ABSTRACT
Self-care is identified as self-regulation of ones needs—physically, emotionally, cognitively, and socially. Without intentional self-care strategies and an ongoing routine of restorative activities, the risk to teachers' own self-suffering, burnout, compassion fatigue, and secondary traumatic stress increases. Professional self-care is helpful in decreasing burnout and compassion fatigue and often includes both individual and team-based self-care. When teachers consider their own self-care, they need to think of two distinct types include personal self-care and professional self-care. There are two key strategies use to develop self-awareness includes temperature check and body scan. Mindful teaching practices are aimed at helping focus children on paying attention to their internal experiences, including their emotions and their behaviour, and could naturally fit with trauma-informed teaching practices. When teachers feel supported, validated, and valued by supervisors, they find it easier to manage the stress and demands associated with their jobs.
