Together, We SOAR: A Systems-Level Approach to Teacher Well-Being Through Compassion and Human Development Education

• In Event: Seed and soil: New insights into current individual and school-based approaches to promote teachers’ well-being

Abstract

This study introduces Together, We SOAR, a school-level professional development program designed to support K–12 teacher well-being and sense of community. Building on adult compassion trainings (Condon & Makransky, 2020), the program organizes around various modes of compassion, including receiving compassion (Secure the Base), self-compassion (Observe the Self), extending compassion (Amplify Others) and community building (Restore Community). Each domain of SOAR integrates mindfulness and compassion-based practices, community-building activities, and instruction in human development. Throughout the program, teachers engage with developmental theories, such as Attachment and Self-Determination, that illuminate the central role of relationships in well-being. These concepts are paired with practical tools and strategies for fostering authentic connection. In this way, SOAR nurtures both individual and collective well-being by helping educators not only reconnect with their own sense of worth, but also build meaningful connections with colleagues.

SOAR was implemented at a public school district in the northeast, USA, reaching all 400+ teachers across the district. The program included four 45-minute pre-recorded sessions for the entire faculty, four one-hour optional virtual sessions, and a four-day optional summer course. To assess acceptability and impacts, we employed a mixed-methods convergent design, including a school-district administered implementation survey (n = 289) and a qualitative case study using interviews and focus groups with district administrators (n = 2) and teachers from eight schools (n = 23). Participating teachers represented various levels of engagement.

A directed content analysis was utilized to examine how the program impacted teachers’ experiences across the four SOAR domains. We also allowed for emergent, inductive themes, such as the use of contemplative practices in the classroom. While data analysis is still underway, emerging results suggest promise for the program’s impact on building a sense of community and shared humanity among participating teachers. For example, one teacher shared, “...it really was a good reminder for me that I am not alone in this, that others feel the same way I do at times. That there's things that we can always relate to each other with.” Another teacher shared that the program helped her “...understand how many layers people have. And that sometimes the shinier the level that we see means that there's so much more underneath that we're not seeing. And we need to be...aware and open to the fact that those are the folks that might need more from us...”

Quantitative findings highlighted strong participant acceptability; for example, 74.7% of teachers agreed or strongly agreed that SOAR was a good “fit” for current teacher needs. Qualitative data added nuance to these implementation findings, highlighting challenges such as the limitations of pre-recorded video sessions versus in-person facilitation and the lack of school administrator involvement.

These outcomes suggest that the SOAR framework can be a valuable tool in addressing teacher burnout and fostering a supportive school environment, demonstrating the potential of compassion-based curricula in enhancing teacher well-being. The study also informs various strategies for implementing teacher programs, highlighting the importance of aligning evidence-based programs with the implementation needs of schools.

Authors

• Blake A. Colaianne, Pennsylvania State University

• Sebrina L. Doyle Fosco, Pennsylvania State University