There are days this year when I’ve had to remind myself that experience doesn’t make you immune to overwhelm, it simply teaches you how to respond to it.

When I describe this as a chaotic year, I’m not talking about the calendar turning. I’m talking about the lived reality many educators experience during the school year itself.
Some school years feel heavy in ways that are hard to name, and over time, that heaviness can start to feel normal. Not because we’ve lost our skill, passion, or commitment, but because the noise around education keeps getting louder while the margin to breathe gets thinner.

In Be GREAT: Five Principles to Improve School Culture From the Inside Out, I return often to a simple truth:

When the school year feels chaotic, those two anchors matter more than ever.

Before diving into what we can control, it’s important to name what we often can’t: underfunding, mid-year policy changes, staffing shortages, and systems that ask us to do more with less. These aren’t personal failings; they’re structural realities that require collective advocacy and systemic solutions.

But even within these constraints, we retain agency over how we show up each day. This isn’t about accepting broken systems; it’s about protecting our capacity to keep fighting for better ones.

Below are three realities contributing to that sense of turbulence or overwhelm, along with grounded ways to steady ourselves. This isn’t about fixing everything. It’s about choosing one small action that helps us stay aligned.

1. Competing Demands With No Clear Finish Line

Initiatives stack. Emails multiply. The work never really “ends.”

Whether you’re an administrator juggling district mandates or a teacher balancing lesson planning with data collection, when everything feels urgent, it doesn’t just create stress; it quietly trains us to feel guilty, no matter how much we give.

During winter break, I rested. But I also reflected on the year and felt an overwhelming sense of guilt that crept in anyway:

* Not supporting my team enough.
* Not creating innovative programs quickly enough for students struggling in their Career Tech pathways.
* Not accomplishing goals fast enough to positively impact staff and students.

I imagine classroom teachers feel similar guilt:

* Not reaching a struggling reader.
* Not providing meaningful feedback quickly enough.
* Not creating the engaging lessons they envisioned.

I realized my thinking had narrowed. My mind was playing tricks on me. So I intentionally interrupted the spiral and did two small things to regain control:

* Name what matters today. Not everything deserves your energy. Choose one action that aligns with your values and do it well.
* Shift from reaction to intention. Pause before responding, not to disengage, but to act with purpose instead of pressure.

Progress isn’t measured by how much you carry. It’s measured by how intentionally you carry it. A trusted friend helped me reframe my thinking and refocus on the present, where action actually lives.

2. Emotional Fatigue From Carrying Others

Educators don’t just teach content or lead teams. We absorb stress, stories, and worry often without a place to set them down. Over time, this can lead to emotional numbing, even for people who care deeply. We don’t need to solve this all at once. Two ways to regain control:

* Separate responsibility from ownership. You can care deeply without carrying everything alone.
* Practice emotional hygiene daily. Small, consistent habits protect your energy far better than occasional resets.

Your compassion is a strength, and protecting it is an act of leadership, not selfishness.

3. Disconnection From Purpose

When policies change, narratives shift, or progress feels slow, even the most committed educators can quietly wonder, “Does this still matter?”

That was me over the break. Instead of denying it, I chose to lean into the question and address it.

Left unexamined, that question can harden into cynicism, not because we don’t care, but because we care so much. And clarity doesn’t always come before action. Two ways to regain control:

* Re-anchor to your “why.” The phrase may feel overused, but it still matters. Jimmy Casas reframes this by encouraging leaders to “return to the interview chair”: to remember the beliefs, hopes, and commitments that first called us into the work. Purpose isn’t found in outcomes; it’s found in moments of impact.

* Let actions rebuild belief. Motivation often follows action, not the other way around. Progress, even small progress, increases hope and decreases anxiety.

We don’t rediscover purpose by waiting for clarity. We rediscover it by showing up aligned.

Chaotic school years don’t test how much we can endure. They reveal what we stand on. When the noise grows louder, return to what you control:

* Your attitude- How you interpret the moment
* Your actions- How you choose to respond within it

This doesn’t minimize the challenge. It reclaims your agency. As my good friend Tom Cody often says, “If you can’t get out of it, get into it.”

Getting into it means staying present, choosing intentional responses over reactive ones, and aligning daily actions with deeper purpose, even when the system around you feels chaotic.

Within the next two weeks, consider one quiet question:

“What is one attitude I can choose and one action I can take that helps me leave today aligned, not depleted?”

Sometimes, that’s more than enough.

