Resources

Watch the webinar recording here:

Transcripts can be found here.

The Padlet can be found here.

Description:

Supporting staff well-being in schools requires more than encouraging individual self-care; it calls for intentional practices, supportive conditions, and a culture of collective care. In this session, participants will explore practical strategies schools and districts can use to support adult well-being, strengthen connection, and create more restorative work environments. Participants will also hear from a school Principal about how staff well-being efforts have made a meaningful difference in her school community, including the role of a dedicated staff wellness space. The webinar will offer practical strategies and resources that educators and leaders can adapt to help create healthier, more supportive conditions for staff across a school community.

Presenters:

Jenny Betz (she/they) is a Senior Program Associate with WestEd’s Center for Education Systems, where they lead coaching and professional learning to strengthen trauma-informed, equitable, and student-centered systems across California and nationally. With more than 20 years of experience in the nonprofit education field, Betz partners with leaders to build sustainable systems that support both student well-being and adult capacity.

A core focus of their work is educator and staff wellness, recognizing that healthy systems depend on healthy people. They currently serve as lead facilitator for WestEd’s internal course, Grounded in Change: Moving from Reactive to Intentional in Times of Disruption, supporting staff in navigating uncertainty with clarity and intention. Across all contexts, Jenny helps leaders stay grounded, purposeful, and connected—especially in challenging times.

Jacqueline L. Campbell has been a principal for 17 years and currently serves as Principal of Kinoshita Elementary School in Capistrano Unified School District. Jacqueline has supported learners with an over 90 percent poverty level, populations of over 70 percent English Language Learners, and students living with a gang-presence in some neighborhoods. Jacqueline has also led schools with students from affluence who begin school as high performers. What’s more, she has successfully helped schools navigate the COVID pandemic, helping her students achieve higher levels of academic, social, and emotional success. Jacqueline’s insights speak to a powerful approach to leadership—one that rewards patience and consistency with intentional focus on time and team to build ongoing growth and development. This approach is detailed in her book, ‘Time to Lead: Lead the Way’.