Effie Kyrikaki is an enthusiastic supporter of the wellbeing of educators and their students as a key element of efficient teaching, learning and growth. She has supported 3000+ teachers and their students through  NeuroLearningPower®, (or NLPower) the evidence-based mentoring framework and certified training methodology that empowers teachers in their real roles as Educational Neurocoaches. Effie holds an MSc in Psychology and Coaching and is a teacher trainer, international NLP trainer, author of articles and book chapters in academic publications on the key role of teacher wellbeing in a healthy educational ecosystem. Supporting teachers’ wellbeing is a mission she pursues as an expert advisor and creator of the “Wellbeing Program for Teacher Students” running at the University of Athens TESOL faculty, and the co-creator of EmpowerED, the initiative to bring awareness and wellbeing skills to schools. Email: metamathesis@gmail.com

 

Why embracing is the new foundation of wellbeing in education

If we have met in any conference room worldwide, you will know that my path in education started with an unexpected gift: a stress-related burnout. This painful experience defined my purpose and redirected my academic research towards educator wellbeing. “Educator, what?” was the most common reaction by peers and education leaders — even teachers themselves — not so long ago. It is only in the past few years that teacher wellbeing has emerged as a leverage point in education ecosystems worldwide — as a notion but not yet a tangible reality.

Recent global evidence points to a crisis of meaning and sustainability in the profession. The OECD’s Education at a Glance 2022 highlights widespread concerns about teacher supply and retention, noting that more systems struggle with an ageing workforce and difficulties in attracting and retaining new teachers (OECD, 2022). In the United States, Ingersoll (2021) shows that teacher turnover has reached levels that undermine stability, with nearly half of new teachers leaving the classroom within five years. Across Europe, the Education and Training Monitor 2022 reports critical shortages, as attrition and retirement rates outpace recruitment (European Commission, 2022). These systemic trends point to a deeper issue: teachers are leaving because the connection to vision and meaning is being eroded by unsustainable workloads, policy pressures, and lack of recognition.

In my journey as an educator, mentor, and NLP practitioner, I have come to realise that true wellbeing embraces the whole individual: not only the social and emotional dimensions of life, but daily habits, identity, belonging, relationships, and the environments we inhabit. It includes the mental narratives we carry, the unmet needs we suppress, and the vision that once drew us into the classroom. This is why I speak of holistic wellbeing — not as a fragmented checklist, but as a coherent human experience.

 

A note on NLP in education

During my time battling burnout my intention to grow back to healthy resilience directed my attention to NLP. Neuro-Linguistic Programming is a framework that studies the relationship between language, perception, and behaviour. At its core, it explores how the patterns of thought and communication we use shape the way we experience the world and respond to challenges. In education, NLP provides practical tools for self-awareness, emotional regulation, motivation, and communication - enabling teachers to manage their inner state, connect more effectively with learners, and create environments of safety and engagement (Gray, 2019; Kotera & Sheffield, 2020).

However, for me, NLP has never been about techniques alone, but about cultivating presence, reframing difficulties as opportunities, and unlocking resourcefulness - capacities that directly support teacher wellbeing and classroom flourishing, embracing growth both for teachers and students.

To embrace means to allow fully, gently, and without resistance. It is the opposite of pushing, fixing, or suppressing. It is about meeting ourselves and our students as we and they are.

This series explores wellbeing not as a distant goal, but as a living process, exactly as the NeuroLearningPower framework does. A journey that begins with embracing our own wellness, purpose, identity, intention, and emotions. One that continues with embracing our students not just as learners, but as humans in growth. And one that expands into creating experiences that are alive, rich, and full of meaning or, as Penny Ur aptly puts it learning-rich experiences (Ur & Dexter, 2025).

At the heart of this process lies an NLP presupposition - now a scientifically proven fact - that we each experience the world through our own maps. It is my belief that, by expanding these maps with compassion, curiosity, and presence, we begin to heal, to reconnect, and to belong - to ourselves, to our vocation, and to one another.

