Teacher's wellbeing

TEACHER
WELLBEING
EBOOK
“The 5
Foundations
of Teacher
Wellbeing”
Building Resilience
from the Inside Out
www.teacher-wellbeing.com.au

CONTENTS PAGE
Welcome 2
The facts - Why prioritize your wellbeing? 4
Getting started - Start were you are 8
Foundation 1 - How do you cope? 11
Foundation 2 - How do you restore? 14
Foundation 3 - How do you connect with others? 17
Foundation 4 - How do you treat your body? 20
Foundation 5 - What legacy do you leave? 23
What now – the next step 26
About Daniela Falecki 27
Congratulations for choosing you.
I know you care about students and
you love teaching but sometimes we
need to take a moment for ourselves,
so well done for making that decision
and downloading this Ebook.
Can I also say
YOU ARE AMAZING!
Stop rolling your eyes, you are.
WELCOME
Did you know you can be involved in
up to 1000 interpersonal contacts a
day? So, if you feel like the world has
emotionally vomited on you at the
end of each day, it has. Teaching is
an emotional vocation where we get
mentally tired with all the decisions we
have to make in a day.
What we, as teachers need, is some
time out for ourselves, to have specific
2 www.teacher-wellbeing.com.au

WELCOME
strategies to restore our own energy
and evidence-based tools to maintain
our wellbeing, All for the purpose of
being our best possible self for students.
As a teacher for more than 20 years I
know all too well the ups and downs we
experience on a day to day basis and
the need for us to better support our
own wellbeing. I know what it is like to
have students demand your attention,
parents demand your time, and the
system demand your paperwork.
This ebook is for YOU the teacher,
who gives their all, who stays up late
cutting up coloured paper for activities,
laminates new resources and ideas,
and spends weekends researching
and planning engaging lessons. You’re
tired but you do it anyway, your partner
doesn’t know why you get so frustrated
and society thinks you work 9-3.
So, what are the foundations of teacher
wellbeing?
Just as we don’t become fit by going to
the gym once, we cannot maintain our
wellbeing with one-off activities such as
the annual staff BBQ. We need to be
more conscious about our decisions,
more aware of our choices and more
active in planning effective and
purposeful wellbeing habits.
In this ebook, I will be sharing with
you some simple, yet effective
strategies to support your wellbeing
based on the following 5 domains;
1. Cognitive wellbeing
How we think
2. Emotional wellbeing
How we cope
3. Social wellbeing
How we connect
with others
4. Physical wellbeing
How we move, sleep
and eat
5. Spiritual wellbeing
How we connect to our
values and beliefs of
meaning and purpose
So, let’s get started in building
positive wellbeing habits.

THE FACTS
WHY PRIORITIZE
YOUR WELLBEING?
Did you know teachers can be involved
in 1000 interpersonal connections a
day? (Holmes 2005). The quality of
these interactions can either diminish
or enhance wellbeing. In fact teachers
are among those professionals with the
highest levels of job stress and burnout
across many countries. (Stoeber, J., &
Rennert, D, 2008).
Growing research is showing that not
only are beginning teachers struggling
as they enter the profession but
experienced teachers are increasingly
becoming burned out, including that
of Principals. In the recent Australian
Principal Occupational Health, Safety
and Wellbeing Survey (2016), the two
leading causes of stress were;
- Sheer Quantity of Work, and
- Lack of Time to Focus on Teaching
and Learning
In other studies, common stressors
include school systems becoming
increasingly more bureaucratic, greater
service delivery demands in the form of
heavy workloads with fewer resources.

THE FACTS
WHY PRIORITIZE YOUR WELLBEING?
Teachers are expected to manage
difficult student behaviour including
violence and lack of student motivation.
Teachers are stretched with a lack
of planning time coupled with an
increased emphasis on accountability
(Jennifer Curry, 2012).
The changing nature of society expects
schools to address social justice,
promote a sense of belonging, build
resilience and keep abreast of mass
media influences which fuels unrealistic
expectations of teachers. (Mccallum &
Price, 2010).
A summary of the 10 main causes of teacher stress
can be seen in the picture below.

On a personal level, I know what it is like
to repeat the same conversations with
students each day, juggle curriculum
to meet outcomes, manage individual
staff and their diverse personalities,
communicate with parents in helping
them understand their children, all
while running from meeting to meeting
to document every decision made.
While I was passionate about teaching,
the area I had little time to focus on was
planning engaging lessons with real-life
experiences for my students.
When learning to be a teacher, we
get taught great skills in how to plan
curriculum, differentiate learning, asses
and report, but we do not learn how to
manage different personality types, how
to coach, mentor or simply navigate
our own emotions let alone manage
those of others. As a result, we have to
draw on our own social and emotional
resources to remain resilient. The
problem here is that if we do not have
direct or solution focused strategies to
manage our own stress, we may turn to
destructive strategies that simply relieve
the emotional stress such as food and
alcohol, however these do not support
our wellbeing as they do not address the
specific issues (Parker, 2012).
THE FACTS

