Safeguarding Educator Wellbeing Through Regular Preventative Psychoemotional Support – A Case Study for Educators at TAFE
A Case Study:
Tanya was an experienced educator lecturing in the Certificate III in Beauty Services. Her class had 21 students from mixed ages and culturally diverse backgrounds, ranging from 16 to 25 years old. Tanya was well-prepared for the course, but still faced challenges managing such a diverse group of students.
As part of her professional development, Tanya attended monthly psychoemotional strength sessions. In these sessions, she discussed the impacts of the work on her psychological wellbeing with a facilitator experienced in teaching and clinical supervision, someone who intimately understood the work she did. The facilitator developed a good rapport and incorporated self-reflection exercises. Tanya appreciated the sessions, feeling heard, her insights valued and her professionalism respected.
Three months into the course, Tanya found herself utilising these professional sessions for comprehensive discussions and learning. The diverse age and cultural range of her students, coupled with a growing number who had individual needs, was taking its toll. Sometimes Tanya wanted guidance on specific issues, like how to help a student with ADHD optimise their performance. Other times, she collaborated regarding having difficult conversations, such as discussing respectful relationships.
One student who stood out was Nala, a 16-year-old who initially showed great initiative and a desire to do well in the course. However, Tanya noticed a marked change as Nala began withdrawing and losing her earlier enthusiasm. When Nala requested to speak with Tanya privately, Tanya’s concerns grew.
During their conversation, Tanya noticed cuts on Nala's wrist, though she didn't mention them. Nala confided that she had a rough night after arguing with her boyfriend and wasn't feeling well, asking to be excused from class. Despite her misgivings, Tanya allowed Nala to leave, but couldn't stop thinking about the situation afterwards. Had she made the right call? Was Nala safe?
Tanya consulted with the student counsellor, who suggested triaging Nala for an appointment. The next time Tanya saw Nala in class, she broached the subject again. This time, Nala disclosed that she regularly self-harmed. Tanya gently guided her towards making an appointment with the counsellor, but was left with residual and recurring concerns about Nala's wellbeing.
The incident triggered distressing feelings for Tanya, who had supported many students in crisis before. However, there was something about Nala's situation that activated a deep sense of unsettledness within her. She found herself looking forward to her next psychoemotional strength session, which was scheduled for the following week.
In the safe and trusted environment of the session, Tanya was able to openly share her vulnerabilities regarding Nala's case with the facilitator. Together, they unpacked the emotions and thoughts the incident had provoked. The facilitator validated Tanya's concerns, reminding her that such reactions were part of being human when working so closely with vulnerable people. Together, they revisited professional boundaries, and Tanya connected with her role and its responsibilities, as a way to move forward.
Tanya left the session feeling heard, witnessed, and psychologically ‘lighter’. She knew there would always be new issues arising that affected her psychological wellbeing as an educator. However, having this outlet where she could process difficult experiences without judgement instilled more faith in her ability to carry on and made way for her to do the work she loves to do. Tanya looked ahead to her next session with relief, certain it would provide another opportunity to tend to the human impacts of her important work, hence optimising her performance as an educator.