A Call for Healing Teachers: Loss, Ideological Unraveling, and the Healing Gap*

This article describes the need to address the emotional health and healing of teachers in schools today. Specifically, I highlight the gap between how we support students healing from loss and the lack of such support offered to teachers. This fissure leads to burnout and an ideological unraveling of teacher identity. Sharing personal experiences, I ground this article in my tacit classroom experience. Furthermore, I explore what is missing in systemic attempts to sustain social and emotional learning in schools. Highlighting three dimensions of healing that can be addressed to answer this call for teacher healing, this work points to how teachers’ fullest selves emerge and sustain classroom learning when healing is a priority. By specifically noting that healing brings together the ruptured selves of teachers, fosters empathy within classrooms, and offers specific guidance for humanizing classroom design, I explain how teacher education can work toward healthier approaches to teaching careers.

本文阐述了当今学校解决教师情绪健康和心理治愈问题的必要性。具体而言，我强调了我们在支持学生从失落中恢复方面所做的工作与对教师缺乏此类支持之间的差距。这种裂痕导致教师职业倦怠以及教师身份认同在思想层面的瓦解。通过分享个人经历，我将本文建立在我在课堂上的隐性经验基础之上。此外，我探讨了学校在维持社会情感学习的系统性尝试中所缺失的部分。本文强调了治愈的三个维度，通过解决这些维度的问题来回应教师治愈的需求，指出当治愈成为首要任务时，教师如何展现最完整的自我并维持课堂学习。通过特别指出治愈能整合教师分裂的自我、在课堂内培养同理心，并为人性化课堂设计提供具体指导，我解释了教师教育如何朝着更健康的教师职业发展方向努力。