If teachers have strategies to support
their wellbeing, they will be better
placed to manage every day stressors
of the job to not only survive but flourish.
In doing so, they become better role
models and educators for our students.
Teachers themselves recognise that
focussing on their own wellbeing is
crucial in supporting student wellbeing,
(Sue Roffey, Wellbeing Australia, 2012),
but are often unsure as to how to do
this. The growing evidence coming
from the field of Positive Psychology is
showing how we can not only support
student wellbeing but that of teacher
wellbeing as well.
Successful teacher wellbeing
interventions include;
• Reflection strategies for
insight into professional
practice
• Mindfulness training to
manage stress
• Emotional management
strategies to restore
• Coaching psychology to
build learning communities
• Growth Mindset approaches
to solving problems
• Self-care practices to restore
when needed
• Celebrate achievements
and success to feel valued
“When written in Chinese, the
word “crisis” is composed
of two characters-one
represents danger, the other
represents opportunity.”
John Fitzgerald Kennedy
THE FACTS

GETTING STARTED - START WHERE YOU ARE
Teachers are very good at assessing student learning, but when is the last
time you actually thought about your own wellbeing to assess where you are
right now? Knowing and improving your wellbeing is important because your
stress levels can have an 8% variance on students’ academic performance
(Teacher Support Network, UK, 2007).
Anyway, enough theory and talking for now, lets be proactive and take some
positive action.
Below you will find a set of questions for you to answer that encourage you to think
about you and how you manage the everyday stresses you face at work.
TEACHER WELLBEING AUDIT
How well do you support your wellbeing at work?
Statements about our school…. (circle your response) Always Some-times Rarely
1 I often experience positive emotions at work such as joy,
excitement and happiness
2 I am able to track the good stuff by either sharing it with
others or writing it down myself
3 I frequently give positive feedback to both staff and
students to recognize effort and achievements
4 I am able to receive positive feedback from others when
they notice I have done a great job
5 I have the ability to manage my emotions in times of stress
using specific strategies that do not impact negatively on others
6 I am aware and have identified my top 5 character strengths
7 I frequently plan ways to use my top 5 character strengths
8 I am able to spot character strengths in others and help them
use them
9 I feel in the ‘flow’ in my classroom various times throughout
the week
10 I frequently use language that promotes a strength-based
mindset
11 I feel strongly supported by at least 2 other staff members
at school
3 2 1
3 2 1
3 2 1
3 2 1
3 2 1
3 2 1
3 2 1
3 2 1
3 2 1
3 2 1
3 2 1

Statements about our school…. (circle your response) Always Some-times Rarely
12 I feel supported by the school executive with a strong sense
of belonging
13 I am able to connect well with students and their parents to
form great relationships
14 I offer frequent support to others with care, concern and
compassion
15 I am able to ask for help or support when I need it most
16 I feel as my job has meaning and purpose on daily bases
17 I practice mindfulness at various time throughout the day
18 I often remind myself of why I entered teaching and what I love
about it to stay motivated and not get caught up in the small stuff
19 I am mindful of my own actions and behaviour to be the best
role model I can be for fellow staff and students
20 I am aware of my core values as a teacher and live these
every day
21 I frequently set myself small goals each day or week and set
about achieving them
22 I frequently celebrate my achievements with small rewards
and sharing them with others
23 I frequently stop and reflect on everything I have achieved in
a term and give myself a pat on the back
24 I have a clear vision of the type of teacher I want to be and
how to be it
25 I recognize I am working as part of a larger team and strive to
support the school vision
26 Overall, I love my job and love coming to work
27 Overall, I know I am good at my job and do it well
28 Overall, I feel supported by my school community
29 Overall, I know I am making some valuable contributions to
others
30 Overall, I have contributed to some great achievements in
my role
3 2 1
3 2 1
3 2 1
3 2 1
3 2 1
3 2 1
3 2 1
3 2 1
3 2 1
3 2 1
3 2 1
3 2 1
3 2 1
3 2 1
3 2 1
3 2 1
3 2 1
3 2 1
3 2 1
GETTING STARTED - START WHERE YOU ARE

SO, HOW DID YOU GO?
Add each column at the bottom
Add across the subtotal of each column to give you a score out of 90
If you scored;
75 - 90 : Congratulations, you frequently use
strategies to support your wellbeing. Keep doing
what you are doing. Maybe even share some of
your strategies with others through mentoring.
50 - 74 : It is great you are using some strategies to support your wellbeing, perhaps
you could try a few more to ensure you have more consistent energy throughout
the week.
0 – 49 : Have you heard the saying, put on your own oxygen mask before giving one
to others? It is time for you to do somethings for yourself. Checkout www.teacher-
wellbeing.com.au for specific strategies you can use to be the best teacher for
your students you can be.
GETTING STARTED
START WHERE YOU ARE