Let this not be just a series of articles. Let it be an invitation to pause, to reflect, to reimagine.

EMBR.ACE

Embracing ourselves — Purpose, Identity, Intention & Emotions

E — Empowerment: Compassion for Self and a Wellbeing-Led Life

Empowerment in education begins not with external structures,  but with the inner state of the educator. Empowering others starts with practicing compassion toward us as human beings and educators and attending to our own needs with compassion. This is not a luxury or self-indulgence—it is a professional necessity. When teachers pause to recognise their emotions, replenish energy, and show themselves kindness, they strengthen their capacity to show up authentically for their students. Self-compassion is a form of empowerment: it frees educators from the cycle of overextension and self-criticism, allowing them to act from presence rather than depletion, and the choice to replenish before giving. Students, in turn, benefit from the calm, grounded presence of a teacher who models balance, care for self and others and congruence. Teacher wellbeing is thus not peripheral to education—it is the fertile ground from which student flourishing grows, a silent yet powerful pedagogy for learners’ flourishing.

Research in teacher psychology confirms this link between self-compassion and wellbeing. Mercer and Gregersen (2020) emphasise that when teachers practise kindness toward themselves and regulate their state, they are better able to sustain motivation, manage stress, and foster positive classroom climates. This inner empowerment radiates outward: students feel safer, more engaged, and more open to learning and taking risks in classrooms led by grounded educators.

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NeuroLearningPower Strategy: Anchor the Handle Purpose: To create a quick, embodied reminder of calm presence before stepping into the classroom. As you reach for the classroom door handle, pause. Place your hand on the handle and take one slow, intentional breath. Recall a moment when you felt calm and resourceful. Let that feeling flow through the breath. Each time you open the door, let the handle anchor you to this grounded state. Tip: Over time, the door becomes a cue for entering the classroom with presence and compassion—for yourself and your students.

M — Mindset: The DNA of Beliefs

Mindset is the invisible architecture of empowerment. It is the “DNA” of our beliefs—quietly shaping how we interpret challenges, how resiliently we respond to stress, and how much faith we place in our own ability to act. Like the growth rings of a tree, mindset expands across time, influencing the whole organism: the way we perceive ourselves, the relationships we nurture, and the possibilities we allow for our students.

 When the way we see things changes, the things we see change and so does our teaching.

Central to this dimension is self-efficacy—a teacher’s belief in their own capacity to bring about desired outcomes. Research shows that perceived self-efficacy is different from self-efficacy as such. This means that a teacher’s view on their efficiency is subjective and can depend on four main sources: mastery experiences, vicarious experiences, social persuasion, and physiological states (Bandura, 1997). For educators, this means that both inner resources and supportive professional environments directly affect confidence and wellbeing. Teachers with high self-efficacy not only manage challenges more effectively but also create learning environments where students feel empowered to grow.

Mindset also speaks to growth: the willingness to see abilities as malleable rather than fixed. When educators embrace a growth mindset for themselves, they allow space for mistakes as part of learning and for curiosity as a driver of change. In turn, they model this stance for their students, who learn that setbacks are not evidence of failure but invitations to adapt. This reciprocal dynamic—teachers modelling growth for students, and students reflecting growth back—forms a mentoring loop that nourishes both wellbeing and achievement (Dweck, 2006).

NeuroLearningPower Strategy: Change the Frame Purpose: To strengthen growth mindset by transforming internal dialogue Recall a recent classroom challenge that felt discouraging. See what you saw, hear what you heard, feel what you felt. Write down the initial thought, internal dialogue you had about yourself in that moment. Ask: If I saw this as data rather than failure, what would it tell me about my next step? Rewrite the thought in a growth-oriented way (e.g., from “I’m not good at this” to “This is a chance to learn a new strategy”). Practice repeating the new statement when similar challenges arise. Create a set of cards to go back to when life challenges you.

