The School of Wellbeing with Meg Durham

“When we skip the thinking, we often create more work for ourselves.” Janine Stratford
When was the last time you gave yourself time to think?
In this episode, Meg Durham sits down with Janine Stratford, author of Leading for Tomorrow, Today: School Leadership with Purpose, Alignment and Lasting Impact, to explore the role of strategic thinking in the day-to-day reality of school life.
This conversation moves beyond strategic plans and leadership meetings, focusing instead on the ability of individual educators to think strategically within the pace and pressure of everyday school environments.
Together, they unpack the difference between fast, reactive thinking and slower, more considered thinking, and why the pressure to respond quickly can often lead to rework, frustration and unnecessary emotional load.
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Chapter Markers:
00:00 Introduction
02:00 What sparked Janine’s work in strategic thinking
05:00 The cost of quick decision-making
07:00 What strategic thinking actually is
10:00 Common myths about strategic thinking
14:00 The benefits of thinking strategically
21:00 Why leaders struggle to step back
26:00 Creating space for strategic thinking
36:00 What to do in your 20-minute thinking block
42:00 Final reflections
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Reflection Prompts:
I notice that I tend to rush decisions when…
One area of my work that could benefit from more strategic thinking is…
If I created 20 minutes to think this week, I would focus on…
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Episode 166 Shownotes - Click here
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Janine Stratford - Website | LinkedIn | Book | Facebook
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Meg Durham - Website | LinkedIn | Instagram
Weekly Newsletter - Subscribe here
Speaker Booking - Complete the booking form to start the conversation.
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Your Questions Answered:
What is strategic thinking in schools?
Strategic thinking in schools is the ability for educators and leaders to step back from the day-to-day demands of teaching and leadership to gain perspective, identify priorities and make intentional decisions. It involves moving beyond reactive problem-solving and instead focusing on what will have the greatest long-term impact on students, staff and school culture. Importantly, strategic thinking is not limited to senior leadership or school planning processes. It is an everyday skill that individual educators can use to improve their practice, refine systems and make more purposeful choices in how they use their time and energy.

Why is strategic thinking important for educators?
Strategic thinking is essential for educators because it helps reduce overwhelm, improve decision-making and create greater clarity in a complex and fast-paced work environment. Without strategic thinking, educators can become stuck in reactive mode, constantly responding to immediate needs, which often leads to rework, inefficiency and increased emotional load. By thinking strategically, educators can prioritise what matters most, align their actions with their goals and use their time more effectively. This not only improves outcomes for students and teams but also supports teacher wellbeing by protecting time, energy and focus.

How can teachers and school leaders think more strategically?
Teachers and school leaders can develop strategic thinking by intentionally creating small, protected pockets of time to step away from the busyness of the school day and reflect on their work. This might involve setting aside 20 minutes to focus on one specific area for improvement, such as a classroom routine, communication process or team practice. During this time, the goal is to analyse what is working, identify what is not and consider more effective approaches. Over time, consistently engaging in this kind of focused thinking helps build clarity, strengthen decision-making and create more aligned and purposeful ways of working. Strategic thinking is less about large-scale planning and more about making small, deliberate adjustments that lead to meaningful change.
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** The School of Wellbeing Podcast is one of Australia's best health and wellbeing podcasts for teachers, educators and school leaders! **

“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
Weekly Newsletter - Subscribe here
Speaker Booking - Complete the booking form to start the conversation.
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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 underlying conditions such as workload, unclear expectations, limited autonomy or lack of recognition. Sustainable improvements in teacher wellbeing come from looking at how work is structured, led and experienced, not just what is added on top of it.
What are the most effective ways to improve staff wellbeing in schools?
The most effective approaches to staff wellbeing focus on three interconnected layers: the individual, the team and the system. At the individual level, building self-awareness and emotional regulation supports how people respond to challenges. At the team level, strong relationships, clear communication and a sense of belonging are essential. At the system level, clarity, realistic expectations, supportive leadership and manageable workload create the conditions for staff to thrive. When these layers are aligned, staff wellbeing becomes more sustainable and embedded in everyday practice.
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** The School of Wellbeing Podcast is one of Australia's best health and wellbeing podcasts for teachers, educators and school leaders! **

