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Teaching and Teacher Education 92 (2020) 102987

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Teaching and Teacher Education

journal homepage: www.elsevier .com/locate/ tate

The sustainability and unsustainability of teachers’ and leaders’well-being

Dennis Shirley*, a, Andy Hargreaves a, Shane�e Washington-Wangia b

a Lynch School of Education and Human Development, Boston College, United Statesb University of Washington College of Education, United States

h i g h l i g h t s

� Educator well-being prospers in environments that embody key principles of sustainability.� These environments generate positive emotion among educators by enabling them to accomplish morally inspiring purposes.� They benefit from the breadth of collaborative professionalism that brings teachers closer to their students.� They enable educators to feel fulfilled when they respond to the diversity of their students.� Threats to sustainability come from factors that create dissatisfaction among educators.

a r t i c l e i n f o

Article history:Received 6 August 2018Received in revised form13 October 2019Accepted 22 November 2019Available online 25 March 2020

The emphases of education in the past decades might conveythe impression that K-12 policies have been exclusively concernedwith increasing excellence and equity in achievement. Equity hasoften been interpreted as the narrowing of achievement gaps(Murphy, 2009). Even the rise of potentially promising 21st centuryskills and global competencies for today’s knowledge societies hasat times been transformed into a single-minded focus on achieve-ment tests (Bellanca & Brandt, 2010). But K-12 education has neverbeen solely concerned with academic achievement. Character,citizenship, and contribution to the public good have been centralto public education from its historical foundations, even if theyhave been eclipsed recently by preoccupations with academicachievement and basic skills (Shirley, 2011; 2017).

Around the world, the push for higher achievement scores hasstarted to cede space to a different set of concerns about youngpeople’s quality of life: their well-being (Hargreaves, Washington, &O’Connor, 2019; OECD, 2017). In the face of disturbing global trendsthat are evident in refugee families’ experience of post-traumaticstress (Silove, Steel, Bauman, Chey, & McFarlane, 2007), in feelings

* Corresponding author.E-mail addresses: [email protected] (D. Shirley), [email protected]

(A. Hargreaves), [email protected] (S. Washington-Wangia).

https://doi.org/10.1016/j.tate.2019.1029870742-051X/© 2019 Elsevier Ltd. All rights reserved.

of alienation incurred by rising economic inequality and the insen-sitivity of political elites (Hochschild, 2016; Wilkinson & Pickett,2011), and in the negative impact of digital technology on adoles-cent girls’ senses of self (Twenge, 2017), educational policy makersand researchers have developed significant concerns about students’well-being and their increasing vulnerability to anxiety, depression,and feelings of not belonging (Boak et al., 2016; Khawaja, Ibrahim, &Schweitzer, 2017; OECD, 2017). Well-being–recast as “socio-emotional learning” in the United States–has therefore come intoprominence in educational policy as evidenced in its appearance ininternational rankings by agencies like the Organization for Eco-nomic Cooperation and Development (OECD, 2017) and the UnitedNations’ Children’s Emergency Fund (UNICEF, 2007).

In comparison to student well-being, educator well-being hasbeen relatively overlooked. Although “teacher well-being and stu-dent well-being could be linked through complex and interrelatedfactors,” Harding et al. (2019) conclude, “evidence for this iscurrently lacking” (p. 181).

Researchwith educators in 10 school districts in Ontario, Canadahas enabled us to shed light on the importance of educator well-being, on how it influences and is influenced by student well-being, and on the challenges of improving it in a sustainablemanner. The research commenced as a collaborative project withthe 10 districts to see how they led “from the middle” to enhanceequity and inclusion for all of their students (Hargreaves, Shirley,Wangia, Bacon, & D’Angelo, 2018). During a hiatus of teachers’ in-dustrial action, when participation with all research activitiesacross the province was suspended for several months, the gov-ernment issued a new four-pronged educational strategy in whichwell-being was one of the chief priorities (Ontario Ministry ofEducation, 2014). Working collaboratively with the school

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D. Shirley et al. / Teaching and Teacher Education 92 (2020) 1029872

districts, the research team took advantage of this unexpectedpolicy shift by examining particular projects that the districtsinitiated to enhance learning and well-being. Ten case studies werewritten to address the initial research questions concerning whatthese districts understood by “leading from the middle.” Thesewere then expanded to include new questions about well-beingand the sustainability of the districts’ projects in light of the pol-icy shift expressed in the government’s new strategy.

Availability of detailed case studies collected across nine of theten districts from a prior study led by one of the principal in-vestigators (Hargreaves & Braun, 2011) also allowed importantcomparisons to be drawn in developments over time in educators’experiences of change, professional learning and collaboration thathad implications for the sustainability of educators’ well-being. Aretrospective application of a framework of sustainability drawnfrom environmental science and organizational theory suited tocircumstances of complex change, casts further light on the pros-pects for enhancing educator well-being in policy environmentssuch as that which has characterized the high-performing juris-diction of Ontario over the past decade (Campbell, Zeichner,Lieberman, & Osmond-Johnson, 2017).

In examining the sustainability and non-sustainability ofeducator well-being, this paper is not drawn from a study of theimplementation of a particular policy initiative to enhanceeducator well-being. Rather, using qualitative research methodol-ogy that is suited to identification of emergent phenomena that arenot easily predicted by quantitative methods (Glaser & Strauss,1967), the study is framed by a collaborative and qualitativeresponse to a complex and changing policy environment in whichchild well-being emerged as a concern and a priority for all thedistricts. Educator well-being surfaced in the interviews, in turn, asan unanticipated yet evidently essential aspect of the student well-being agenda.

This article draws on our evidence from Ontario to examine thesustainability and non-sustainability of educators’ well-being. Itbegins with a review of relevant literature on educator well-beingand it’s opposite: ill-being. This literature is then combined witha framework for understanding the sustainability of educationalchange, including educator well-being, from an ecological/envi-ronmental perspective. We then describe the research design andmethodology. The article then presents the results and a discussionof our emergent analysis of educator well-being, combined withthe retrospective application of our theory of sustainabilityprompted by the focus of this special issue.

1. Literature review

Understanding well-being and efforts to improve it amongchildren or adults is not a straightforward exercise. Interpretationsof well-being vary, not just intellectually, but also cross-culturally.Although there is international agreement on definitions of objec-tive well-being in terms of physical health, economic circum-stances, and degrees of connectedness to or isolation from others(Ker�enyi, 2011), claims about subjective well-being in terms ofhappiness and fulfillment are prone to cultural variation. Exton,Smith, and Vandendriessche (2015) note that “more individual-istic societies” such as the United States and Australia are “morelikely to see positive emotions” such as happiness “as desirable andappropriate, and negative emotions as undesirable and inappro-priate” (p. 14). Other elements of well-being, such as autonomy andcontrol of the environment, may also be prone to individualisticbiases (Ryff, 1995). The US Center for Disease Control and Preven-tion, for example, concluded a review of literature by noting thatthere is “general agreement” that “well-being includes the

presence of positive emotions and moods (e.g., contentment,happiness), and the absence of negative emotions (e.g., depression,anxiety), satisfactionwith life, fulfillment and positive functioning”.In Confucian-heritage cultures, however, happiness is not a primevalue compared to benevolence, righteousness, and wisdom (Fu,Tsui, Liu, & Li, 2010; Liu, 2017; Ng, 2017).