B — Belonging: Relational Safety and Peer Connection

Belonging is a cornerstone of educator wellbeing. While teaching is often framed as an individual act, it is, in essence, profoundly relational. Teachers flourish when they feel embedded in networks of care, collegiality, and professional solidarity. Peer support and mentoring serve as scaffolding for both growth and wellbeing, providing educators with the relational resilience to experiment, share vulnerabilities, and sustain resilience in the face of challenges.

Peer support goes beyond collegial friendliness; it is the intentional practice of educators holding space for each other’s experiences, affirming strengths, and co-creating strategies for navigating difficulties. Research highlights that such professional communities function as buffers against stress and isolation, promoting both emotional and professional wellbeing (Kyrikaki, 2023). One of the most frequent comments I hear after discussing the subject is “What a relief! I am not alone to feel this way.” Knowing this is a powerful antidote to burnout and a foundation for creative teaching.

Mentoring also plays a vital role in supporting teachers’ professional and personal growth, fostering a sense of belonging, and strengthening relational resilience. Mentoring relationships not only enhance pedagogical skills through reflective dialogue, but also provide a relational anchor, reducing feelings of isolation and promoting wellbeing within school communities. Research highlights how mentoring programs contribute to teacher retention, efficacy, and professional identity formation, particularly when they emphasize relational connection and mutual learning (Ingersoll & Strong, 2011).

NeuroLearningPower Strategy:: The “Check-In Circle” Purpose: To nurture belonging and peer support among colleagues. Gather a small group of colleagues for 10–15 minutes. Each person shares a quick “weather forecast” of their current state (e.g., “sunny,” “cloudy,” “stormy”). One colleague offers a listening ear or small gesture of support for each sharer. Close with a collective reflection: What one thing will help me sustain wellbeing this week? Tip: Regular check-ins strengthen relational safety, making peer support a habitual part of school culture.

R — Resilience & Reflection: Reconnecting to Vision

Resilience in teaching is not simply about endurance; it is about maintaining alignment with one’s vision and sense of meaning in the profession. When teachers are congruent with their values and purpose, they draw strength from a deeper well of motivation. This connection acts as a buffer against stress, sustaining wellbeing even in the most demanding contexts. Conversely, when meaning is eroded, resilience weakens, leaving educators vulnerable to burnout and disengagement.

Amidst challenges, reflection emerges as a vital practice for resilience. If we cannot – yet – change eternal circumstances, it is in our power to maintain commitment and resilience through practice. Research shows that structured reflection allows teachers to process experiences, learn from difficulties, and reframe challenges as opportunities for growth (Schön, 1983; Rodgers, 2002). Reflective practice is not only cognitive but also emotional: it enables teachers to reconnect to their sense of agency and meaning, building the capacity to “bounce forward” rather than merely “bounce back. Of course, adding one more task to an already overloaded program may feel more like hindrance than help, so let us make it as easy as possible.

We have already explored how resilience grows through other interwoven elements of the EMBR.ACE framework: peer support and mentoring (Belonging) provide relational scaffolding; self-efficacy and optimism (Mindset) reinforce belief in capacity; and flexibility and adaptability (Awareness and Change) sustain teachers’ ability to navigate uncertainty (Gu & Day, 2013; Tschannen-Moran & Hoy, 2001; Mansfield et al., 2016). Together, these supports create a “resilience framework” that is both personal and systemic: it requires individual practices of reflection and visioning, and institutional contexts that honour teachers’ humanity and professional dignity.

NeuroLearningPower Strategy: Reflection for Vision Alignment Purpose: To reconnect daily practice with personal vision. At the end of the week, take 10 minutes to journal: When did my teaching feel most aligned with my vision? Identify one specific moment that gave you meaning. Ask: How can I create more of these moments next week? Note one small action to carry forward. Tip: Over time, these micro-reflections strengthen resilience by keeping vision alive in everyday teaching.

