Staff Wellbeing 2.0 & From Good Intentions To Real Change with Daniela Falecki
How has our thinking about staff wellbeing evolved?
For many years, staff wellbeing in schools has been something we have tried to support with good intentions. We have introduced wellbeing weeks, morning teas and reminders to look after ourselves, and while these efforts have come from a place of genuine care, they have not always shifted how the work actually feels day to day.
What is becoming clearer is that staff wellbeing is not just shaped by what we add on. It is shaped by the work itself. By how we think and respond as individuals, how we connect and work together, and the systems and conditions that define our experience each day. The me, the we and the us.
As our understanding has evolved, so too has our awareness of the complexity of this work. Staff wellbeing is not simply an individual responsibility or a system issue. It sits in the interaction between the two, and it is often in that tension that we find ourselves stuck.
In this episode, I explore this shift in thinking with Daniela Falecki, who brings both depth of experience and a grounded, practical lens to this conversation. Together, we reflect on where we started, what we may have misunderstood, and what we are now seeing with more clarity.
What stands out in this conversation is the role of the quality of our conversations. When we do not have the language to describe what is happening, it becomes harder to respond in meaningful ways. But when we begin to name the layers, focus on what is within our influence, and approach each other with curiosity, something begins to shift.
This is not about doing more. It is about thinking differently about the work itself, so that it feels more manageable, more meaningful and more sustainable for all staff working in schools.
In this episode, you’ll learn:
What has changed in how we understand and approach staff wellbeing
The role of the me, the we and the us
Where school staff tend to get stuck
Why the quality of our conversations matters
And so much more…
Who is Daniela Falecki?
Daniela Falecki is a leading voice in the teacher wellbeing space, working with schools across Australia and internationally.
With a background in education and a strong foundation in organisational psychology, Daniela brings both depth and a practical, grounded approach to this work. She is the author of Thrive: Practical Strategies to Nourish Teacher Wellbeing, published by Amba Press, and is known for her keep-it-real, no-fluff style. Daniela supports schools to move beyond good intentions and towards real change so that staff feel and function well at work.
Why does this conversation matter?
This conversation matters because so many people working in schools care deeply. We care about our students, our colleagues and our communities, and often we are doing our best in a system that is complex, fast paced and constantly evolving. When the work feels heavy, it can be easy to think the answer is to do more or try harder. This conversation invites us to pause and consider a different perspective, one that helps us understand what is shaping our experience of work and where we might find more sustainable ways forward.
You can quote us on that…
“We’re all in the same storm, just in different boats.”
Daniela Falecki
“When we shift the conversation, we shift what becomes possible.”
Daniela Falecki
Contact
Daniela Falecki - Website| LinkedIn| Instagram| Facebook
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Your Questions Answered:
What is staff wellbeing in schools and why does it matter?
Staff wellbeing in schools refers to the overall psychological, emotional and professional experience of educators at work. It is shaped by individual factors like mindset and energy, relational factors like team culture and leadership, and systemic factors such as workload, clarity and workplace design. Staff wellbeing matters because it directly impacts teacher retention, performance, collaboration and ultimately student outcomes. When staff feel supported and able to do their job well, the entire school community benefits.
Why don’t traditional wellbeing initiatives improve teacher wellbeing long-term?
Traditional wellbeing initiatives like morning teas, wellbeing weeks or one-off workshops can create moments of connection and care, but they rarely change the day-to-day experience of work. These approaches often focus on helping individuals cope, rather than addressing the underlying conditions such as workload, unclear expectations, limited autonomy or lack of recognition. Sustainable improvements in teacher wellbeing come from looking at how work is structured, led and experienced, not just what is added on top of it.
What are the most effective ways to improve staff wellbeing in schools?
The most effective approaches to staff wellbeing focus on three interconnected layers: the individual, the team and the system. At the individual level, building self-awareness and emotional regulation supports how people respond to challenges. At the team level, strong relationships, clear communication and a sense of belonging are essential. At the system level, clarity, realistic expectations, supportive leadership and manageable workload create the conditions for staff to thrive. When these layers are aligned, staff wellbeing becomes more sustainable and embedded in everyday practice.