One of the most widely adopted frameworks for understandingwell-being views it as a multidimensional construct comprisingPositive emotions, Engagement, Relationships, Meaning, and asense of Accomplishment (PERMA) (Seligman, 2011). Well-being isnot just about maximizing people’s experiences in each of thesecategories, though. Adler and Seligman (2016) acknowledge that,“there are tradeoffs between different contributors to well-being”(p. 14). For example, individuals may be willing to forego positiveemotions in the short term with the expectation of experiencingthe fulfillment that comes from a sense of accomplishment. Overall,therefore, well-being is “a fluctuating state rather than a stabletrait” (Headey & Wearing, 1991, p. 56), and it exhibits considerablevariation among cultures.

Achieving well-being means more than alleviating the factorsthat cause dissatisfaction or ill-being. Frederick Herzberg (1964)proposed a two-factor hypothesis of job satisfaction and dissatis-faction in a study of accountants and engineers. He argued that jobsatisfaction comes from accomplishing the core purposes of work,whereas job dissatisfaction has more to do with the organizationalcontexts in which work is situated. Job satisfaction and dissatis-faction, then, derive from different sources.

In interviews with 99 teachers in England, Jennifer Nias (1981)found that Herzberg’s model somewhat “oversimplifies the situa-tion” (p. 236) of teachers because they view their environment andtheir core tasks as continuous with one another. Nonetheless, shestill found that “Herzberg’s hypothesis stands” (p. 245). Whileteachers’ dissatisfaction with their environments was “relativelyslight” (p. 245) at the time of her study, “their expectations ofsatisfaction” could only “be met if school ethos and managementnot only enabled teachers to be with their pupils but also provideda context in which they could teach well” (p. 245).

These findings indicate that educators’ well-being will not beattained solely by removing hindrances to their work, such as poorsalaries and excessive workloads. Many of the teachers studied byNias experienced ill-being when reforms “conflicted with theirprinciples, or their image of themselves” in terms of what theywere required to do (p. 242). Educators’ well-being is improved byattending to the nature of the work itself (Pink, 2011), whereas ill-being can be reduced by eliminating low pay or decreasing work-load, for example.

Increasing well-being and removing ill-being are two differentthings, then. Positive educator well-being will not be enhanced justby giving teachers higher status, lighter workloads, or increasedrewards. Having a sense of accomplishment is also a central issuefor the sustainability of educators’ well-being.

A series of articles by one of the authors of this paper analyzedfactors that incurred positive and negative emotion among 50elementary and high school teachers, in relation to their self-reported experiences of interactions with colleagues, parents, stu-dents and administrators, respectively (Hargreaves, 1998a; 1998b;1998c, 2000; 2001a; 2001b, 2002, 2004, 2005). Positive emotionwas likely to occur when educators pursued a deep sense of pur-pose together within a work environment that made it achievable;when there was collaborative professionalism that was founded onstrong relationships with mutual respect for expertise; and whenthere was time and space to know people well and perform the jobin away that supported a sense of accomplishment.Well-beingwasa collective and not just an individual phenomenon.

The OECD (2014) TALIS results also indicate that job satisfaction

D. Shirley et al. / Teaching and Teacher Education 92 (2020) 102987 3

among teachers is associated with positive teacher-teachercollaboration, effective teacher-student relationships, and educa-tors’ involvement in decision-making. In other words, teacher well-being prospers in work environments that are meaningful and thatmake educators’ core work achievable.

Negative emotion, in the research cited above, arises whenpurposes are imposed, scattered, or unachievable; when people arein bad relationships; when they feel they have no autonomy; andwhen they have too many other people to interact with andinsufficient time to get to know them. Negative emotions areincreasing among teachers and principals in systems as disparate asthe US (Sutcher, Darling-Hammond, & Carver-Thomas, 2016), theUK (Health and Safety Executive, 2017), Canada (Ontario Principals’Council, 2017), Hong Kong (Chan, Chen, & Chong, 2010) and Swe-den (OECD, 2015). In these systems, educators complain of inten-sification of work, contradictory imposed reforms, punitiveaccountability systems, and stresses caused by disruptive studentbehavior (Day, Sammons, Stobart, Kington,& Gu, 2007; Hargreaves,2003).

One response to demanding working conditions has been toidentify ways in which educators can become more resilient orbuoyant in response to them. In the words of Day (2017), “to meetthe …. challenges of classroom interaction, teachers need to havethe capacity to be resilient” (p. 2).While teachersmay not be able tochange their environments, they should be able to alter how theyperceive them. In addition to this flexibility being a personal qualityof some individuals, resilience in the face of challenging circum-stances is enhanced through collaborative cultures and madepossible where teachers are also supported in their personal lives(Gu & Day, 2013).

Researchers on buoyancy emphasize the skills and dispositionsthat help people cope with the hassles of everyday life. Planningand mastery, it is argued, can increase teachers’ confidence in thequality of their work and help them feel more self-regulated andcomposed in pursuing their pedagogical commitments (Martin &Marsh, 2006; Parker & Martin, 2009; Smith, 2015). Buddhist-inspired concepts of mindfulness have also been used to help ed-ucators adjust to challenging environments and escape from theimminent rush of events so they can reflect better alone and withtheir colleagues (Jennings et al., 2017; Shirley & MacDonald, 2016).

Are individual interventions informed by mindfulness, buoy-ancy, and resiliency sufficient for sustaining educator well-beingover time? Or, in the face of deteriorating working conditions andthe demands of unwanted high-stakes testing that underminemany teachers’ sense of purpose, are more systemic approachesalso needed? To address these questions, we need to integrateunderstandings of educator well-being with a theory ofsustainability.

2. Theoretical framework

The framework of sustainable improvement that we draw on forthis paper is derived from a theoretical understanding of environ-mental sustainability and sustainable development that firstemerged in the late 1980s (Suzuki, 2003; United Nations, 2015) andthat, as explained earlier, is applied retrospectively to the data ofour study. The selected environmental framework is especiallyappropriate for determining the sustainability of a system quality(educator well-being) that is not the implementation of a time-bound initiative and for doing this within a complex policy envi-ronment of multiple innovations in a rapidly changing context. Inits original environmental sense, sustainability refers to an inter-connected system of lasting human and natural value where sur-vival and thriving of species depend on sustaining things of value inbio-diverse environments.

This approach to sustainability means that schools must respectand improve not only the well-being of their students, but also oftheir educators and their larger communities, as they are inter-connected. It means that the well-being of some groups should notprosper by having a negative environmental impact on others, andthat attempts to improve well-being in some parts of a systemshould not be undermined by allowing ill-being to persist in otherparts of it.

This ecological conception of sustainability can be summed upin seven principles derived from earlier research conducted by oneof us on educational change over three decades in eight secondaryschools (Hargreaves & Fink, 2006). The study addressed whatendured and what did not in these schools as they dealt withmultiple changes over time. These seven principles of sustainableleadership and improvement that are elaborated slightly here are:

� Depth. Sustainable improvement is about improvements thathave moral value and human worth, and that support deeperlearning and well-being among students and educators alike.

� Breadth. Sustainable improvement spreads beyond individualteachers and schools by activating and drawing on the power ofcollective commitment, support and solidarity.

� Length. Sustainable improvement endures over time acrossleaders and with continued and consistent support.

� Environmental Impact. Sustainable improvement does notbenefit only some students, teachers, and schools at the expenseof others in the surrounding environment.

� Diversity. Sustainable improvement is not standardized. It ben-efits from networked diversity of learning and expertise thatresponds to interconnected local circumstances.

