CORE: A cluster Randomised Control Trial to test the effectiveness of a teacher wellbeing intervention
Supporting inproved wellbeing in public school primary teachers
Intervention - CORE: Coaching –Observing-Reflecting-Engaging for Teachers To address the unique needs of in-service teachers in conflict-affected contexts, War Child has developed a teacher wellbeing and support intervention, Coaching-Observing-Reflecting- Engaging for Teachers (CORE). CORE aims to support teachers to move beyond simply working to reducing distress. CORE provides individualised and scaffolded psychological care and real-time, individualized support to teachers with a specific focus on occupational and psychological wellbeing through a continuous quality improvement-based coaching model. Underpinned by two theoretical frameworks; Acceptance and Commitment Therapy (ACT),and Collaborative for Academic, Social, and Emotional Learning (CASEL) (Goleman, 1994), CORE is designed to provide a multi-element system of care and learning that will contribute to improvement in outcomes, including mental health, professional well-being, and supportive classroom interaction. Through this, it is expected that teachers will be able to support the building of a compassionate, enabling, and impactful classroom climate and school culture for all children. By addressing both the occupational and psychosocial wellbeing needs of teachers, it is assumed that CORE will benefit the mental health of teachers in two ways: The first way is by lowering stress, anxiety, and depression among teachers, leading to better staff retention and higher morale. The second way is by mastering SEL competencies to promote a developmental process that prompts a shift from being influenced predominantly by external factors to acting increasingly in accordance with one’s internal beliefs and values. In the long term, we presume that this will help to support improvement in teacher wellbeing of both teachers and children. The theory of change outlines how CORE is designed to provide a multi-element approach to care and learning. It shows the proposed relational pathways leading to impact as outli
1. Primary school teacher 2. Teaching in public school 3. Based in Isingiro, Uganda
Exclusion criteria is at school level, these include; 1. NGO or Private school or in refugee settings 2. No prior/current implementation of a teacher wellbeing intervention 3. Schools with less than 9 teachers and more than 15 4. Schools less than 5 KM apart