Are you familiar with the ‘crab-in-barrel’ syndrome? It is the display of negative behaviours by a person dominated by jealousy and feeling anxious or worried in the face of others’ success (Ozum, Burcu, et al., 2022). In other words, “If I cannot do it, neither can you.” Many of us experience this in the workplace. It can make it a very toxic, unhealthy environment to exist in. You may also be familiar with the biblical reference of being “thy brother’s keeper” which alludes to looking out for one’s fellow being. In the teaching fraternity, encouraging peer support and community building among educators is crucial for maintaining professional and personal health and wellness. As teachers, we can be our own worst enemies, or we can indeed be each other's ‘keeper’. This week’s blog focuses on five ways to foster this type of peer support and community building.
1. Facilitate Regular Peer Support Meetings: Department meetings do not serve only to inquire about schemes of work, assessment planning and clinical supervision. It may also be used as an opportunity to support each other. Teachers can come together to share their experiences, challenges, and successes. These meetings can provide a supportive environment for teachers to discuss common issues and brainstorm solutions.
Make department meetings "Teacher Support Circles" where educators gather to discuss their week, share resources, and offer encouragement can foster a sense of community and mutual support. A great place to start would be by checking out the Center for Community Health and Development Community Tool Box where they give very good guidance on creating and facilitating community support groups. In fact they view it as “a great way to provide a service to the people your organization or initiative works with, without a huge investment of time or money” (Center for Community Health and Development, 2020).
2. Establish Mentorship Programmes: Implement mentorship programmes where experienced educators mentor newer colleagues. Dr. Bridget Amory, interim superintendent of the Milford School District, posits that in order to create and support an effective mentorship programme one must include opportunities to lead, lean and learn (Amory, 2024). Mentorship not only helps new teachers navigate the challenges of their profession but also fosters a sense of belonging and support within the school community. Pairing experienced teachers with newcomers based on their interests, teaching styles, or specific needs can enhance the effectiveness of the mentorship relationship. In fact, it will benefit both the mentor and the mentee if designed correctly.
3. Encourage Collaboration and Teamwork: Create opportunities for educators to collaborate on projects, lesson planning, or professional development initiatives. Collaborative efforts not only promote sharing of ideas and best practices but also strengthen bonds among colleagues. For instance, organizing interdisciplinary team projects or co-teaching sessions can foster collaboration and build a sense of camaraderie among educators. In fact, clinical supervision can be more of a collaborative activity whereby the supervising officer is not simply observing and critiquing but is actively involved in the planning, implementation and review of the lesson so that all parties benefit from the exercise and it becomes a more collaborative experience. This can change the entire clinical supervision culture if it is re-envisioned in this manner.
4. Promote Social Events and Activities: Plan social events and activities to encourage educators to connect on a professional and even personal level . These events could include team-building outings, dining out, or wellness workshops. Providing opportunities for teachers to relax and socialize in a non-work setting can strengthen relationships and create a supportive community. For example, organizing a termly "Wellness Wednesday" where teachers gather for a yoga session followed by a healthy brunch can promote both physical and social well-being. Yoga with Adrienne is just one of many Youtube channels that can give you online support when planning your yoga session.
5. Utilize Online Platforms for Networking: Create online platforms or groups where educators can connect virtually to share resources, ask questions, and provide support. This could be a private Facebook group or a forum on the school's website. Online networking platforms allow teachers to engage with colleagues beyond the confines of the school building and facilitate ongoing communication and collaboration. For example, a virtual book club where teachers discuss relevant educational literature and exchange ideas can foster intellectual stimulation and community engagement.
These five suggestions are just the start of the myriad of ways in which peer support and community building can become a part of the system. By implementing these tips and examples, educators can cultivate a supportive and inclusive school community that prioritizes peer support and community building, ultimately contributing to their professional and personal health and wellness.
Works Cited
Adrienne. Yoga with Adrienne. Youtube video. 2023. www.youtube.com, https://www.youtube.com/playlist?list=PLui6Eyny-UzwjVpXSAgjOh8FPkpuwImex
Amory, Briget. Creating Effective New Teacher Mentor Programs. Blog. 6 February 2024. www.teachingchannel.com, K12 Coalition Teaching Channel, https://www.teachingchannel.com/k12-hub/blog/creating-effective-new-teacher-mentor-programs/.
Center for Community Health and Development. The Community Tool Box. University of Kansas, 2020. https://ctb.ku.edu/en/, http://ctb.ku.edu/en/table-of-contents/assessment/assessing-community-needs-and-resources/conduct-concerns-surveys/main.
Ozum, Burcu, et al. “Crab barrel syndrome: Looking through the lens of type A and type B personality theory and social comparison process.” Frontiers in Psychology, vol. 13, no. 792137, 2022, pp. 10-15. https://www.ncbi.nlm.nih.gov/, https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9615545/#:~:text=To%20put%20it%20another%20way,the%20face%20of%20others%27%20success. Accessed 30 March 2024.