Shinrin-yoku: A potentially effective approach to enhancing mental health and wellbeing

Scott Buckler and Harriett Moore, Holy Trinity School, Kidderminster, UK Educator mental health and wellbeing (MHWB) has been an issue that has not been resolved in decades, and can result in ‘burnout’ (Kyriacou, 1987; Maslach et al., 2001). Over a century ago, educator wellbeing was similarly discussed – for example, Palmer (1914, p. 537) reported, ‘As I look over the ranks of teachers, it seems to me that they are all working on a scale of salary which is uneconomical for the community, which depresses their freedom, their efficiency, and their dignity.’ The Yerkes-Dodson parabola indicates that there is an optimum level of eustress, or positive stress, correlated with performance, yet if this is exceeded for an extensive time, performance declines (Yerkes and Dodson, 1908). This is akin to driving a car with the rev counter in the red zone for an extended period. Indeed, educators experience the highest rates of work-related stress, depression and anxiety in Britain, a