� Energy Restraint and Renewal. Sustainable improvement re-strains the pace and scope of change so it does not overwhelmpeople and deplete their energy. It also renews educators’ en-ergy through positive engagement, learning and appreciation.

� Conservation. Sustainable improvement does not dismiss thepast, but builds upon the best of the past to create a strongerfuture.

In contrast to environmental theories, some interpretations ofsustainability in education have been linked with traditions thatfocus on the spread or endurance of particular changes or reforms.These conceptions have been used to document how particularinterventions spread through processes of innovation diffusion(Rogers, 1962); stages of implementation of improvements(Berman & McLaughlin, 1978); stages of concern in experiencingparticular changes (Loucks & Hall, 1977); and “getting to scale” inspreading good educational practice (Elmore, 1996).

Some research on sustainability has adopted a geometric anal-ysis of length, breadth, and depth in educational reforms (Breault,2013; Coburn, 2003). This is also the stance that one of usinitially established, before adopting ecological theory as a moreappropriate way to interpret complex change environments char-acterized by multiple innovations (Hargreaves & Fink, 2000).Elmore (2016) has also revised his own earlier exposition of thelinear nature of “getting to scale” as “either very superficial ordownright wrong” (p. 531) because it was characterized by “un-thinkable presumptuousness and naivete” (p. 529) about thecomplexity of change. In view of these insights about the natureand context of educational improvement and change in terms ofsystems, it is time to consider the concept of sustainability inrelation to its original ecological conceptualization and as it appliesto the findings on educator well-being reported in this article.

Our article draws on and retrospectively applies the originalenvironmental understanding of sustainability (and non-sustainability) as a property of systemically interconnected


interactions in a moral context of human value. It explores thoseprinciples that provide the closest fit with our new research find-ings in explaining what appears to make educator well-being awider property of teaching, and what can be done to make it asustainable feature of schools and school systems.

3. Methodology

3.1. Context

The Canadian province of Ontario is an established internationalleader in student achievement and equity (Campbell et al., 2017).However, Canada ranks only 25th out of 41 countries in studentwell-being (UNICEF, 2017) and is “not significantly different fromthe OECD average” (OECD, 2017, p. 39). One in eight Ontario stu-dents has had serious thoughts about suicide, more than one in fivehas been cyber-bullied, and one in eight has worried about beingharmed at school (Boak et al., 2016).

To address these issues, the Ontario Ministry of Children andYouth Services (2012) formed a Youth Development Committeeand focus groups of young people to advance a well-being agendafor the province. This was followed by an Ontario Ministry ofEducation (2014) report, Achieving Excellence, that establishededucational policy pillars of excellence, equity, and student well-being, while retaining public confidence.

The research presented in this article was funded by the OntarioCouncil of Directors of Education to document collaborative workwith the consortium of 10 school districts as a follow-up to a 2011evaluation of a government-funded project entitled “Essential forSome, Good for All” (ESGA). This project focused on improvingacademic results of students with special needs in all 72 of Ontar-io’s school districts (Council of Ontario Directors of Education,2007). The consortium was facilitated by the Council of Directorsof Education (CODE). One key outcome of the study was identifi-cation of a strategy known as “leading from the middle”(Hargreaves & Braun, 2011; Hargreaves, Shirley, & Wangia, 2018)where districts developed their own strategies to promote inclu-sion of all students in ways that suited the diversities of their owncommunities, then networked and circulated these strategiesacross the districts within an environment of transparent re-sponsibility for participation and results.

3.2. Participants

The follow-up research reported in this article was developed incollaboration with the 10 CODE Consortium districts at their invi-tation to determine and assist further progress and specific projectsin their continuing efforts to “lead from the middle.” The study wasinitially guided by goals developed with members of the Con-sortium that sought to articulate the theory of action undergirdingthe Consortium’s projects, to gather perceptions of the projects’strengths and limitations, to connect findings to existing leadershipliterature, and to provide feedback to participating districts and toother districts outside the Consortium.

3.3. Data collection

As the project evolved, it became clear that, compared to theperiod when ESGA was being implemented, there was lessorchestrated effort or investment on the part of the Ontario Min-istry of Education to support a coordinated strategy of “leadingfrom the middle” across the districts. In effect, our project turnedinto what remained of the strategy within and across 10 of theoriginal 72 districts. This led to two developments. First, we askedparticipants to describe their own understandings of “leading from

the middle” as they experienced it. Second, as the province’s policyon Achieving Excellence began to unfold during the early months ofour research, it became apparent that the districts and their pro-jects provided a real-time experiment for examining the impact ofthe new government direction on almost one seventh of the dis-tricts in the province. The emergent design enabled us to studyprojects with different emphases across the districts, several ofwhich had their own combinations of well-being components.

A qualitative multiple-case study methodology documented theConsortium’s work (Hartley, 2004; Yin, 2014). A semi-structuredinterview protocol was prepared in collaboration with Con-sortium participants in the spirit of evolutionary planning (Louis &Miles, 1990) to elicit information on selected improvement initia-tives in and across the districts. Questions were piloted during theinitial collaborative meetings in the Spring of 2016 and then posedto participants during the May 2016 data collection period.

Teams of 2e3 researchers were rotated to enhance cross-validation of interpretation. Each district was visited over 1e2days in May of 2016. Interviews and focus group discussions ofroughly one hour each were conducted with 52 teachers, 46 prin-cipals or other school administrators, 52 district leaders or othercentral office staff, and 72 affiliated school-based support staff.Three interviews were conducted with policy makers from theMinistry of Education who played supportive roles in relationshipto the Consortium. In all of these meetings artifacts such as school-based curricula and district-level and ministerial reports werecollected. The sample comprised public, Catholic and Franco-Ontarian districts in 2 rural, 2 urban, and 6 suburban, areasacross different geographic areas of the province. Taken together,the districts’ achievement score distributions were representativeof those across the whole province.

3.4. Data analysis

Interview data were analyzed using the constant comparativemethod to identify salient themes in each district (Glaser& Strauss,1967). The themes were derived from interaction between theoriginal research questions, the four pillars of Achieving Excellence,the “leading from the middle” projects that the districts selected astheir foci, consultation of relevant literature in emerging areas suchas emotional regulation or mindfulness, and other issues thatemerged from the evidence itself. After initial coding, the researchteam wrote individual case studies of 5000e10,000 words eachbased on the evolving themes and also the emerging unique nar-ratives inherent to each case. The team then conducted a cross-caseanalysis to examine similarities and differences across cases, par-ticipants, and policy initiatives (Ayres, Kavanaugh, & Knafl, 2003).

During this stage, the research team assigned each district a casenumber and created a consistent citation format to keep track of allthe supporting quotes to document exactly when and where theyoriginated. For example, O1_Principal#1_5.14 describes the firstprincipal interview conducted in the first (alphabetically orga-nized) school district on May 14, 2016. An earlier version of thisarticle, approved by reviewers, contained identifiers, to indicatethat the distribution of represented data was sufficiently spreadacross all districts and roles. For ease of readability, we simply referto educators’ roles when participants are quoted in this article.

Member-checking was conducted with participants at meetingsof the CODE Consortium. Hence, early draft research findings wereshared with participants who responded in face-to-face dialogueand via email and conference calls in ways that enabled theresearch team to incorporate their concerns and comments andmake factual corrections (Creswell & Miller, 2000). After this, theteam examined patterns, similarities, and differences across cases,participants, and policy initiatives.


