I'm completely aware my classes work better when I feel better. Those classes are not only more engaging but also more effective. My creativity and my ability to cope with problems are also better, which means I can respond better to students' needs. I am more available to listen to their problems and find solutions with them. When I'm feeling worried or down I am less understanding and empathic. That obviously has impact on the way students work in class or react to my attitudes. Cycles begin: bad days lead to bad results that lead to worse feelings, which will impact on everything else. Sometimes breaking the cycle is hard, others, something just happens (so many possible circumstances here...)and a positive cycle starts.

Proof of this: the most prominent successful figures emerge from remote areas.

On the other hand, we cannot teach well if we didn't sleep the nigth before, so if we are happy, we will transmit happiness and if we are worried we will transmit that something is wrong.

On the other hand, If we feel that we face the mistakes we make as learning experiences, and part of life,(since you are not super-heros), if we feel at ease to ask questions, share ideas and meet with parents, we will be happier and, therefore, dedication to our job will be devoted.

However, teachers are also human beings and have the same needs as their students for security, understanding and acceptance in their workplace in order to thrive and fully develop their professional skills. Factors such as constant administrative work, frequent writing of detailed lesson plans that nobody reads in the end or authoritative and offensive behavior from superiors contribute to the emotional and mental exhaustion of teachers which unavoidably leads to reduced energy during work time and can also affect the students’ school performance.

Emotions and feelings are constantly in the air.

One example of this can be seen in a study conducted by the University of British Columbia, which found that when teachers participated in mindfulness and stress reduction programs, they reported reduced levels of burnout and increased feelings of well-being. As a result, these teachers were able to create a more positive and supportive classroom environment, leading to improved student engagement and performance.

A clear example of this is a study conducted by the University of British Columbia, which found a direct relationship between teachers' well-being and students' academic performance. The study revealed that teachers who feel emotionally well and less stressed are more effective in the classroom, are able to maintain a positive learning environment and are more willing to interact with students in a meaningful way.

Furthermore, schools that invest in the well-being of teachers, offering emotional support, professional development and adequate working conditions, tend to have a more stable and motivated teaching team. This creates continuity and quality in teaching that directly benefits students. For example, a program implemented in schools in Finland, which is known for having one of the most successful education systems in the world, focuses on teacher well-being as a key component. There, teachers have a balanced workload, support for professional development and a collaborative work environment, which contributes to a high level of job satisfaction and exceptional student performance.

Therefore, teacher well-being not only improves the quality of teaching, but also creates a more positive and productive learning environment for students, proving the importance of caring education professionals for academic success.

When teachers experience high levels of well-being, they are generally more engaged, motivated, and effective in their teaching practices. Well-being encompasses not only physical health but also emotional and psychological health, which includes job satisfaction, stress levels, and overall mental health. Teachers who feel supported and valued are more likely to exhibit: Higher Job Satisfaction, Better Classroom Management and Lower Absenteeism.

Teacher well-being also directly impacts student outcomes. When teachers are well, students benefit in the following ways: Improved Academic Achievement, Positive Classroom Environment, Better Teacher-Student Relationships.

Example

A study conducted by the University of British Columbia examined the impact of a teacher well-being program called the "Social and Emotional Learning" (SEL) program. Teachers who participated in the SEL program reported significantly lower levels of stress and burnout. Their students, in turn, demonstrated improved academic performance, better social skills, and fewer behavioral problems compared to students taught by teachers who did not participate in the program .

Additionally, Finland, renowned for its high-performing education system, places a strong emphasis on teacher well-being. Finnish teachers report high levels of job satisfaction and low levels of stress, which correlate with their students consistently achieving high scores on international assessments like the PISA (Programme for International Student Assessment). The Finnish approach includes less emphasis on standardized testing and more on teacher autonomy and professional development, contributing to the overall well-being of teachers .

·      School climate interactions between learners, teachers, and administrators within a school.

·      Positive, safe, healthy, proactively inclusive, and relationship-oriented environment

·      Promote both students’ and teachers’ well-being

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