ABSTRACT
This chapter presents a grassroots support system to make intentional changes to the system at the school, district, state, and national level. It focuses on opportunities for systemic teacher support in school systems. When looking to implement well-being practices across a school district, the mission is to start with intentionality. Define well-being at the individual system level, for every stakeholder in the building. The good news is that the positive individuals are naturally inspiring others around them. When colleagues see their peers handling stress more effectively, more relaxed, and enjoying their students more, even a little bit more, they want to know how this is happening and how they can have the same experiences. In many districts, administrator compassion fatigue is on par with the teacher burnout and, sadly, it is often administrators who unknowingly perpetuate a system of dysfunction in their school communities.
