or best practice.

Provide Feedback

Have feedback to share on a resource accessed on the Clearinghouse site? We want to hear from you. Select the button below to share your feedback with the U.S. Department of Education and the Clearinghouse team.

A screenshot of the How To Grow, Teacher Wellbeing in Your Schools brochure

Regional Educational Laboratory Pacific,
“How To Grow Teacher Wellbeing in Your Schools”

This infographic describes how to achieve well-being through social emotional learning-focused activities that promote positive and supportive relationships with colleagues and students.

Montgomery County Upper Middle School,
Leadership Teams

Hear from Cory Delgado and Karen Kevorkian on the creation of their school leadership teams, made up of all levels of staff and focused on addressing problems; creating effective communication between administrators and educators; and working to improve the teaching, learning, and school climate for a stronger student and staff experience.

Submit Your Lessons Learned and Best Practices

Have a lessons learned or best practice for operating PreK-12 schools and school districts safely during the COVID-19 pandemic? Visit the Best Practices Submission page to view details on submission requirements, and then e-mail Bestpracticesclearinghouse@ed.gov to share your lessons learned or best practice.

Provide Feedback

Have feedback to share on a resource accessed on the Clearinghouse site? We want to hear from you. Select the button below to share your feedback with the U.S. Department of Education and the Clearinghouse team.