Is it time to rebrand workplace wellbeing?

Even as a professional well-being advocate, I often find myself sighing when yet another initiative about "workplace well-being" lands in my inbox. It’s a term that’s used to label everything from mindfulness apps to staff yoga to flexible working - it’s become so saturated that it risks losing its meaning….and when meaning falters, so does impact.

In education, this is a particularly troubling reality because the stakes couldn’t be higher. Mental health challenges among educators are at an all-time high, burnout rates are surging and global teacher shortages are forcing many schools into crisis mode. But, when "well-being" becomes another checkbox on a long list of priorities and when the solutions on offer don’t resonate, it can leave staff feeling more disconnected than supported.

So, here’s the big question: has "workplace well-being" become too diluted to inspire real change? And if so, what can we do about it?

The Philosophy of Well-being: Why Language Matters

At its heart, well-being is a human concept. It refers to the conditions under which individuals and communities can thrive emotionally, physically, socially, professionally and economically. The problem?…..As a concept, well-being has been co-opted into a transactional framework. For many, it’s become synonymous with strategies which promise quick wins, like ‘treats’ or ‘rewards’ in the staffroom or a guest speaker on self-care, but which don’t acknowledge or address systemic challenges like work overload or a perceived lack of autonomy. Such surface level fixes risk disengagement; when staff see wellbeing drives as tokenistic and detached from the real issues, the conversation stalls before it can even begin.

The philosopher Martin Heidegger once argued that language shapes our reality. If this is true, then the way we talk about well-being and the terms we use can either deepen its value, or diminish it. Right now, "well-being" is on the precipice of becoming a hollow buzzword, a phrase that sounds good but lacks resonance and, moreover, when we hear something too often, our brains simply start to tune it out.

Human Sustainability: A Reframe Worth Considering

To reinvigorate this conversation, we need a reframe. Jen Fisher, Chief Well-being Officer at Deloitte, advocates for the term human sustainability. This is more than just a linguistic upgrade; it’s a conceptual shift.

Human sustainability emphasises the need for long-term strategies that support people’s ability to thrive across the span of their lives and careers. Unlike well-being, which can feel abstract or fleeting, human sustainability signals durability, equity and balance and, as such, it has the power to shift the conversation from isolated wellness trends to systemic cultural change.

In the education sector, where workloads are ever increasing and attrition is high, the idea of sustaining those within the profession is more relevant than ever. Consider these statistics:

• The World Bank estimates that globally, up to 94% of teachers feel stressed at work.

• Educator resignation rates have increased by 148% across surveyed countries, with 1.35 million leaving the profession since the start of the Covid 19 pandemic (Kami, 2022). 

• 77% of UK teachers report experiencing symptoms of poor mental health due to their work (Education Support, 2023).

These figures aren’t about individuals; they’re about systems. If we fail to prioritise sustainability, the ripple effects already being felt in our classrooms will begin to be felt in our local communities and beyond.

Rethinking the Language

If "human sustainability" doesn’t resonate, there are other ways to reframe the conversation:

• Professional Vitality: Shifting the focus to energy, purpose and growth.

• Collective Presilience: Emphasising a shared responsibility to create organisations, systems and teams that are increasingly adaptable, flexible and agile.

• Frameworks for Flourishing: Reflecting the desired state of thriving as opposed to the survival emphasis implied with a focus on resilience.

These alternative framings could offer the refresh and impetus needed for a move towards a deeper understanding and, with it, the potential for greater longevity and systemic change.

From Tokenism to Transformation

So, how can we move past surface-level solutions and create meaningful change in our schools?

1. Listen Authentically
   The best well-being initiatives aren’t designed in a vacuum and they aren’t off the shelf, one size fits all. Schools need to actively engage staff in honest conversations about their challenges, needs, and aspirations. A Gallup study found that employees who feel heard are 4.6 times more likely to perform their best at work.

2. Be innovative in your approach to Tackling Systemic Barriers
   Quick fixes won’t work if the core issues remain undiscovered and unresolved. Schools are likely to need creative thinking, innovation and bravery to effectively manage a wide range of foundational challenges such as:

• Overwhelming workloads and excessive demands on staff time

• Inefficient processes

• Inadequate collaboration time

• Initiative fatigue from constant program rollouts

• Anxiety and instability resulting from transient communities

3. Build a Culture, Not a Program
   Well-being shouldn’t feel like another “thing”,  it should be embedded in decision-making and priority setting, from staffing models to professional development policies. Schools that have found ways to adopt flexible working hours, for example, report 30% lower burnout rates according to a 2022 OECD report.

4. Measure and Iterate
   Data is crucial - but it must be robust and meaningful and should be gathered and used ethically. Anonymous pulse surveys or interested focus groups can provide insight without creating additional pressure.

A Call to Action

Reframing workplace well-being isn’t just a linguistic exercise, it’s fast becoming an ethical responsibility. Education systems are at a breaking point, and the well-being of staff is central to their survival. As McCallum & Price (2010) note, “well teachers promote well students”, so the benefits of looking after teacher wellbeing extend far beyond the individual’s subjective happiness.

Whether we call it "human sustainability," "collective presilience," or something else entirely, the focus must remain on creating environments where teachers and leaders can do their best work without sacrificing their health or happiness. It’s time to stop ticking boxes and start asking the questions that address the heart of the issue.

For schools, this means moving beyond wellness trends and engaging in honest, courageous conversations about what really matters. The future of education depends on the well-being of those shaping it today.

References:

Education Support. (2024). Teacher Wellbeing Index. https://www.educationsupport.org.uk/media/ftwl04cs/twix-2024.pdf

Gallup. (n.d.). The engaged workplace. Retrieved from https://www.gallup.com

Kami (2022). Teacher Wellbeing 2022 Report. https://www.kamiapp.com/wp-content/uploads/2022/02/Teacher_Wellbeing_Report_2022.pdf

McCallum, F., & Price, D. (2010). Well teachers, well students. The Australian Journal of Teacher Education, 35(7), 1–14.

Organisation for Economic Co-operation and Development (OECD). (2022). Flexible working hours and burnout reduction.

Roffey, S. (2012). Pupil wellbeing—Teacher wellbeing: Two sides of the same coin? Educational and Child Psychology, 29(4), 8–17.

The World Bank. (2022). Teacher stress and attrition rates: A global perspective.