At various points, the research team returned to the 2011Leading for All report compiled by Hargreaves and Braun to inves-tigate how districts had evolved in the 12 years since the originalESGA projects were launched. This enabled the team to acquireinsight into the nature of educational change over time–includingchanges related to student and educator well-being–in Ontario.Such insights are not usually available to researchers who studyimplementation and sustainability of short-term projects.

4. Research findings

Educator well-being is an issue in Ontario, as it is in many otherplaces. Some of this is inherent to a job where students arrive atschool with great needs arising from poverty, post-traumatic stressin refugee families, the legacies of loss and oppression in Indige-nous communities, and so on. The importance of educator well-being in student populations with increasing needs is highlightedby educators’ perceptions in a district with large numbers ofIndigenous students. “We recognize that our staff are stressed,” oneprincipal said. “We’ve learned that the more we’ve gotten to knowour students as people, the more our stress increases, becauseevery story is heartbreaking,” one district director stated.

The greater the levels of social disadvantage, themore educatorsneed help in attaining work-life balance. An assistant principalobserved how “teaching isn’t a pretty profession anymore. It’s amessy profession. Our school has two teachers that are on stressleave, and there are other teachers that are on the verge of leaving.This is no longer a school where someone might start and end theircareer, because we don’t know if they’re going to last five years.”

Echoing the concerns of school administrators about staff well-being, the director of this district commented that “I have staff thatare burning out, and I have admin that are burning out, and I havesenior admin that are burning out.” In a district where around 50%of students are Indigenous and youth suicides are an ever-presentrisk because mental health supports outside the school areunderfunded, the director worried about the well-being of his staff.“My biggest concern right now as the director, I would say, is mystaff. I’m worried about my front-line staff. I’m afraid that it’s notgoing to get better,” he said. Recognizing the urgency of the situ-ation, one superintendent pointed out:

We are trying to be as responsive as we can to the well-being ofstaff as we are for the well-being of students, and we know thatthey are interconnected. If the teacher is not well then you knowwhat the result is going to be and the impact on the kids. We arenow at that crossroads where all of the decisions that we makearound supports for students, we need to be equally as cogni-zant of the supports and the well-being of teachers.

The scale of problems facing teachers today is not confined tothis district. For instance, a special education resource teacher inanother district noted how “the demands for a teacher overall fromfive years ago have increased immensely.”

In order to understand the interconnected nature of educatorand student well-being, our analysis draws on four of the sevenprinciples of sustainability that are especially pertinent to theinterpretation of our findings:

� Depth: Well-being as a sense of purpose and accomplishmentversus the negative impact of standardized testing on students’and educators’ accomplishment of their moral and professionalpurposes;

� Breadth: Well-being that is promoted and supported throughpositive relationships of collaborative professionalism versusindividualistic well-being solutions that do not address the

systemic problems that lead to ill-being, and also versus theimpact of negative collaborative overload;

� Diversity: Well-being as responsiveness to local diversities,drawing on valued differences of expertise versus standardizedinsensitivity to diversity, and reticence about acknowledgingand using different levels of expertise; and

� Restraint and renewal: Well-being as fulfilling senses of renewalversus ill-being incurred by overwhelming expectations indepleting conditions.

In terms of the other three principles, length is the overarchingmeaning of sustainability in terms of persistence and endurancethat encompasses all of the others and that did not appear in ourdata as a singular phenomenon. Environmental impact applies moreto schools in competitive market systems that often progress at theexpense of one another, and was not relevant in a system likeOntario’s that has not adopted charter schools or similar in-novations. Finally, conservation would require longitudinal data oneducator well-being over much longer periods of time than arecovered by this study.

4.1. Depth

The first principle of sustainable improvement is depth, un-derstood as a “compelling sense of purpose” in relation to students’learning and well-being (Hargreaves & Fink, 2005, p. 24). Mostteachers want much more for their students than academicachievement alone (Picower, 2011). They also want their studentsto be safe, cared for, thriving, and well. Ontario’s well-being agendaoften overlapped with the province’s equity policy pillar since eq-uity was interpreted not just in terms of narrowing measuredachievement gaps in basic skills but also as requiring inclusion of allstudents’ identities in the life and learning of the school. Four ex-amples of this inclusion concern Franco-Ontarian, Catholic, Indig-enous, and immigrant identities. Educator well-being occurs whenteachers and administrators experience senses of fulfillment interms of effectively addressing and incorporating these identities inthe life of their schools.

In a Franco-Ontarian district during the original ESGA study, aculturally distinctive notion of childhood that included play, lan-guage preservation, and community was just as important asachievement. At that time, however, theMinistry required the same100-min blocks of literacy units for francophone and anglophoneschools alike, with identical scaffolding of reading activities. “It isreally difficult for us,” one educator complained. “We have to fightagainst a big machine” (Barber, 2014, p. 28).

By 2016, though, a Franco-Ontarian system specialist expressedhow “we absolutely feel that theMinistry supports and has given usthe legal background to do what we do.” Educators’ sense offulfillment came from feeling supported in addressing the needs oftheir community instead of fighting the “big machine.” The districthas now extended its support beyond traditional Franco-Ontarianidentity to engage the many French-speaking students whoimmigrate from countries such as Algeria and Lebanon to “celebratethe francophone culture and language, making it living andauthentic,” according to one teacher.

In a Catholic school district, speakers from homeless sheltersasked students to reflect upon the Gospel teaching that, “Whateveryou do to the least of my brothers, you do to me.” “I think there’s alot of good, real life learning there,” one of the teachers said, interms of pursuing their moral and spiritual sense of purposethrough the nature of the learning.

More of the Consortium’s schools now directly critique theprovince’s colonial oppression of Indigenous people, including howit separated children from their language, culture and communities


by forcing them to attend residential boarding schools. They engageIndigenous students with their heritage by bringing in elders tospeak about their experiences and by providing more experientiallearning in wilderness environments. An assistant principal in thedistrict with the largest percentage of Indigenous students in oursample described how,

Our school has a culture room that we built a number of yearsago. It has a kitchen attached to it. We have our own drum. Weuse that to integrate it. We’ve done different pow-wows, allsorts of different things. We have an elder that’s in the nativeclassroom 3 times a week. We have another one that comes andhelps us with the feasts and the pow-wows … It’s revitalizing.It’s come together.

In this same district, one teacher spoke about the virtues of theiroutdoor learning program, “I was thinking back to the explorerprogram … and the outdoor ed. There are kids in there and youcan’t get them to do stuff like writing and reading. Then you takethem outside and they are the first ones to know how to build a fireand shelter.”

Finally, teachers engaged their students with the lives and lan-guages of newcomer populations. In one case, for example, stu-dents focused a project on the Syrian refugee crisis and workedwith their teachers, their entire district, local community agencies,and immigrant authorities, to raise funds for a family to come totheir community. It wasn’t just that “student empowermentincreased experientially,” one district director said, but that theircore purpose of “actually trying to make a difference in the lives ofothers with the help of everybody” was accomplished.

Educators were enthusiastic when they saw their studentsspeaking up to address “all kinds of world issues,” a teacher said,whether these had to dowith local issues like poor water quality onan Indigenous reservation or global injustices such as the refugeecrisis. “This very much came from the students,” the district’s di-rector pointed out, after a Syrian family of seven arrived in thecommunity. “I think there’s a lot of good, real life learning there,” ateacher added, “and the chance to share authentically with thekids.”

