During the last couple of years, teachers in higher education have experienced unprecedented stress both professionally and personally. Firstly, they had to adjust their pedagogical sails abruptly and swiftly in order to stay ‘on course’ and remain relevant to their students and in their workplace. Additionally, teachers had to build and maintain ongoing virtual communication with their students most of whom they had never met face to face, with the underlying understanding that students too were experiencing enormous social, emotional and academic stress themselves. Treating students with patience, compassion and kindness was an imperative for ensuring student satisfaction, retention and academic success. On their personal home fronts, teachers also found themselves coping with enormous stressors as they strove to protect their children, families and the elderly from unfamiliar health hazards. The need to care for the wellbeing of their students and significant others undoubtedly had its toll on teachers’ health, and caused enormous stress, fatigue, and burnout.
In this presentation, we posit that since the pandemic is not going anywhere in the near future, practicing Neff’s (2003) Self-Compassion (SC) strategies can be a win-win for all. Research suggests that if applied regularly, SC can enhance teachers’ health, and ultimately sustain their wellbeing. Additionally, it may indirectly contribute to students’ learning and overall academic outcomes and experience.
A case study will be presented to outline key elements of SC, and demonstrate practical strategies that teachers can readily apply in their daily practice to alleviate stress and prevent professional fatigue and burnout.