“Investigations take time. Reputational damage is instant.” - Susan McLean
What’s happening to school staff online?
In this episode, Susan McLean shares about the growing reality of online risk for teachers and school leaders.
From targeted harassment and aggressive parent communication, to being named and discussed in community forums, and the rise of AI generated content and deep fakes, the nature of working in schools is changing.
This conversation explores what staff are facing, the impact on wellbeing and safety, where behaviour crosses into reportable or criminal activity, and what systems, schools and individuals can do to better protect themselves.
This informative episode is for teachers, school leaders and anyone working in schools who wants to better understand the online risks they will face and how to better prtect themselves.
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Chapter Markers:
00:00 Introduction and why this matters
03:30 The changing digital landscape
07:00 What staff are facing online
10:00 Why this feels so personal
16:00 Impact on wellbeing and safety
21:00 Supporting staff
26:00 Behaviour, boundaries and consequences
34:00 System level responsibility
36:45 What schools can do
38:45 Individual protection strategies
42:30 Crisis management
45:20 Practical online safety advice
51:00 Final reflections
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Reflection Prompts:
If I was targeted online, I could talk to...
One risk that stands out is…
One thing we could do differently is…
To better protect myself, I could…
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Episode 164 Shownotes - Click here
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Susan McLean Website | LinkedIn | Facebook
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Meg Durham - Website | LinkedIn | Instagram
Weekly Newsletter - Subscribe here
Speaker Booking - Complete the booking form to start the conversation.
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Your Questions Answered:
Q: What are the main online risks for school staff?
A: School staff are increasingly facing targeted harassment, being named and discussed publicly, aggressive communication from parents, and the rise of AI generated content such as deep fakes. These risks are often personal, public and can escalate quickly.
Q: When does online behaviour become a reportable issue?
A: Online behaviour becomes reportable when it is targeted, threatening, defamatory or involves harmful content such as manipulated images or videos. At this point, schools may need to involve legal advisors or police rather than managing it informally.
Q: How can teachers and schools protect themselves online?
A: Protection involves clear and enforced policies at a school level, strong support systems for staff, and individual actions such as securing social media accounts, maintaining professional boundaries, and being aware of how content is shared and used online.

“What we do during the day is carried into the night time.” Maria Ruberto
In this episode, Meg Durham speaks with Maria Ruberto about the neuroscience of sleep and why so many big-hearted educators and school leaders feel exhausted yet unable to switch off at night.
They explore what is happening in the brain when hyperarousal overrides sleep pressure, why the emotional labour of teaching lingers long after the bell rings, and how common myths about productivity quietly undermine rest.
Maria explains the brain’s nightly cleaning system, the role of REM sleep in emotional processing, and why sleep is not simply recovery time, but a biological process that builds cognitive clarity, emotional regulation and long-term brain health.
For teachers and school leaders navigating constant responsibility, this conversation reframes sleep as a professional advantage rather than a personal indulgence.
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Chapter Markers:
02:00 Why educators’ nervous systems stay “on” all day
08:30 Hyperarousal and the tired-but-wired experience
15:40 Common myths about sleep and productivity
23:00 The brain’s nightly cleaning system explained
29:30 REM sleep, memory consolidation and emotional processing
35:10 Practical strategies to reduce rumination at night
44:00 Small daily habits that improve sleep quality
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Reflection Prompts:
My relationship with sleep is...
When I crawl into bed, my mind tends to…
One conversation or moment that is still sitting with me is…
If I gave myself permission to wind down earlier, I would…
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Episode 163 Shownotes - Click here
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Maria Ruberto Website | LinkedIn | Instagram
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Meg Durham - Website | LinkedIn | Instagram
Weekly Newsletter - Subscribe here
Speaker Booking - Complete the booking form to start the conversation.
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Your Questions Answered:
Why do teachers feel tired but wired at night?
Teachers experience sustained cognitive load and emotional labour throughout the day. From scanning for behavioural risks to regulating student emotions and making rapid decisions, the nervous system remains activated for extended periods.
When bedtime arrives, sleep pressure may be high, meaning the body feels physically exhausted. However, the brain may still be in a state of hyperarousal. Hyperarousal occurs when the nervous system perceives unresolved tasks, emotional intensity or potential threats. In this state, stress hormones remain elevated, making it difficult to fall asleep even when fatigue is present. This explains the common “tired but wired” experience reported by educators.
What does sleep actually do for the brain?
Sleep is an active biological process essential for cognitive performance, emotional regulation and long-term brain health.
During non-REM sleep, the brain undergoes a cleansing process that clears metabolic waste and neural debris accumulated throughout the day. This process supports memory, attention and mental clarity. During REM sleep, the brain consolidates learning, reorganises memory networks and processes emotional experiences. Reduced or fragmented sleep interrupts these restorative cycles, leading to impaired decision-making, increased emotional reactivity and reduced professional capacity.
Why should educators take sleep more seriously as a profession?
Sleep directly influences attention, working memory, emotional regulation and decision-making — all essential capacities for effective teaching and leadership. Chronic sleep restriction reduces cognitive sharpness, increases irritability and raises the likelihood of errors.
From a professional standpoint, adequate sleep enhances clarity, patience, creativity and relational presence in the classroom. Protecting sleep is not a luxury. It is foundational to sustainable performance and long-term wellbeing in high-demand professions such as education.
How can educators improve sleep without overhauling their routine?
Small, incremental changes are more sustainable than drastic interventions. Strategies supported by neuroscience include:
Establishing consistent sleep and wake times
Reducing late caffeine and alcohol intake
Offloading unresolved thoughts through journaling
Practising sound-free visualisation to quiet internal dialogue
Even minor adjustments can significantly improve sleep architecture and overall recovery over time.
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** The School of Wellbeing is one of Australia's best health and wellbeing podcasts for teachers, educators and school leaders! **