Students do not always fall into single categories or cultures.Their identities and any associated issues are complex. Ministrydocuments refer to students who struggle with their learning as“students of mystery.” In one district, teams of educators place apicture of a “student of wonder” in themiddle of a table, one specialeducation consultant said. She said the educators then askedthemselves questions like, “What are things like their spoken lan-guages? When are they most joyful? When are they mostengaged?” “It was up to us to choose a student of wonder.” “It’s forour learning,” one teacher said. “I want to become a better teacher.”This is education with meaning and purpose, where, “for all yourstudents and for all your staff, everybody just loves coming intotheir learning (environment) and feeling that every day, things aregetting better,” in the words of one district director.

However, some aspects of Ontario’s current assessment systemmilitate against students’ and teachers’ capacity to achieve well-being by accomplishing purposes that are important to them.Ontario’s Education Quality and Accountability Office (EQAO) testsall students at grades 3, 6, and 9. The EQAO test enables the Min-istry to track and monitor difference in progress between schoolsand to make interventions in response. A few educators weresupportive of the test, although, as a previous survey in the 2011study of nine of the districts also discovered, these were almostalways educators in administrative and learning support roles,rather than ones who had full-time classroom teaching re-sponsibilities (Hargreaves& Braun, 2011). For instance, a director in

the current study stated that the EQAO has “helped with teacheraccountability” and “helped drive standards.” A learning supportand special education teacher in the same district also indicatedthat it has a “place in terms of accountability.”

The test has come in for considerable criticism from classroomteachers andmany administrators, though. In the past, for example,academically challenged students were not described as “studentsof wonder” but were identified as “marker students” who werefalling short of proficiency standards. As a case study from theprevious study reported, this led to a detailed “case managementsystem” that made “systematic use of diagnostic assessments and astrategy of tiered interventions” to prepare students for the tests(District 10 - case study for Hargreaves& Braun, 2011). Educators inthe same district now found that this approach was “very imper-sonal,” a principal said. “They really didn’t capture the need toknow your learner deeply.”

While some of these difficulties arising from the testing systemhave therefore been overcome, other problems have persisted thatare especially salient for students such as those with severe specialneeds or who are growing up in poverty. “I have Grade 3 and Grade6 students that are non-verbal and autistic. There’s no way, shape,or form, they canwrite that test,” one teacher explained. “It doesn’ttake into consideration the poverty in my school. It’s hugelydetrimental to my kids when we get into those scenarios. It’s verystressful for them. It’s very stressful for the teachers. And, quitefrankly, it seems to be unfair.” The demoralizing dilemma forteachers was that either they exempted students such as these fromthe test, in which case the students would receive a zero anddepress the school’s overall score, or they had them sit for the testthey were unable to take, and experience anxiety as a result.

When teachers know they are creating ill-being among theirstudents, it undermines well-being in themselves. The teacherabove recalled how she “spent so much time all year long trying tobuild the confidence of these children, that they were learners, thatthey were good at what they were able to do, and then this testwould roll around and I would have to then give these kids thingsthat theyweren’t able to do. I couldn’t support them.” A principal inthe same district concurred, “Kids feel a lot of stress about it. Eventhough they’re not going to be punished for it.”

The impact of testing on students’ and educators’ well-beingbecame evident when circumstances released them from theconstraints of the test. For example, when teachers moved out ofGrades 3 or 6, levels in which students take the EQAO, they feltliberated. “Last year, I was in grade 6 when I did my ‘New Pedagogy’project [part of Fullan, Quinn and McEachen’s (2018) network forschool innovation], I was like, ‘Come on, I’ve got to get it done.EQAO is coming,” one teacher remarked. But “this year,” in adifferent grade, “it was like, ‘Let’s fly with this!’ It’s a big difference.The kids are engaged.” Compared to teachers in other grades, ed-ucators who taught in the tested grades of 3, 6, and 9 reported fewof the satisfactions entailed in teaching for depth (see also Owston,Wideman, Thumlert, & Malhotra, 2016).

Ontario has been endeavoring to create a 21st century vision ofstudent and educator well-being, but its efforts have been at oddswith a 20th system of high-stakes assessment that perpetuates aninterconnected vicious circle where student and teacher ill-beingreinforce one another. One teacher said, “I feel like the EQAO ispreparing students for a very antiquated version of education.” Theprovince’s practices of standardized testing create stress amongteachers who feel they are placed in impossible positions of beingunable to support their own students effectively. Sustainable well-being for students and educators cannot therefore be confined tomonitoring particular well-being reforms or interventions overtime. It must also acknowledge and engage with how students’ andteachers’ well-being is affected by the whole system’s approach to


learning and assessment, including those parts of it that create ill-being.

4.2. Breadth

According to the OECD (2014, p. 200) TALIS results, “teacherswho report that they participate in decision making at school alsoreport greater job satisfaction.” Collaboration is associated withpositive emotionality in teaching and with teacher well-being(Hargreaves, 2001a; 2001b). In 2016, the Ontario Ministry of Edu-cation produced a memorandum to establish

a vision for collaborative professionalism that is defined as pro-fessionals e at all levels of the education system e workingtogether, sharing knowledge, skills and experience to improvestudent achievement, and the well-being of both students andstaff. Collaborative Professionalism values the voices of all andreflects an approach in support of our shared responsibility toprovide equitable access to learning for all. (Ontario Ministry ofEducation, 2016, p. 1)

Compared to our earlier research results in 2011, the nature ofcollaborative professionalism and the breadth of learning to whichit aspires in Ontario has progressed even further than this policymemorandum outlined. For example, the 2011 report acknowl-edged how professional learning communities (PLCs) had beendefined in terms that involved nurturing, celebrating, and sharing.By 2016, a new level of collaborative professionalism was morerigorous, challenging and evidence-informed. Educators remarkedhow their conversations had become more focused and action-oriented.

Educators described how these new forms of collaborationweredifferent from and better than what they had experienced previ-ously. Many teachers in one district concurred with one teacher’sbelief that “a true PLC is supposed to be driven by the teachers.”Another teacher in the district said that professional learningcommunities (PLCs), for example, had previously been a “very topdown kind of thing as opposed to collaborative, and did not supportbest practices.” This teacher explained how an “advocacy group” inthe district created a new space for teachers themselves to selecttheir topics of discussion in their PLCs.

In one district, back in 2011, PLCs had been driven by adminis-trators to get teachers to identify shortfalls in achievement throughanalysis of performance results, and compare examples of students’work from their respective classes. By 2016, though, a group ofhockey coaches had noticed that some Indigenous students whostruggled with their academic learning were star athletes on thehockey rink. The coaches wondered how their students’ skillsmight transfer to the regular classroom setting. They told theirprincipal that they would like to take over the running of their PLCand, with classroom teachers, they developed innovative rubrics ofinterdisciplinary skills, including emotional self-regulation, basedon the students’ success on the hockey rink. “We’re linking hockeyto other areas of the curriculum,” one of the teachers explained. “So,in science andmath, we’re able to study how the skate and stick aremade, how the puck comes off the stick with such velocity. We’retaking hockey, we’re connecting it to the curriculum, which isengaging the students, as well.” Teacher-driven inquiry rather thantop-down, teacher-led PLCs is now the norm across the district.

In another district, a teacher-led PLC used technology to spurstudent engagement and situate learning in the real world. “What Iloved is that it was different from all the other PD that we’ve done,”one of the teachers said. “It was science-specific. It allowed us tomeet with other science teachers from other schools and see whatworked for them that may not have worked for us.” “We’ve made

friends, we’re closer, and that, to me, is what’s really important.Then we take it back to the class and the kids are just eating it up.”

