This segment of the school year is often an incredibly challenging time in and around schools. The long gap between the celebratory holiday break of December and the reprieve of spring break is typically marked by gray and gloomy cold days, seemingly endless cycles of the same mundane tasks, inescapable cold and flu germs, and stalled staff and student motivation and enthusiasm. 

The month of February, however, is also a crucial time for school and district progress and success. The lack of disruption for holiday breaks means there is a continuity of instructional time that allows for considerable growth. Administrators are working to understand data and trends from the first semester and make needed adaptations while there is still time to have an impact by the end of the year. And planning for the next school year is in full swing. 

Because of this, it is vital for district and school leaders to take meaningful and intentional steps to mitigate this collective malaise. By working to foster engagement, boost morale, and build enthusiasm, administrators can support staff and student wellbeing and build momentum to carry through the rest of the school year. Use the tips below to help in these efforts. 

Ask for feedback and input:

District and school staff can feel stifled at this point in the year, focusing on meeting requirements and mandates. As an antidote to this, it can be good practice for districts to seek input and feedback from staff on implementations and adoptions for the current year, considerations for next year, as well as other policies and practices to determine their efficacy and whether they should be continued, shifted, or changed altogether. By asking for input from staff, the district communicates to them that they are valued as professionals and that their input matters. Surveys and other opportunities for staff to vocalize perspectives or concerns provide important outlets for frustrations, while also collecting good data and feedback for improvements. 

Celebrate success:

‍At this juncture in the school year, many districts and schools are laser focused on evaluating data from this school year to identify academic areas of concern and target additional resources and efforts to promote improvement and growth. Though this is necessary, the focus for staff can often feel like district and school leaders are spotlighting failures and struggles which can impact how staff feel about their own effectiveness. Making efforts to notice and celebrate even small successes or noteworthy efforts by staff can go a long way in elevating individual and group morale and enthusiasm. This can range from sharing success stories in newsletters or on social media to giving a shoutout at school board meetings to just encouraging supervisors to include messages of gratitude in conversations and emails to staff. Balancing the focus of improvement with a recognition of the incredibly hard work being done every day can work to nurture feelings of purpose and fulfillment across staff. 

Send reminders about district mental health and wellness resources:

Many individuals beyond the education sector experience feelings of sadness or depression in the winter months. Remind staff that there are district resources for support and share how to access them. These might include online meditation or yoga apps, opportunities for teletherapy appointments, as well as other tips for managing feelings of stress, anxiety, or depression. Regularly include this information in staff newsletters and district-wide communications. Creating an environment where staff feel they are supported at work can impact the overall climate of a school or district. 

Offer more holistic and flexible professional learning opportunities:

‍The late winter is the appropriate time to bring professional learning informed by both the experience of the first semester as well as the current needs of staff. Consider using professional learning time to include mindfulness, team building, or strategies for self-care. Or, you might offer more flexible opportunities such as asynchronous sessions that give staff the agency to determine how and when to complete the required sessions. Investing time and resources to improve the everyday, lived experiences of staff and educators can be reinvigorating and build good will throughout a school or district. 

It is important for district and school leaders to acknowledge how so many staff, educators, and other administrators are currently feeling and validate those challenging emotions. Ignoring and powering through struggles is rarely an effective strategy. Being intentional about working with staff to help overcome these feelings of frustration or disengagement can work to create positive connections and relationships within a district or school community. And, these efforts provide a model for students who themselves might be having similar issues, while also fostering healthier classroom and school environments–conditions that are necessary for positive student growth, achievement, and success. 

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