Be Great,

Dwight

Yesterday afternoon, I facilitated a session for our lead mentor educators and their mentees about mental health awareness; however, instead of calling it that, I started with a question: “How is your emotional hygiene?” That raised some eyebrows!

We’ve all heard it before: “Educator mental health matters.” The message has been repeated so often that it’s become background noise in our profession. Yet educators continue to report higher levels of job-related stress than the general workforce, with 23% of teachers considering leaving the profession in the 2022–2023 school year, citing stress and workload as significant factors, according to RAND Research.

It’s time to reframe this conversation. Instead of talking about mental health as an abstract concept, let’s talk about emotional hygiene.

Over 100 years ago, people started practicing personal hygiene, and life expectancy rose by 50%. We brush our teeth, wash our hands, and shower daily, not because we’re in crisis, but because we understand these practices prevent problems and maintain our physical health.

What if we approached our mental health the same way? According to the World Health Organization, mental health is a state of well-being in which an individual realizes their own abilities, copes with the everyday stresses of life, works productively, and contributes to their community.

Just as we don’t wait until our teeth are rotting to start brushing, we shouldn’t wait until we’re burned out to practice emotional hygiene. To be clear: these practices are about prevention and maintenance, not treatment of severe mental health conditions that require professional support.

Yes, we need systemic changes: better pay, funding, reasonable workloads, support, equity, and access. But we can’t wait for those changes to take care of ourselves. While we continue advocating for structural improvements, we can implement strategies that help us thrive within current realities.

There are some practices we can do that are entirely within our control, and each creates measurable changes in brain chemistry and function. The science is solid, but what matters most is consistent practice. Here are practical strategies you can implement immediately, and remember to choose what works for your context. Think of these not as additions to your already full plate, but as replacements for less effective coping strategies:

1. Practice Gratitude

Research shows gratitude practices rewire our brains to notice positive experiences more readily. You can start with three specific things you’re grateful for each day, and be concrete rather than general.

2. Engage in Physical Activity

Exercise releases endorphins and reduces cortisol levels, literally changing your brain chemistry. You don’t need a gym membership: take the stairs, park farther away, or do jumping jacks or lunges during your prep period or break. Even 10-20 minutes makes a measurable difference. Yesterday, one mentor shared that she started walking right after school, while others mentioned daily walks with their dogs. Other mentions include cycling, rock climbing, yoga, and Orange Theory. The responses were as diverse as the group! The key is that each person found what works for them.

3. Journal Regularly

Writing helps process emotions and reduces rumination. Try a simple format:
*What went well today?
*What was challenging?
*What will I do differently tomorrow?
The act of putting thoughts on paper helps your brain organize and release them. I notice a difference in how I feel after I write versus typing.

4. Create Something

Creative activities activate different neural pathways and provide a sense of accomplishment outside work pressures. Whether it’s cooking, drawing, music, or crafting, creation gives your mind a restorative break from problem-solving mode. During our session, participants mentioned everything from shooting pool for 20-30 minutes a day, woodworking, pottery, and knitting, to one who recently published a book! It was exciting to hear so many creative outlets!

5. Prioritize Sleep

Sleep deprivation impairs emotional regulation and decision-making, both of which educators need most. Aim for 7-9 hours and create a consistent bedtime routine. Your students and colleagues deserve a well-rested educator, but more importantly, you deserve quality rest.

6. Do Good for Others

Acts of kindness release oxytocin and create positive social connections. It doesn’t mean taking on more work; it could be as simple as bringing a colleague coffee or sending an encouraging text to a friend.

7. Maintain Healthy Boundaries

Boundaries aren’t selfish; they’re necessary for sustainability. Practice saying, “I need to think about that” instead of saying yes right away. Protect your time as you would your resources and supplies, because both are finite.

8. Reduce Social Media Usage

Excessive social media use correlates with increased anxiety and depression. Try designated phone-free times, especially before bed and first thing in the morning. Replace scrolling time with one of the other emotional hygiene practices, and you’ll likely find you have more time than you thought. One of the mentees mentioned how she changed her phone screen to a pink scale, which reduces her desire to click on specific apps, and that she set up a “do not disturb” block during work hours.

You might be thinking, “These seem obvious.” You’re right, but common sense isn’t always common practice. The research shows that consistency matters more than complexity, and small, regular actions create lasting change.

Remember, positive relationships with students and colleagues are cited as protective factors against burnout. You don’t have to practice emotional hygiene alone. Share these strategies with your team, try them together, and support each other’s efforts. While these strategies help all educators, we also recognize that some face additional stressors that require both individual resilience and systemic support.