In Ontario, district leaders also undertake collaborative inquiryas part of their own pursuit of organizational learning (Donohoo,2013). A superintendent in one team described what this shifthad meant for her:

I would want to avoid bringing things to the table, because I wasworried that my colleagues were judging me, or being critical ofmy ideas. Now, I feel comfortable bringing stuff to the table. Wecan’t move a system forward if we feel that we can’t trust peopleto value the lens that we bring. The visibility of that shows thevulnerability that I’m a learner, too.

The development of collaborative professionalism, then, isspreading well-being amongst the breadth of educators byengaging them together in the most rewarding parts of their work.They take charge, make friends, get closer, and feel they are movingtheir work forward together. This kind of collaborative inquiry isintegral both to educators’ sense of moral purpose and also to itssustainability.

However, collaboration canwork against well-being if it is badlymanaged. In one district, a new director “moved people around,”she said, so that everyone was engaged in writing “the districtimprovement plan together.” The plan created a new LearningDisability Steering Committee, linked it to the district’s Mathe-matics Task Force, established a “results-focused” agenda withextensive testing and attitudinal data bases, promoted collabora-tive inquiry about mathematics in all schools, and launched a newemphasis on “classroom teachers being responsible for the IEPs[Individual Educational Plans] of their students,” a teacher said.

This surge of initiatives requiring additional collaboration leftsome teachers wondering where they would find the time for allthe other aspects of their work, such as lesson planning, grading,and meetings with parents. One teacher complained that therewere now simply “too many meetings.” Another wondered if theeffort expended on somany reformswasworth it, commenting that“I’m just not sold on the whole thing yet.” It is only when collab-orative professionalism occurs in relation to a clear and agreedmoral purpose, within a deliberately interconnected, evolving andempowered system, that its contribution to sustainability issecured. As Susan Moore Johnson and her colleagues discovered intheir analysis of teacher retention, teachers are more likely tosustain their commitment to teaching if they feel sustained by eachother as trusted colleagues (Johnson, Berg, & Donaldson, 2005).

In addition to adopting particular kinds of collaborative ap-proaches that were not always supportive for educators’ well-being, some districts also developed deliberate strategies to sup-port teachers’ well-being that were individual rather than collab-orative in nature. “We’ve been talkingmore andmore about mentalhealth with our staff and they’re starting to take care of themselvesnow,” one assistant principal said. “They’ve got the yoga going.They’ve got after-school class where they’re doing a lot of fitness.”Although these strategies to support teachers’ individual well-being were welcomed, in many cases, a teacher also pointed outthat, “There’s this belief that, now that you’ve yoga-ed and medi-tated, you should be good to go. ‘Get to work! Let’s go!’”

One of the districts provided financial support for its teachers todo an online course in mindfulness that yielded hundreds of sub-scribers. Yet, when districts in a joint working session drew plans ofthe initiatives they were undertaking, this district’s diagramwas byfar the most complicated e an indicator of the sheer number andcomplexity of initiatives it had launched in a short period torespond to pressing problems arising from a high-poverty envi-ronment. Ironically, although the teacher well-being initiatives in


this district largely took the form of programs of individual mind-fulness, the district’s director said the thing she found most sup-portive for her own well-being was positive relationships withcolleagues.

These patterns of devising individualistic solutions drawn frompositive psychology and mindfulness to collective or systemicproblems are discussed in some of the critical literature on well-being which finds that getting people to feel good about them-selves is driven, at least partially, by a corporate agenda ofincreasing workers’ productivity in an era of intense globalcompetitiveness (Burkeman, 2012; Cederstr€om & Spicer, 2015;Davies, 2015). This literature also points out that positive psychol-ogy solutions such as growth mindsets (Dweck, 2007) can be usedto divert attention from the reluctance of governments to tackleproblems of poverty and inequality outside their schools (Kohn,2015). These individualistic ways of approaching well-being avoidthe social origins of ill-being, leaving some educators to feel theyare being left to resolve “heartbreaking” situations such as risks ofstudent suicide all alone, without support from outside the school.

The sustainability of educators’well-being is supported by well-constructed teacher-led learning communities and processes ofcollaborative inquiry that provide educators with practical solu-tions to the many challenges that face them. But when meetingsproliferate in response to escalating top-down demands, or stra-tegies for promoting well-being are individualistic rather thancollective, efforts to promote educator well-being become precar-ious and unsustainable.

4.3. Diversity

According to Hargreaves (2005), sustainable change “avoidsstandardization” and “fosters and learns from diversity in teachingand practice” (p. 19). Strong eco-systems are bio-diverse in waysthat enable them to recover from damage, and strong organizationsembody and embrace diversity also so they are not vulnerable tocollapse when a single, standardized strategy is shown to be inef-fective or is abandoned in favor of something else. More and moreof Ontario’s as well as other educational systems are also diverse inthe abilities, identities, and languages of students and in how ed-ucators respond to and capitalize on these diversities in positiveways. Strong educational systems view their diversity as an assetand seek to harness it through processes of inclusive and contin-uous learning (Senge, 2006).

Ontario’s educators recognize and respond to the diversity oftheir students. Our 2011 report documented how educators in aMennonite community used the agricultural products of the com-munity for the schools’ cafeteria services. Other educators providedprograms of family literacy for parents of newcomers to the prov-ince. Still others introduced new assistive technologies for studentswith special educational needs that improved their writingperformance.

By 2016, following the new agenda of Achieving Excellence, thepromotion of diversity and of equity now concentrate on whatFranco-Ontarians call “identity-building” experiences (OntarioMinistry of Education, 2005, p. 32). This approach is manifestedin a range of inclusive practices. In one case, a Syrian refugee’sArabic language was incorporated as part of the class’s “word of theday” that led the rest of the class to ask if they could learn fivewords in Arabic the next day. “It levels the playing field, even if justfor one minute,” this class’s teacher stated proudly. “For just aminute of the day, that kid is the leader, instead of the one whocan’t do it.”

Another district worked hard to get students more involved inreading and writing their individual education plans (IEPs) to build

self-advocacy among the students and also spread responsibilityfor the IEPs to more and more classroom teachers, not just thosewith special education expertise. “Even with my little guys,” oneteacher reflected, “I’ll tell them e ‘Some kids are best at what theyhear and what they say, and some with their eyes and with theirhands. This is how you learn best.’”

There was a concerted effort throughout the districts to combatthe long history of colonial oppression of Indigenous peoples. “Thecurriculum needs to catch up with the idea of historical narrativesand whose voices are missing as part of the curriculum,” one su-perintendent said. One district with a limited population of Indig-enous students nonetheless connected teachers and students witha national “Red Feather Project” to raise awareness aboutmissing ormurdered Indigenous women in Canada (Native Women’sAssociation of Canada, 2017). Students each researched the livesof one of these women and “would take a red feather and on eachred feather, they would write the name” of that woman beforeputting “that feather on a tree” in the village green, a district leadercommented. Another district administrator expressed howinspiring this project was for their educators as well as for thestudents.

The beautiful thing is that everybody was involved in this. In theEnglish classes, they werewriting essays about it. In drama, theywere doing plays. To be there that day was beautiful, becausethere were so many members of the community there. Thereweremembers from the First Nations community and the pastorof the parish really took an interest in the project and what thekids were doing. It was a real coming together of thecommunity.