Last thoughts (for now)

The first half of the EMBR.ACE framework lays the foundations of a wellbeing-led professional life. Empowerment calls educators to practise self-compassion and sustain their inner state; Mindset builds the self-efficacy and growth orientation that shape belief “DNA.” Belonging provides the relational scaffolding of peer support and mentoring; and Resilience & Reflection reconnect teachers to their vision, enabling them to endure and grow through challenges. Together, these four elements form a living root system: when nurtured, they feed the flourishing of both educators and students. 

In the next article of the series, we will explore how, from this grounding, teachers are prepared to ACE the next dimensions—Awareness, Change, and Exploration—which extend wellbeing into insight, transformation, and creativity.

If you are interested in

• learning more about wellbeing in education? Subscribe to my vidcast/podcast Embrace Education.

      listen here: https://open.spotify.com/show/4FItMP43RsTr2lSDxOgs2p...

watch here: https://www.youtube.com/playlist?list=PL2B9l89MCyNHTAdx3_8uMMoEy5rfpMkb4

• exploring new options to enrich your role and career? The new NeuroLearningPower Cohort starts on October 11^th. Join the movement for happiness in education!

Learn more here: https://metamathesis.edu.gr/training-neurolearning-power/?lang=en

        

References

Bandler, R., & Grinder, J. (1975). The structure of magic I: A book about language and therapy. Science and Behavior Books.

Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.

Beghetto, R. A. (2017). Creative teaching in action: Exploring creative teaching for classroom practice. Springer.

Brown, B. (2010). The gifts of imperfection: Let go of who you think you’re supposed to be and embrace who you are. Hazelden Publishing.

Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.

European Commission. (2022). Education and training monitor 2022. Publications Office of the European Union. https://op.europa.eu/en/publication-detail/-/publication/4f5dbf8a-587b-11ed-92ed-01aa75ed71a1

Gu, Q., & Day, C. (2013). Challenges to teacher resilience: Conditions count. British Educational Research Journal, 39(1), 22–44. https://doi.org/10.1080/01411926.2011.623152

Hobson, A. J., & Malderez, A. (2013). Judgementoring and other threats to realizing the potential of school‐based mentoring in teacher education. International Journal of Mentoring and Coaching in Education, 2(2), 89–108. https://doi.org/10.1108/IJMCE-03-2013-0019

Ingersoll, R. (2021). Teacher turnover and shortages: An organizational analysis. Educational Researcher, 50(3), 142–153. https://doi.org/10.3102/0013189X21993634

Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491–525. https://doi.org/10.3102/0034654308325693

Kyrikaki, E. (2023). Emotional and professional support measures for ESOL educator flourishing. Advances in Higher Education and Professional Development, 215-247. doi:10.4018/978-1-6684-8380-0.ch009

Mansfield, C., Beltman, S., Price, A., & McConney, A. (2016). ‘Don’t sweat the small stuff’: Understanding teacher resilience at the chalkface. Teaching and Teacher Education, 54, 77–87. https://doi.org/10.1016/j.tate.2015.11.016

Mercer, S., & Gregersen, T. (2020). Teacher wellbeing. Oxford University Press.

Organisation for Economic Co-operation and Development (OECD). (2022). Education at a glance 2022: OECD indicators. OECD Publishing. https://doi.org/10.1787/3197152b-en

Rodgers, C. (2002). Defining reflection: Another look at John Dewey and reflective thinking. Teachers College Record, 104(4), 842–866. https://doi.org/10.1111/1467-9620.00181

Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.

Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783–805. https://doi.org/10.1016/S0742-051X(01)00036-1

Ur, P., & Dexter, P. (2025, May 5). An Interview with Video interview with Penny Ur Teaching, learning and the use of time. Teacher Trainer Journal, 38(2), 4-6. https://pilgrimsttj.com/

 

Coming soon! Please check the Pilgrims in Segovia Teacher Training courses 2026 at Pilgrims website.