Episode Details

“We’re all in the same storm, just in different boats.” Daniela Falecki

So 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.

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Chapter Markers:

• 00:00 Welcome
• 02:00 Where staff wellbeing began
• 05:30 Why this didn’t start with COVID
• 08:00 Misunderstandings about staff wellbeing
• 12:30 The shift in how we think about it
• 20:00 The me, the we and the us
• 27:00 Why feeling valued matters
• 34:00 What actually helps
• 40:00 Systems, language and clarity
• 48:00 Final reflections

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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...

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Episode 166 Shownotes - Click here

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Daniela Falecki - Website | LinkedIn | Instagram | Facebook

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Meg Durham - Website | LinkedIn | Instagram

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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