Engagingwith diversity is not just amatter of empathy, caring orgoodwill. One example of deliberately structured engagement withdiversity is the use of “multidisciplinary” or “interdisciplinaryteams.” The Franco-Ontarian district’s teams, for example, regularlyincluded a cultural consultant, a curriculum consultant, and a “safeand accepting schools” consultant. At the early childhood level,districts often included teams of special educators, bilingual con-sultants, speech and language specialists, and the students’ parents.Educators valued these teams because, in the words of one director,they were about “concrete practice and making a positive differ-ence.” One principal described the new level of interdisciplinarycollaboration as truly “revolutionary” because it was successfully“breaking down those silos” that keep professionals isolated anddisempowered. Especially for classroom teachers whowant specifickinds of recommendations, she said, “it’s paid off hugely,” creatinga “significant shift in our department” in which teachers wereviewed as genuinely equals with specialists and coaches. “The mostvaluable part has been the face-to-face, the human interaction,”another principal in the same district affirmed. “Getting everybodytogether and giving them that time to really speak to each other.That was a very, very valuable piece.”

The use of professional teams with diverse expertise to engagemore effectively with student diversity creates a sustainableecosystem of educational improvement where educators are ableto stay close and responsive to the students and communities theyknow best. However, these engagements with diversity arethreatened by the impact of the EQAO standardized test. Not alleducators discussed the test and its impact on them as the test wasnot always relevant to the projects they were sharing with theresearch team e for instance, ones that focused on early childhood.But where the tests were relevant, educators voiced several con-cerns. For example, teachers criticized the test for questions thatcontained cultural bias against recent immigrants, indigenousstudents in remote communities, or students in poverty, such as in


items about famous Canadian hockey stars, metropolitan subways,appetizers on a menu, and holidays in Florida.

Students were not the only ones experiencing ill-being becauseof the EQAO. One principal stated, “I can picture one of my Grade 3teachers. She’s carrying the weight of things she can’t control.There’s a lot of pressure.” Teachers who empathized with theirstudents were especially impacted by the tests. “I have kids thatsuffer from anxiety,” one teacher in the same district said, “soputting them into a testing situation like this seems totally wrong.”Another teacher observed that the public nature of posting testscores created a special stressor for educators: “the teachers feelbadly when it’s ranked in the paper and it’s in Maclean’s magazineand the school is going to be reflected poorly.”

Ontario’s teachers experience fulfillment when they are able torespond effectively to the diversities of their students, but experi-ence ill-being when they have to spend long periods of time incertain grades, preparing their diverse student body for standard-ized assessments they regard as being unkind, unfair and exclu-sionary. The sustainability of educator well-being and student well-being depends, in part, on continuing to address and supportOntario’s diverse student population while minimizing the threatsto equity and diversity posed by standardized testing.

4.4. Resourcefulness

In natural and human systems alike, sustainability is ultimatelyabout energy and whether it runs out or not. When educators areexhausted, even the best reforms are unsustainable. Excessivestress leads to things breaking, like bridges. But the metaphor ofstress implies that the answer is to have less of it. Burnout, bycontrast, occurs when energy is depleted. The answer is not just torestrain the use of energy, but also to renew it. There can be nosatisfactory theory of sustainability without a theoreticallyinformed explanation of energy depletion and renewal. In thissense, “sustainable leadership develops and does not deplete hu-man resources. It renews people’s energy”.

The most obvious failure to develop well-being is suicide. One ofthe school districts served a high proportion of Indigenous studentsand had “one of the highest suicide rate areas in all of Canada,” ateacher said. Students and their families suffered from the tar-nished legacy of residential schools that manifested itself in fam-ilies with substance abuse issues, instability due to being raised infoster care, and shortfalls of mental health services. Insufficientfunding for mental health services meant that high suicide riskstudents eventually took their own lives after having been onwaiting lists for such services for many months without being seen.

Such policy-related failures damage the well-being of every-onedstudents and teachers alike. The director of education in onedistrict explained,

We’ve got one public school, they’ve lost two students sinceJanuary. How does that impact the class for the rest of the year?How does that impact the teacher? One of the children up therelast year was deemed high suicide risk, was on a waiting list foreight months, didn’t even get seen. High risk. Ended up takingtheir own life, except the kid was 10 years old. How does thatimpact the classroom? Why are we waiting? If you’re deemedhigh risk suicide, and you don’t go to the top of the list as a 10-year old, then what gets you to the top of the list? Does thatimpact the classroom? I think it does.

These kinds of tragic situations placed extra emotional andworkload pressure on principals, one of whom found himself“writing letters on behalf of the parents for the mental health fa-cility or family physicians because the parents don’t feel articulate

enough to be able to convey the concerns.”One of the greatest causes of ill-being among teachers is the

severity and frequency of behavioral problems among students(Day et al., 2007; Schleicher, 2018). Many educators reported thattheir schools now teach programs of emotional self-regulationincluding meditation so that students are able to decompress un-til they are ready to learn. One teacher said that she taught “thestudents about full body listening with your mind: your ears, youreyes, just your whole body. We have many new teachers who arevery interested. They see the kids that are “up here” one minute,and put that mindfulness practice into place, and they can comeright back down.” “We can get back into teaching, then,” she said.

Educators have seen and welcomed significant improvementsamong students in their ability to self-regulate. One teacher in thedistrict with high numbers of Indigenous students explained that itnow took far less time to calm students down before they couldrejoin a class: half the number of students were being sent awayhalf as often to calm down for less than half the amount of timecompared to the past, the teachers said. According to a principal,who had adopted a program on Zones of Regulation in her school,teachers were “seeing some gains.” Suspension numbers haddropped. “Kids are able to take responsibility for behavior a littlemore easily than they used to,” the principal said. “They’re able toarticulate what went wrong.” “Teachers are actually loving it aswell,” one teacher added, as it helped them reflect about why thestudents had not remembered what had been taught in theirlessons.

Teachers feel renewed in their motivation to succeedwhen theirstudents’ behavior and learning improve and they can get back toteaching and learning. When they have assistance from staff, suchas occupational therapists and Indigenous support workers, theyexperience the rewards of professional collegiality too.

These patterns of support and renewal were also evident in adistrict serving a high-poverty, manufacturing community. A senseof civic responsibility for this community is evident among chari-ties, community groups such as City Pride, and unionized labor.Partnerships between the schools and United Way, with the localcommunity college, and with industries, are strong. These fundheavily subscribed mental health seminars for educators and par-ents. They also organize a popular “Run for Well-being” fundraiserto help everyone in the community to promote healthy bodies andminds.

Educators expressed gratitude for the commitment of tradeunions and philanthropic organizations to students’ well-being.“It’s a part of the culture here,” one teacher said. “There’s hugecare around mental health, huge care around the partnerships,huge care around poverty,” another teacher observed. “I think that’sa huge strength because there’s this belief in helping others. When Icame here, philanthropy is a cultural value in this community, andso people help.”

Sustainable energy conservation can come about by eliminatingoverload and providing support that reduces pressure and stress onteachers. Energy renewal occurs when teachers learn strategiesthat make them more competent in caring for students withchallenging behavior, and when they have the positive relation-ships with other professionals and community members thatenable them to achieve their purposes more effectively. Energyconservation reduces stress, dissatisfaction and ill-being. Energyrenewal is about the active creation of well-being.