Start small. Pick one or two strategies that resonate with you and commit to them for two weeks. Just as you wouldn’t skip brushing your teeth because you’re busy, don’t skip your emotional hygiene because your day is packed. Our profession will always have challenges, but we can control how we care for ourselves amid them. It’s time to make emotional hygiene as routine and non-negotiable as washing our hands.

Your mental health isn’t a luxury; it’s a professional necessity. And, as with all good hygiene practices, consistency matters more than perfection. If you’d like a copy of the slide deck, email me, and I’ll send it within 24 hours!

Be GREAT,

Dwight

My high school football coach always said, “Prior planning prevents poor performance.” Planning, however, was only part of the process. The other part was execution. Needless to say, we rarely got the results we wanted (we lost a lot!).

But Coach Hudson was still a great coach and an even better mentor. His lesson stuck with me: preparation matters, but you also have to adapt when the game doesn’t go your way.

Even with the best-laid plans, leaders today must be adaptable and responsive in a world that is volatile, uncertain, complex, and ambiguous. Continue to plan for the type of classroom, school, district, or life you want to build, because failure to plan almost always leads to poor performance.

If you’ve ever felt like you’re driving in circles without a plan, Clark Griswold’s famous European Vacation roundabout scene captures it perfectly. Without a clear plan and the courage to act, we risk going nowhere, frustrated and exhausted.

This week, think about what you want to accomplish and the moments you want to create. Then, work out your plan by asking yourself:

What resources do I need?
Who needs to be included?
What’s my timeline?
How will I check progress?
Do I have the skills to execute, or do I need to collaborate with others?
What am I missing?

At the same time, don’t let overthinking paralyze you. Planning is critical, but endless planning can be just as damaging as not planning at all. Trust yourself. Get started. Adapt as you go.

Reflection: What’s one plan you need to move from draft to action this week?

Be Great,

Dwight

Social Emotional Learning (SEL) took center stage during and shortly after the pandemic because students, staff, families, and the community faced mental, emotional, and, in some cases, physical challenges. Recovering from the harshness of the pandemic proved difficult for many, prompting school leaders, educators, and mental health specialists to concentrate on strategies to enhance SEL at every grade level. As fatigue set in and frustration grew, SEL became a politicized term. Some viewed it as a catch-all for non-academic issues and found it deeply offensive. However, there was a misunderstanding.

At its core, SEL is the AFFECT of schooling: teaching and modeling self-awareness, self-management, responsible decision-making, social awareness, and social management or relationship skills. The terminology became a part of the mainstream lexicon, but the practices have been around for centuries. From fables, tales, and stories, we’ve learned SEL in our homes, classrooms, places of worship, social gatherings, and extra-curricular activities. Amid the politicizing of the term, skepticism increased, and educators either abandoned or quietly integrated these strategies in the classroom.

As SEL faced scrutiny, another familiar concept—employability skills—emerged in discussions about workforce readiness. Despite the different labels, both frameworks emphasize the same core competencies needed for success in school and beyond. While this terminology is not new, it has taken on a new meaning. Our nation has confronted job shortages due to retirements and the booming of new industries during the Information and Technology Age.

While SEL and Employability Skills are similar, some differences must be stated. Employability Skills focus on specific skill development, such as time management, adaptability, and technical skills. SEL emphasizes emotional intelligence, self-regulation, and interpersonal skills.

Including both skills in the teaching, learning, and leading process is essential so that every student acquires a key set of abilities to help them thrive as adults. Here are three ways to integrate SEL and employability skills into each classroom.

1. According to the Collaborative for Academic and Social Emotional Learning (CASEL), SEL improves students’ academic performance by 11 percentage points. It’s not a waste of time but a valuable use of time because it creates the conditions for deeper learning. To teach SEL skills such as self-awareness and self-management, incorporate reflective journaling, exit tickets, or self-assessment tools after short—and long-term assignments.

2. Teachers can design group projects to teach social awareness and relationship skills. These projects involve students collaborating and navigating different viewpoints, fostering teamwork and empathy. To help students practice, use video clips from movies, sitcoms, or streamed shows with multiple perspectives and ask students to analyze what’s happening.

