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Addressing teacher mental health and wellbeing through reflective practice

There is a growing global concern about the rate at which teachers are leaving the profession. Much of this has been attributed to the increasing stress and workload faced by teachers. Teacher wellbeing and mental health is now a priority in the education policy agenda in England. This webinar addresses two important issues faced by schools today: teacher wellbeing and teacher retention. In this session we will introduce you to LADDER© (Leadership Alphabet of Disposition Development Engagement and Reflection). LADDER is a new approach to supporting teacher wellbeing. It is a comprehensive model of assessment, coaching support and guided reflective practice based on cognitive behaviour therapy. LADDER does not require any homework or diary keeping, thus it does not add to the teachers’ workload.

LADDER is designed to be used for preservice training and professional development of school teachers. It addresses teachers’ internal dispositions and habits of mind that might affect the way they manage stress. Our pilot study has shown positive effects for teacher self-efficacy, mental wellbeing, and teacher retention.

Leslie Blanchard, Executive Director-LSU Leadership Development Institute at Louisiana State University, is the author and creator of the LADDER framework. Her research focus is in the area of leadership development and workforce wellbeing in the human sciences, particularly in K-12 education. Her passion is to ‘develop the people that develop people’, to cultivate great leaders in the human services field.

Kulwinder Maude is an Assistant Professor at Durham University with over 24 years’ teaching experience in primary schools (England and India) and in higher education in UK. She currently teaches English on undergraduate and postgraduate Initial Teacher Education (ITE) programmes as well as at the master’s level. Her research interests include the experience of beginning teacher educators, English as an Additional Language and issues related to teacher wellbeing and retention. Kulwinder is currently undertaking a doctoral study at Durham University to understand and address teacher mental health and wellbeing.

Dr Lisa-Maria Müller, Head of Research, Chartered College of Teaching Dr Lisa-Maria Müller leads on the internal and externally funded research projects.  She is lead author of the Education in Times of Crisis reports which explored the potential impact of school closures on students and teachers, teachers’ experiences with distance learning, how they relate to existing research on the topic and what this means for the future of education. Lisa-Maria has also served as expert advisor on the OECD PISA 2025 Language Measure, is co-author of a literature review informing the deliberations of UNESCO CEART on preparing teachers for digital and diverse classrooms and has led a Welcome Trust funded project exploring the effectiveness of journal clubs as teacher CPD. Currently, Lisa-Maria is leading on an evaluation of blended approaches to teacher CPD funded by the Paul Hamlyn foundation and research informing the organisation’s policy work on teacher wellbeing. Prior to joining the Chartered College of Teaching, Lisa-Maria was postdoctoral research associate at the Universities of Cambridge and York, working on projects relating to foreign language learning. Lisa-Maria is a qualified MFL teacher with teaching experience in secondary schools in Austria and England and has obtained her PhD from the University of Vienna in which she explored the similarities and differences between typically developing bilingualism and bilingual language impairment.

Members can grab a complimentary tickets, via the Eventbrite link.  Non-members, tickets are £15 .

Additional helpful resources:

  • Leadership Development Institute- Model Overview 

  • Find out more about the Chartered College of Teaching:

  • Early Career Hub – The Early Career Hub is our one-stop shop for trainee teachers, early career teachers, and those involved in supporting, coaching and mentoring those new to the profession.
  • The Chartered College of Teaching & Teacher Tapp Podcast – A collaboration between Teacher Tapp and the Chartered College of Teaching in which we look at hot off the press data on various topics concerning teaching, learning, and teacher development and ask teachers to comment on the findings by reflecting on their own experiences.
  • Early Childhood Hub – The Early Childhood Hub hosts content by, and for, early childhood education practitioners, with a focus on pedagogy and practice in early childhood education.
  • Research Hub – The Research Hub hosts summaries of academic and practitioner research as well as reports that Chartered College of Teaching members have contributed to.  You can also find a list of opportunities to participate in external research projects and access a range of tools to support you in your research engagement journey.
  • Video Hub – The Video Hub hosts short classroom practice videos, filmed in a variety of settings, and recorded interviews with a range of teachers, leaders and educators.  Members will also find, and be able to access, ‘on demand’ recordings of our previous webcasts and events.
  • Impact is the termly journal of the Chartered College of Teaching.  It connects research findings to classroom practice, with a focus on the interests and voices of teachers and educators.  It supports the teaching community by promoting discussion around evidence within the classroom, and enabling teachers to share and reflect on their own use of research.
  • Learning Hub – The Learning Hub is your home for professional learning and development. You will find links to bitesize CPD units and details of other available courses.
  • Chartered Teacher Status is a professional accreditation that recognises the knowledge, skills and behaviours of highly accomplished teachers and school leaders, offering a career pathway that is focused on developing and recognising high-quality teaching and leadership practice.  As a professional accreditation, Chartered Status builds on individual practice, priorities and interests and can be undertaken at your own pace, up to three years.