Educators in B.C. have been running fast for years. Scratch that, since the dawn of time dedicated educators everywhere have been multi-tasking, juggling, and moving at a fast pace to center children’s healthy growth and development at the core of classrooms.

What has shifted are the post pandemic remaining tales of unrelenting stress, fatigue and educator burn out putting a choke hold on the recruitment and retention of educators globally. An epidemic of ‘too busy’ has been stifling educational systems leaving too many educators grasping for air.

This new epidemic in education has a dangerous edge, one where the embodiment of bone weary professionals circulates the swift contagion of hopelessness. From not enough resources to challenging human behaviour, stress swiftly spreads shrinking breathing space and joy for many educators. This can’t continue; our children, youth, and educators deserve better.

Finding immunity to the demons of the ‘too busy’ landscape requires educators to reprioritize what matters most in our classrooms in order to repel the negative contagions of ‘too much’. A simple solution would be sweet, but the reality of human behaviour is wickedly complex by design.

There is no quick fix and the ‘just say no’ band aid has no sticking power when it comes to contagion of ‘too busy.’ The reality that we are the answer requires educators to find breathing space and courageous ways to reawaken the joy that brought us to this beautiful profession.

In British Columbia, our educational pace accelerated and intensified to new levels in 2019. B.C. became one of the only educational jurisdictions globally where schools remained opened full time and in person. Maintaining safe learning and care spaces for the children of essential service workers was provincial priority and schools districts across B.C. found creative ways to reimagine education during a global pandemic.

For those in educational leadership roles, the pace began to take a marathon rhythm demanding continual innovation as principals and vice principals sprinted uphill finding ways to center and to protect human connections alongside of academic excellence. Leaders ran the edges of balancing reality and toxic positivity. The brave actions of many educators brought not just waves of complexity to the day-to-day work in schools but a tsunami of exhaustion across the educational system. Ironically as the world shut and slowed down, education in B.C. opened and the pace of change accelerated. The concept of ‘busy’ took on a whole new meaning as education was the only public, social institution for youth open in our province.

A personal disclaimer

My personal disclaimer is that I unknowingly contributed to the spread of the ‘too busy’.

While I have colleagues and friends who are honestly able to share how their experiences during the pandemic were good for their personal development, I admit that it was not for mine. Or maybe humbly it was in some ways as I know now that I can lead and manage immense professional complexity, depth, and volume without a misstep. I don’t celebrate this self-discovery and at times, I still struggle with a sense of lost time and missed opportunities.

Like many, I continue to hold an enduring sadness when I allow myself to think too deeply about the years that passed and precious time away from loved ones afar during the pandemic years. What I now realize is that my key coping mechanism during the pandemic was to just stay busy. Fortunately, the nature of my work demanded continual innovation, attention and problem solving, making it easy to fill all my time with more and more commitments.

To fight the loneliness and worries caused by isolation and the massive geographical separation from family and friends, I assumed all I could professionally. I worked full time, in-person everyday while completing a doctorate. I did my best to be fully present for my two young daughters and tried to model how women could do it all even during a pandemic. It all seemed good, until I realized it wasn’t.

Fortunately, my stop gap was one without serious consequences, but it was one of exhaustion edging on burn out. Recognizing that my natural positive light was dimming was an act of stubborn surrendering and intentionally reclaiming breathing space.

I had worn the cloak of toxic positivity well. Scrutinizing how I spend my time alongside of thoughtfully determining what to lean into first continues to be a daily act of conscious, critical selection. Focusing on creating systems and structures that prioritize opportunities that nurture healthy development and inclusion for all in our schools scales my decision-making processes. Continually critiquing what isn’t necessary, alongside of intentionally spending real time listening to students, families, and educators reminds me of why I chose this amazing profession.

Encouraging others to recenter, reprioritize and to simply meet students where “they are” have been my oxygen turn keys. Working with school leaders to reprioritize and to engage in efficient strategic planning focusing on how to accelerate student learning continues to be inspiring. Simple actions such as taking time to step outside to walk and talk with colleagues, intentionally dropping managerial items from in-person planning or staff meetings and maximizing adult learning opportunities in all staff gatherings has opened breathing space. Turning off my email while I’m in a conversation with someone and intentionally stopping the train of multitasking are commitments, I am making to myself and to those I serve as a leader. Recognizing that finding quiet time to integrate my thoughts and to seek clarity are not just niceties but necessary components of balanced leadership is changing how I do business.

There are ways to end the “too busy” epidemic in education. To quote a trusted mentor “we are the answer,” the real question is can you give yourself the permission to go slow to go fast?