Educating Young Children Volume 1 - Summer 2025 | Page 67

educators felt motivated to integrate well-being practices into their own routines. Many leaders showed their commitment by providing hands-on support, such as assisting with teaching responsibilities and / or directly helping with children.

They also provided opportunities for staff to engage in well-being practices throughout the day by adding visuals to their work environment. For example, leaders who participated in the Cultivating Awareness and Resilience in Education program had the option of creating a“ teaching tree,” which served as a space where educators could view specific well-being strategies, reflect, and share affirmations.

A program participant said,“ We were very fortunate that our CEO jumped on board as well. They had the‘ little tree’... at the main office and then at our center site.” Program leaders who adopted this approach distributed resources and incorporated educators’ feedback during the process. They also encouraged other centers to try it. As the teaching trees sprang up, they fostered a sense of positivity and support among staff members.( See“ Developing Partnerships to Foster Well-Being” for more about how leaders can cultivate and strengthen well-being programs in their settings.)