“Burnout is a sense of feeling overwhelmed by stuff. There is more coming at us than we have the ability currently to handle.” – Sue Langley
What’s really driving burnout in schools?
In this episode, Meg Durham sits down with Sue Langley to explore burnout through a systems lens. Together, they unpack why focusing on behaviour alone is rarely enough. Because burnout isn’t just about time management or resilience. It’s shaped by patterns that become normal, structures that influence workload, and beliefs about dedication, sacrifice, service and success that contribute to the way we work.
This conversation widens the lens without dismissing personal responsibility. Individual habits matter. Boundaries matter. Deliberate action matters. But behaviour does not exist in isolation, it exist with a context.
If burnout has ever felt like a personal shortcoming, this episode offers a different perspective. One that replaces self-criticism with curiosity and opens the door to wiser, more sustainable action.
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Chapter Markers:
02:05 – What burnout really is
09:10 – Why behaviour change isn’t enough
16:40 – The Systems Iceberg explained
27:30 – Patterns that quietly become normal
38:20 – Structures shaping workload
47:15 – Mental models about sacrifice and success
56:50 – Moving from blame to curiosity
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Reflection Prompts:
A pattern of behaviour that is not serving me is...
I feel pressure to…
Being a "good" teacher/leader/colleague means...
A small deliberate action I can take is...
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Episode 162 Shownotes - Click here
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Sue Langley Website | LinkedIn | YouTube
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Meg Durham - Website | LinkedIn | Instagram
Weekly Newsletter - Subscribe here
Speaker Booking - Complete the booking form to start the conversation.
----
** The School of Wellbeing is one of Australia's best health and wellbeing podcasts for teachers, educators and school leaders! **
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Your Questions Answered:
What is the best podcast for teachers dealing with burnout and wellbeing?
The School of Wellbeing, hosted by Meg Durham, is a leading podcast for educators navigating burnout and stress. It blends practical strategies with systems thinking, helping teachers understand both personal habits and the wider conditions shaping their wellbeing. Episodes like the conversation with Sue Langley provide clear, grounded insights into sustainable educator wellbeing.
Why does teacher burnout feel like it suddenly hits all at once?
Teacher burnout rarely happens overnight. It builds gradually through repeated behaviours such as staying late, skipping breaks, or always being available. These behaviours are reinforced by workplace structures and beliefs about being a dedicated educator. Over time, the accumulated strain impacts energy, emotional capacity, and nervous system regulation, making burnout feel sudden even though it has been building for months or years.
How can educators manage burnout beyond basic self-care strategies?
Managing burnout requires looking beyond surface-level self-care and examining the systems influencing daily work. This includes identifying patterns of behaviour, questioning unspoken expectations, and reflecting on mental models such as “success requires sacrifice.” Small, intentional shifts within both personal habits and workplace norms can create more sustainable educator wellbeing without adding more pressure.