For Educators, Being ‘Always-On’ During COVID-19 Can Lead to Burnout

The director of research at the Yale Center for Emotional Intelligence wants to make sure that teachers are making time to care for themselves.

Chrissy Romano Arrabito teaches second grade at an elementary school in Hackensack, N.J., a community that has been devastated by COVID-19 in recent weeks. Her school is located a few miles outside New York City, in Bergen County, where nearly 11,000 COVID-19 cases have been confirmed.

“In talking to my students and their families, we’re finding that just about everybody’s been touched in some way by COVID-19, my family included,” Romano Arrabito said during a recent EdSurge webinar on social-emotional learning. As such, she’s “really trying to put the emotional well-being of these kids first,” she added. “We need to make sure we’re attending to our own emotional health and well-being, too, because it’s not good for any of us to be ‘on’ in that way all the time.”

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Announcing the Coalition for School Well-Being