5. Concluding discussion

This paper has described and analyzed factors affecting thesustainability and unsustainability of educators’ well-being. It islocated in a policy environment inwhich educators’well-being had


been situated within a largely self-sustaining system of inter-connected multiple improvements. These brought educators closerto their students and each other in pursuing fulfilling purposes ofeducational transformation that were responsive to and inclusive ofthe diverse learners of Ontario. A district leader said he had learnedthat education really is ultimately about an ethic of care. “Well-being is first,” he said. “Take care of people. Take care ofeverything.”

Educators’ well-being is likely to prosper in environments thatembody the principles of sustainability that form the framework ofthis paper. First, our results suggest that these environmentsgenerate positive emotion and satisfaction among educators byenabling them to accomplish deep and morally inspiring purposesover which they exert shared professional control. Second, educa-tors appear to benefit from the breadth of collaborative profes-sionalism in systems that bring them closer to each other and totheir students in taking responsibility for and achieving thesetransformational purposes. Third, in many of the schools and dis-tricts in the Consortium, educators stated that they felt fulfilledwhen they brought together their diverse expertise in multi-disciplinary teams to respond to the multiple diversities of theirstudents. Finally, educators’ well-being is more likely to be sus-tainable when there is external support from government and civilsociety organizations to reduce poverty and address mental healthissues outside the school, alongside the internal expectation forteachers to overcome these challenges. It is also more likely to besustainable when teachers are given the supports that enable themto be inspiring and effective teachers for all their students.

These findings indicate that sustainable change in regard toeducators’well-being must address and transform the core aspectsof their work in ways that draw on their aspirations for moralpurpose and their quest for collaborative professionalismwith theircolleagues. Add-ons like meditation or yoga classes outside ofschools are popular amongst educators, but they are incompletewithout redesigning the everyday ways that their work is orga-nized and supported. These findings support the original ecologicalframing of sustainability as a moral and social obligation that wasadvanced in the late 1980s by the United Nations (Suzuki, 2003;United Nations, 2015).

Threats to sustainability, on the other hand, seem to come fromfactors that create dissatisfaction among educators by underminingtheir depth of purpose, breadth of engagement, diversity ofcontribution, and renewal of energy (Hargreaves & Fink, 2006).First, large-scale standardized testing can lead educators to teachthings they do not believe in, using assessment processes that in-crease student anxiety and that are sometimes culturally biased.Second, sustainability threats appear to derive from systems thatapproach educators’ well-being mainly through individualistic in-terventions such as meditation or mindfulness in response to en-vironments that are characterized by excessive overload of policyinitiatives that overwhelm educators with increasing demands.Third, sustainability threats emerge from feelings among someeducators that they alone are responsible for improving students’learning and well-being in the face of immense social problemsthat receive insufficient support from other social services. Last,teachers’ valued commitment and capacity to address the diversityof their student body is also undermined by the persistence oflarge-scale standardized testing practices that are more than twodecades old.

5.1. Scientific and practical implications

Educational changes are often implemented with little consid-eration given to either how they relate to pre-existing cultures andstructures of schools or to the long-term sustainability of reforms

within complex systems (Borko, 2004; Hargreaves & Fink, 2006;Kennedy, 2010). Our data indicate that genuine progress seemed tobemade in the ten school districts of Ontario inways that promotedgreater depth of professional fulfilment, breadth of participation,diversity of approaches, and renewal of human energy. These aregenuine achievements in a large and diverse provincial system, at atime when many other systems have been struggling to innovate.

At the same time, the persistence of questionable practices froma previous reform era, most notably excessive testing, along withthe continued underfunding of mental health supports for stu-dents’ lives outside the school, as well as some tendencies torespond to systemic and socially driven threats to educator well-being with individualistic, psychological solutions, all deservepolicy attention. Such practices are in many ways incompatiblewith the normative and ecological foundations of sustainablechange that support teachers’ and leaders’ well-being. Previousresearch (McLaughlin & Mitra, 2001), as well as our new findingsreported here, indicate that transforming these prior practices is amatter of policy urgency if the promise of well-being in Ontario’sschools is to be sustained.

No matter how energetic school and district leaders may be,then, there is no gainsaying that “Leading from the Middle” totransform learning for all students and increase equity among themis an incomplete change strategy for promoting educators’ andstudents’ well-being in the absence of sufficient, consistent andcoherent support from the top of the system. It is noteworthy thatone result of this research in terms of its findings concerning thenegative side-effects of large-scale standardized testing for stu-dents’well-being prompted Ontario’s Premier at the time to initiateand subsequently accept the findings of a review of the Ministry’sassessment strategies. This review’s recommendations includedthe proposed abolition of all large-scale standardized testingthroughout the province before Grade 6 (Campbell et al., 2018). Oneof the authors of this paper was a member of that 6-person reviewteam and drew directly on this research to advance therecommendation.

A second, potential result of the research is that researchersthemselves should consider the impact of their policy recommen-dations on teachers’ and leaders’ well-being. Researchers can workwith educators in relationships of “sustained intersubjectivity”(Huberman, 1999, p. 291) that include them in their writing andadvocacy (Nieto, 2003; Shirley & MacDonald, 2016). There aremany ways in which research can inform policy, especially whenresearchers are not detached from efforts to bring about improve-ment and then only think about dissemination strategies after thecompletion of the research. Research can inform practice best whenresearchers are engaged in the creation of knowledge andimprovement with practitioners at the point where they firstemerge (Hargreaves, 1996).

At the same time, these research and policy relationships are notpossible in all systems, especially ones that are hostile towards ordismissive of research and other forms of professional expertise.This is evident in the current political context of Ontario, inwhich anew populist and Conservative government was elected in May2019. The present government has decided to persist with priortesting arrangements, is not following through on the previousPremier’s acceptance of the findings of the research review, and hasremoved the review and its findings from the Ministry of Educa-tion’s website. The current government has also made policychanges that are likely to increase the threats to educators’ well-being e especially the announcement of an increase in class sizesin high schools and in kindergarten as a way of implementing anausterity budget. In these circumstances, scholars should act aspublic intellectuals who, where necessary, will contest policies thatare at odds with relevant research evidence in order to stimulate


and inform wider public, professional and political debates inOntario and beyond about the probable impact of those policies onstudents’ and educators’ well-being.

5.2. Limitations

Although the 10 districts studied here are demographically andgeographically representative of the province, they could have beenunusually motivated to pursue the Ministry’s Achieving Excellenceagenda and to sustain it into the future. This could have led tofindings that tended to be supportive of government policies andstrategies, as a result of the self-selective nature of Consortiumparticipation.

The election of a new government in Ontario in May 2018, afterthe conclusion of this research, means that the provincial system ofeducation is now assuming different directions than the ones re-ported here. Under the aegis of economic austerity, funding hasbeen removed from a range of educator-driven innovations. Op-portunities to allocate resources for collaboration across schoolsand districts and develop breadth of participation as well as buildsolidarity of mutual support have been severely curtailed. In-terpretations about the overall nature of educational change inOntario based on this research should therefore only bemade in thelight of these most recent developments.

6. Future research

Complex changes in school systems demand studies of howmultiple changes affect educators and students in interrelationshipwith one another over time. Such studies will assist in developingdeeper understandings of sustainability than have been attainedpreviously, even in relation to apparently more simple innovationsand interventions. They will draw attention to how those changesare embedded in interrelated systems of parallel change and non-change too. Only then will it be possible to develop an inter-connected theory and system of the sustainability of educator andstudent well-being.

Acknowledgment

Fundingwas acquired from the Council of Directors of Education(CODE).

Appendix A. Supplementary data

Supplementary data to this article can be found online athttps://doi.org/10.1016/j.tate.2019.102987.

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