Instructor mental well-being guide
Use physiological data to identify student states and create a learning environment that supports physical and mental well-being
Identify Student stress signals
Identify students who need attention from behaviour and data
Behavioural observation indicators
- Reduced concentration: frequent distraction, unable to keep taking part in class activities
- Changes in mood: irritability, frustration, and loss of interest in activities usually enjoyed
- Social withdrawal: reduced interaction with classmates, more time spent alone
- Physical symptoms: frequent complaints of headaches, stomach aches, and fatigue
- Academic performance: sudden drop in grades, late submissions, or declining quality of work
Physiological data indicators (via Uedu Fit)
Interpreting HRV and stress scores
| Indicator | Normal range | Needs attention |
|---|---|---|
| Garmin stress score | 0-25 (low) / 26-50 (medium) | Sustained > 50 (high pressure) |
| Sleep score | 70-100 | Continue < 60 |
| Body Battery | Morning > 70 | Morning < 30 |
Suggested approach
- Check in on students privately, rather than asking publicly
- Avoid asking directly, "Are you stressed?"; use open-ended questions instead
- Referral to school counselling resources where necessary
Classroom pacing adjustment strategies
Dynamically adjust teaching pace based on Student status
Observe the overall class status
If the class as a whole shows the following, the pace may need to be adjusted:
- Students are noticeably tired during afternoon classes
- Pressure increases before and after exam week
- Attention drifts after long periods of focus
- Seasonal transitions (for example, reduced winter sunlight)
Pacing adjustment techniques
- Interleaved breaks: schedule short breaks of 2-3 minutes every 25-30 minutes
- Dynamic activities: include standing discussions and walk-around learning
- Breathing exercise: take one minute of deep breathing before class begins
- Flexible assignment: Adjust the workload appropriately during high-pressure periods
- Positive affirmation: emphasise the process of effort rather than only the outcome
Pomodoro tips
Try dividing the lesson into cycles of 25 minutes of focus + 5 minutes of rest to help maintain students' attention and energy.
Build a supportive learning environment
Creating a classroom atmosphere where Students feel safe and supported
Building psychological safety
- Allow mistakes: treat errors as learning opportunities, not failures
- Encourage questions: create an atmosphere of "there are no stupid questions"
- Respect differences: Acknowledge that each Student has a different learning pace
- Protect privacy: do not publicly discuss Students' grades or personal circumstances
Physics environment optimisation
- Lighting: ensure the classroom has sufficient lighting; natural light is preferable
- Temperature: Maintain a comfortable temperature (about 20-24°C)
- Seating: consider flexible seating arrangements
- Reducing distractions: Control noise and reduce visual clutter
Build a support network
- Maintain contact with the school counselling office
- Learn about mental health resources on and off campus
- Build a communication channel for parents
Instructor self-care
Look after yourself, so you can look after Students better
Understand instructor burnout
Warning signs of Teacher burnout:
- Lost passion and motivation for teaching
- Persistent fatigue, even rest cannot restore
- Becoming cold or irritable towards Students
- Doubting your teaching ability
- Stress-related symptoms in the body
Important Notice
If several of the above symptoms occur and continue for more than two weeks, seeking professional help is recommended. Looking after yourself is not selfish; it is responsible.
Self-care strategies
- Set boundaries: work and life should have a clear separation
- Regular exercise: at least 150 minutes of moderate-intensity exercise per week
- Adequate sleep: maintain 7-8 hours of sleep
- Social connection: keep in touch with colleagues and friends
- Interest cultivation: preserve personal interests outside work
- Professional growth: take part in the Teacher community and gain support and inspiration
Use Uedu Fit to track yourself
Teachers can also use Uedu Fit to track their own stress, sleep and Body Battery, and spot signs that they need a rest early.
Integration with Uedu Fit
The recommendations in the Wellness Toolkit can be used together with data from Uedu Fit. By collecting objective data through wearable devices, you can understand students' (and your own) physical and mental state more accurately.
Go to Uedu FitQuick navigation
Identify stress signals Adjust class pace Supportive environment Instructor self-careMental health resources
Student helpline 1980 (Ministry of Education)
Lifeline 1925 (Ministry of Health and Welfare)
Or contact the school's counselling office