“We’re all in the same storm, just in different boats.” Daniela FaleckiSo much has changed in how we understand staff wellbeing in schools, and with that, the way we approach it is evolving, inviting us to notice what is shaping our experience of work each day. Through the layers of the me, the we and the us, we begin to see that staff wellbeing is shaped within us, between us and around us.In this conversation, Meg Durham and Daniela Falecki explore how the conversation around staff wellbeing has evolved over the past decade, reflecting on where we started, what we may have misunderstood, and what we are now seeing with greater clarity.Together they talk about where we get stuck, the pull towards blame, and the importance of quality conversations because when we shift how we talk about staff wellbeing, we begin to shift what becomes possible.This isn’t a conversation about doing more.It’s an invitation to think differently about the work itself, so staff wellbeing feels more manageable, more meaningful and more sustainable for all.----Chapter Markers:00:00 Welcome02:00 Where staff wellbeing began05:30 Why this didn’t start with COVID08:00 Misunderstandings about staff wellbeing12:30 The shift in how we think about it20:00 The me, the we and the us27:00 Why feeling valued matters34:00 What actually helps40:00 Systems, language and clarity48:00 Final reflections----Reflection Prompts:I’m beginning to see…One conversation I could approach differently is…A deliberate action I can take is...I will give permission for others to...----Episode 166 Shownotes - Click here----Daniela Falecki - Website | LinkedIn | Instagram | Facebook----Meg Durham - Website | LinkedIn | InstagramWeekly Newsletter - Subscribe hereSpeaker Booking - Complete the booking form to start the conversation.----Your Questions Answered:What is staff wellbeing in schools and why does it matter?Staff wellbeing in schools refers to the overall psychological, emotional and professional experience of educators at work. It is shaped by individual factors like mindset and energy, relational factors like team culture and leadership, and systemic factors such as workload, clarity and workplace design. Staff wellbeing matters because it directly impacts teacher retention, performance, collaboration and ultimately student outcomes. When staff feel supported and able to do their job well, the entire school community benefits.Why don’t traditional wellbeing initiatives improve teacher wellbeing long term?Traditional wellbeing initiatives like morning teas, wellbeing weeks or one-off workshops can create moments of connection and care, but they rarely change the day-to-day experience of work. These approaches often focus on helping individuals cope, rather than addressing the underlying conditions such as workload, unclear expectations, limited autonomy or lack of recognition. Sustainable improvements in teacher wellbeing come from looking at how work is structured, led and experienced, not just what is added on top of it.What are the most effective ways to improve staff wellbeing in schools?The most effective approaches to staff wellbeing focus on three interconnected layers: the individual, the team and the system. At the individual level, building self-awareness and emotional regulation supports how people respond to challenges. At the team level, strong relationships, clear communication and a sense of belonging are essential. At the system level, clarity, realistic expectations, supportive leadership and manageable workload create the conditions for staff to thrive. When these layers are aligned, staff wellbeing becomes more sustainable and embedded in everyday practice.----** The School of Wellbeing Podcast is one of Australia's best health and wellbeing podcasts for teachers, educators and school leaders! **

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