Learning Entry 2: What Adult Wellness Means in a Real School Year
Relationships
Why climate and culture work must include the adults carrying the system
Joe Jezierski · September 10, 2026 · 7 min read

At one point in my career, I was interviewing for superintendent positions because I believed the next step in leadership was supposed to be up: teacher, assistant principal, principal, director, superintendent. Then two of my cousins, both only slightly older than I was, passed away. I found myself waking up in the middle of the night worrying about budgets and thinking, this is not what I am passionate about. I wanted to help schools improve. That realization changed my path.
I share that because adult wellness is not abstract to me. It includes how people experience their work, the meaning they make of what is being asked of them, and whether the system allows them to keep doing important work without constantly compensating for overload or ambiguity.
I hear the problem in a phrase that comes up constantly in implementation work: “We are going to do this, and we are also going to add this.” At some point, the plate stops being a plate and becomes a buffet. Schools can be full of important work and still be carrying too much work at once.
That does not mean every exhausted educator is experiencing burnout, and it does not mean leaders can remove every difficult demand. It does mean we should be cautious about treating strain as an individual resilience problem when the conditions of work are contributing to it. Burnout research defines burnout as an occupational phenomenon tied to chronic workplace stress, with exhaustion, detachment or cynicism, and reduced professional efficacy as central dimensions (Maslach & Leiter, 2016). Teacher-specific evidence also connects burnout with stronger intentions to leave the profession (Madigan & Kim, 2021).
I work with small schools where literacy is rightly receiving significant attention. Sometimes the most responsible climate-and-culture recommendation I can make is not to launch a full new initiative. Start with one practice. Build it well. Learn from it. Then decide what comes next. That is not a lack of ambition; it is respect for implementation capacity.
Research on educator well-being reinforces a systems view. Cann and colleagues (2022) found that school conditions—particularly trusting, collaborative, and supportive organizational conditions—were strongly associated with educator well-being. Their findings caution against locating wellness only inside the individual. The relational and organizational environment matters.
The same lesson appears in how we use time. I remember my final year as a principal. I had roughly six and a half hours of staff time that no one else had already scheduled. I wanted to use a significant portion of that time for staff to reconnect. Another leader questioned whether that was really the best use of the time. I understood the concern. Time is scarce. But connection was not extra to the work. It was part of the infrastructure required for the work.
Coming out of COVID, I think education missed a similar opportunity. We understood the urgency around learning loss, so we moved quickly toward academics. I still wonder what might have been different if more systems had intentionally rebuilt adult and student connection first—not instead of academics, but as a condition that supports learning.
I now encourage leaders to make four questions routine when new work is introduced. What are we asking people to start? What are we asking them to stop or reduce? What existing work does this connect to? What time, clarity, or support will make the new practice realistically usable? These questions turn wellness from a celebration-week topic into a design discipline.
Another useful practice is to examine strain as data. Repeated requests for clarification, incomplete implementation, workarounds, cynicism, meetings that continually revisit the same issue, and dependence on a few overfunctioning people can all be signals that the system is asking for more than the current design can reliably hold. Instead of labeling those signals as attitude, leaders can ask what condition is missing.
The goal is not to make work effortless. It is to create a system in which important work has a reasonable chance to be done well, sustained, and learned from.
Leaders can also protect wellness through predictable communication. If adults do not know which priority is most important, who owns a decision, or whether a new expectation replaces an old one, they spend energy interpreting the system. A short weekly priority message, a visible decision log, or a consistent meeting close that names what is changing and what is not can reduce that ambiguity. These are modest practices, but they communicate that leaders are paying attention to the cognitive and relational load of work rather than asking staff to absorb uncertainty on top of everything else.
Finally, I think leaders should ask directly what support would make a priority more usable. Not “Do you need support?” but “What would make this easier to do consistently?” The answers are often practical: a model, protected time, clearer ownership, fewer competing tasks, or permission to stop something else. Those answers are implementation data, and they belong in wellness conversations.
Sometimes the most rigorous leadership decision is not what to add next. It is what to protect, remove, or carry more slowly.
| Question | What it helps reveal |
|---|---|
| What are we asking people to start? | The real size of the new demand. |
| What can stop, pause, or reduce? | Whether priorities are actually being prioritized. |
| What does this connect to? | Opportunities to integrate rather than layer initiatives. |
| What support is required? | Time, clarity, coaching, tools, or decision rights needed for use. |
Reflect. Where are you experiencing urgency in your own leadership? What are you assuming you—and the adults around you—should simply be able to carry?
Connect. Where is strain showing up as workarounds, unfinished implementation, cynicism, repeated requests for clarity, or withdrawal? What conditions may be contributing?
Grow. Before adding the next layer, ask together what can stop, simplify, sequence, or be protected. Choose one priority the system can carry with greater consistency.
Cann, R. F., Sinnema, C., Daly, A. J., Rodway, J., & Liou, Y.-H. (2022). The power of school conditions: Individual, relational, and organizational influences on educator wellbeing. Frontiers in Psychology, 13, 775614. https://doi.org/10.3389/fpsyg.2022.775614
Madigan, D. J., & Kim, L. E. (2021). Towards an understanding of teacher attrition: A meta-analysis of burnout, job satisfaction, and teachers’ intentions to quit. Teaching and Teacher Education, 105, 103425. https://doi.org/10.1016/j.tate.2021.103425
Maslach, C., & Leiter, M. P. (2016). Understanding the burnout experience: Recent research and its implications for psychiatry. World Psychiatry, 15(2), 103–111. https://doi.org/10.1002/wps.20311
Entry 2 · What Adult Wellness Means in a Real School Year

Turn the ideas from this series into a practical team conversation with Culture Creates Outcomes, a playbook of tools, worksheets, and Reflect. Connect. Grow. prompts designed for application.
Bring us the work your team is carrying. If you want another perspective on a priority, challenge, or implementation question, we can help you think through what makes sense next.
Think about one idea from this entry that connects to the work in front of you.
Reflect: What stood out to you in this entry?
Connect: Where do you see this showing up in your own team or system?
Grow: What is one next step worth trying, discussing, or revisiting?
Think about one idea from this entry that connects to the work in front of you.
Reflect: What stood out to you in this entry?
Connect: Where do you see this showing up in your own team or system?
Grow: What is one next step worth trying, discussing, or revisiting?
This entry connects to MCC's wider ecosystem of tools, learning spaces, and implementation support. A few natural next steps:
To reflect on your own: download a related playbook.
To learn with others: join a Professional Learning Network.
To build and fund the work: start a Leadership Laboratory conversation.
© 2026 Making Champions of Change. All rights reserved.