3. The World Economic Forum’s Future of Jobs Report highlights problem-solving and teamwork as top skills for 2025.

Additionally, last spring, during my district’s annual Continuous Improvement Plan (CIP) meeting with business advisory members, employers, and educators from our associate schools, they reinforced the need for these essential skills based on their experiences. To teach responsible teamwork, communication, and decision-making, teachers can introduce scenario-based learning or inquiry-based tasks in which students weigh options and choose the best course of action.

Whether we call them SEL or Employability Skills is simply a matter of semantics. What truly matters is that we continue to teach and reinforce these essential skills in every classroom. These abilities—self-awareness, collaboration, and responsible decision-making—are the foundation for academic and lifelong success.
As educators, we have the opportunity to integrate these skills seamlessly into daily instruction. Administrators can model how to do this during staff or department meetings and share supporting resources. Through reflection, collaboration, and real-world problem-solving, we can ensure that students leave our classrooms academically prepared and truly life-ready. Let’s commit to prioritizing these skills so every student can thrive in an ever-changing world.

Be Great,

Dwight

Students today, Gen Z (born between 1997 and 2012) and Gen Alpha (born between 2010 and 2024), face more challenges than most generations before them because of the advent of the smartphone, 24/7 accessibility, an overabundance of choice, a disruptive job market, and having to overcome a global pandemic. On the other hand, they have many opportunities to create and define their pathway to success. They have more entrepreneurial access and opportunities, most adults have embraced them delaying or forgoing a traditional college education to explore trade schools or go directly into the workforce, and they have the freedom to move from one interest to another without judgment (for the most part).

In navigating these challenges and opportunities, students must rely on a set of foundational skills. Among them, literacy remains the most crucial, mainly because literacy creates a strong foundation for everything else. The ability to read, write, think critically, and communicate effectively will continue to open doors for those with this solid foundation.

However, literacy alone is not enough. To thrive in today’s world, students need a broader skill set that enables them to navigate uncertainty and change. As you think about the skills you possess to do your job effectively, you’d have to admit that you did not have these skills as a 15-18-year-old high school student, at least, not at the current level. Am I right?

With that in mind, let’s explore three underrated but essential skills that students need to build for success in a volatile, uncertain, complex, and ambiguous (VUCA) world, starting with adaptability.

Adaptability– The quality of being able to adjust to new conditions. We cling to certainty, which is why we need routines. However, we must also help students build their adaptability muscle by having them work through scenarios, sharing stories of how others have successfully adapted during change, and reminding them that it’s a part of life. In football, when the offense fumbles the ball or throws an interception, it’s called a sudden change, and both teams need to respond accordingly. The team that can respond effectively usually wins the game. Creating the conditions for students to adapt to sudden change will help them build that skill in a safe environment where they can get feedback without penalty.

Emotional Intelligence– The ability to understand and manage your own emotions, as well as the emotions of others. Strengthening one’s emotional intelligence is a life-long process. This is an essential skill because the higher the stress, the less likely one can control emotions/reactions. During uncertain and ambiguous situations, the ability to control and understand others’ emotions can pave the way for successful relationships and opportunities. The following are a few ways to help students strengthen their emotional intelligence:
Integrate social-emotional learning (SEL) strategies in the classroom or meetings. For example, model centering activities allow students to think critically about their mindset, communicate with a peer, and practice active listening.

* Teach conflict resolution through scenarios, current events, history, or literature. Guide students through the process by establishing norms for conflict resolution and having students identify them through the content.

* Establish a positive school and classroom culture by creating shared norms, values, and traditions that foster an emotionally safe environment. Adults model expected behavior, so the best way to strengthen culture is to focus on adult behavior.

* Teach students how to express gratitude because it leads to more happiness, and happier people tend to have positive feelings about themselves and others, are more optimistic and relaxed, less envious, and create more positive memories.

Self-Discipline– While adaptability and emotional intelligence help students navigate change and relationships, self-discipline is the key to following through on their goals. Self-discipline is the ability to control one’s thoughts, emotions, and actions to achieve one’s goals. Assign short-term and long-term projects to help students set goals and to meet benchmarks. Setting aside time to meet with them one-on-one can provide much needed feedback on their progress, and strengthen this important skill.

The world isn’t slowing down, and the challenges students face will only keep evolving. That’s why we must ensure they develop the skills to adapt, manage emotions, and stay disciplined in pursuit of their goals. If we focus on building adaptability, emotional intelligence, and self-discipline, we’re giving them the tools to handle uncertainty, seize opportunities, and create their own success. Let’s be intentional about helping students develop these underrated but essential skills—because their future depends on it.

Be Great,

Dwight