Exploring Wellness Coaching for High-Stress Educators in Urban Public Schools

Abstract

This was a study of wellness coaching in high-stress urban schools. I interviewed a purposive sample of coaches in edwell's program to ask whether they used their skills, perspectives and tools to foster educator wellness. I based my analyses on the precept of transformative learning as defined by Mezirow (2009) among others. I found three emergent themes. First, participating coaches reportedly used their skills, perspectives and tools to serve as thought partners. Second, they supported teachers in practicing actions aligned to the edwell pillars of awareness, compassion, connection, agency and purpose. Third, they reportedly used their skills, perspectives and tools to leverage their own experiences as educators to guide their coachees towards wellbeing. I recommend that urban school districts and school personnel make wellness coaching available for all teachers.