In an era of rising student needs and escalating professional demands, many educators find themselves asking: Is this level of output sustainable? While traditional professional development often focuses on self-care as an individual responsibility, this session shifts the lens toward systemic sustainability.Moving beyond the self-care myth, this interactive presentation explores trauma-informed practices through the Parallel Process, which is the idea that a regulated school environment begins with the wellbeing of the adults within it. Through a blend of scholarly literature and high-engagement activities, participants will analyze the impact of collective stress and evaluate their own Window of Tolerance. Participants will walk away with a practical, systemic sustainability plan ready for immediate implementation.
Learning objectives: 1) Participants will be able to describe the differences between burnout, compassion fatigue, and secondary traumatic stress (STS). 2) Participants will be able to examine current individual, peer-to-peer, and systemic regulation strategies. 3) Participants will be able to design a personalized sustainability plan that incorporates one institutional boundary and one peer-support strategy.
This session combines ideas from Real Self-Care by Dr. Pooja Lakshmin with a proactive approach to well-being in schools. We will talk about the difference between surface-level self-care and real self-care that centers boundaries, choice, and sustainability. Attendees will leave with realistic, doable strategies they can use right away and a healthier way to think about self-care as part of doing this work well.
Director of Mental Health, Lawrence Public Schools
Kiley Luckett, LMSW, is the Director of Mental Health for Lawrence Public Schools (USD 497) in Kansas. She earned her degrees from the University of Kansas and holds a Building Level Leadership license through Baker University. Kiley previously served as an elementary school social... Read More →
