As the school year wraps up, teachers are often running on empty, trying to manage exams, last-minute reports, goodbyes, and still making sure their students feel supported emotionally and mentally. For those working with kids who have Fetal Alcohol Spectrum Disorder (FASD) and other neurodevelopmental disabilities, the emotional load can be even heavier. These students need personalized help, and understanding their unique ways of learning takes patience and flexibility. That’s where WRaP 2.0 Instructional Coaches come in, they’re essential not just for helping teachers learn how to support FASD-informed practices, but also for looking after the well-being and resilience of the educators themselves.
Research consistently highlights that educator stress and burnout are linked to decreased student engagement, poorer academic outcomes, and higher rates of teacher attrition. In contrast, when educators feel supported, psychologically safe, and connected to their colleagues, both staff and students benefit. The science of stress tells us that chronic activation of the stress response system, especially without adequate recovery, can lead to emotional exhaustion, cynicism, and a reduced sense of efficacy. FASD Instructional Coaches are in a unique position to help buffer these effects by embedding wellness practices, fostering peer support, and modeling healthy boundaries.
One of the most powerful ways Coaches can promote wellbeing is by normalizing conversations about stress and self-regulation. Simple check-ins like, “How are you holding up?” or “What’s one thing you need today?” can foster psychological safety and reduce stigma around mental health. Facilitating reflective conversations helps educators reframe challenges and recognize their own growth, which is a known protective factor against burnout. Coaches can also help staff process emotionally charged experiences through a trauma-informed lens, highlighting that many student behaviours are not personal, but rooted in brain differences, sensory sensitivities, and trauma histories.
In terms of best practice, self-care must move beyond surface-level suggestions like bubble baths or “just breathe.” Effective self-care in education means building systems of support, creating time and space for recovery, and implementing daily strategies that help regulate the nervous system. Coaches can share evidence-informed practices such as micro-moments of mindfulness, co-regulation techniques, and environmental adaptations to reduce sensory overload. Encouraging staff to step outside, engage in breathwork, or simply pause between transitions can help activate the parasympathetic nervous system and promote calm.
Equally important is fostering connection and belonging. Educators who feel isolated are more vulnerable to burnout, while those who feel part of a supportive team are more likely to stay engaged and energized. WRaP 2.0 Coaches can play a central role in cultivating relational culture, facilitating peer learning sessions, recognizing strengths, and highlighting the collective wins that often go unnoticed in the rush to “get it all done.” Whether through a shared laugh, a heartfelt thank-you, or a reminder that “you made a difference today,” these moments matter.
As the school year ends, it’s also a natural time for reflection. Coaches can encourage educators to notice what went well: What strategies worked? When did a student feel successful? What small moments of connection were meaningful? Celebrating these successes helps reinforce self-efficacy, a key buffer against compassion fatigue, and sets the stage for a more grounded and hopeful start to the next school year.
In WRaP 2.0, we know that supporting students with FASD begins with supporting the adults around them. As summer approaches, let’s make space for educators to rest, reset, and recognize the incredible work they’ve done, not just for their students, but for their communities.