achievements you make each day? eg,
the support you receive from staff and
the partnerships you have with parents?
Don’t brush over this concept too
quickly. It is important to sit with this
and deeply reflect on the types
of conversations you have in the
staffroom. Are you the person whinging
all the time? Or the person celebrating
successandachievements?Areyouthe
person dampening others enthusiasm
with comments like “we’ve tried that
before and it didn’t do anything”, or are
the you the person who encourages
growth and new ideas? Of course, the
reality is we are usually a bit of both
of these people, but if you had to
put a percentage on your positive to
negative comments in the staffroom,
honestly, what would your ratio be?
Time to take
FOUNDATION 1
HOW DO
YOU COPE?
The first foundation of wellbeing is
Cognitive Wellbeing.
Cognitive wellbeing refers to your
mindset and ability to cope with the
cognitive demands you face.
Did you know you have 60,000 thoughts
a day, and these are usually the same
60,000 thought you had the day before
and the same before that. You see,
your thoughts are not passive words
that just roll through your head, they are
powerful waves that direct your focus
and your attention.
We have choices every moment to
think about what is working well or what
isn’t. In a teaching day there is so much
that happens and if we do not be more
conscious of our thoughts, they become
unconscious habits. So, my question
to you is this? Are you someone who
is always focussed on what is going
wrong in a school day, eg, students
misbehaving, staff underperforming
and parents demanding? Or are you
someone who focusses on the small
“The pessimist sees difficulty in every
opportunity. The optimist sees the
opportunity in every difficulty.”
Winston Churchill

FOUNDATION 1
HOW DO YOU COPE?
ACTION
STEP
those
action steps
again…
Set yourself a timer and spend 2 minutes
making a list of all the challenges you
face at work. Use the full amount of
time, even if you just sit there thinking.
Now, repeat the same exercise but this
time write down all the things that work
well at your school. Again, use the full 2
minutes.
Which list was longer?
Which list was easier to write?
What does this tell you about where
your focus is?
The point of this is to find ways to better
track the good stuff. One way I use is
by using a Gratitude Journal App. Do
a search on your phone and see how
many amazing apps exist.
Thiscomesfromthescienceofgratitude,
where keeping a gratitude journal has
been shown to have amazing benefits
for people. If you want to know more
about this science checkout Robert
Emmons talk about his research
and common practices for building
gratitude –
h t t p s : / / w w w . y o u t u b e . c o m /
watch?v=8964envYh58

FOUNDATION 1 REFLECTION
WHAT STRATEGIES WILL YOU USE TO BETTER
SUPPORT YOUR COGNITIVE WELLBEING?

FOUNDATION 2
HOW
DO YOU
RESTORE?
The next foundation of wellbeing to
consider is Emotional Wellbeing
Emotional wellbeing is closely related
to emotional intelligence which refers
to our ability to identify, manage
and use our emotions in responsible
and respectful ways. This means
acknowledging our feelings, not
hiding them, and being able to own
our feelings, not blaming others for our
circumstances.
I remember there being many days
where I was a little emotional pressure
cooker, trying to remain professional,
in control and respectful when
sometimes all I want to do was scream
or slap people in the face with a big
wet fish. Either way, it was me and my
emotions that I needed to manage. If
I didn’t, I became one of the people
that Blythe Rowe calls the bullies,
bludgers or blamers.
Speak to any teacher and they will tell
you they do what they do because
they care. Caring is an emotion and
teaching is an emotional vocation
that can be draining if we do not have
strategies to switch off and restore the
energythatwegivetoothers.However,
research tells us that teachers tend
to turn to negative strategies such as
food, alcohol, caffeine or emotional
withdrawal as a means for managing
their emotions. The problem here, is
that these are not restorative practices
and only perpetuate the problem.
Given that you as a teacher spend
so much time pouring your energy
outwards, research in the area of
mindfulness tells us, that taking a
few moments to go inwards, can be
extremely beneficial. Mindfulness
is the act of being present without
judgement of what is happening, it
is being aware and observing our
thoughts. Some people think it is a
Buddhist tradition, yet mindfulness has
existed for centuries in many different
forms. But mindfulness is not just
meditation, it is more than this. It means
stopping, being present, focussing

FOUNDATION 2
HOW DO YOU RESTORE?
ACTION
STEP
Set yourself a time to become
more mindful each day. This may
involve doing a walking meditation
whilst on playground duty (http://
liveanddare.com/walking-meditation/),
a breathing meditation before going to
bed (https://smilingmind.com.au), or a
focussed attention exercise whilst driving
home in your car (as you drive simply list
in your mind all the things you see in front
of you – as your mind wanders, bring it
back to what you see in the now).
Remember the purpose here is to give
energy back to yourself by stopping,
breathing and bringing your attention
to your own body as well as the here
and now. It means stopping thinking
about everyone else and everything
you have to do, and prioritising yourself
for 5 minutes a day. There is no right way
for practicing mindfulness or meditation,
find your way and have fun with it.
“One can’t stop the
waves but you can
learn to surf.”
Jon Kabat-Zinn
on our breath and restoring our own
energy cup. Today, mindfulness has
attracted a lot of scientists to research
the impact meditation can have on the
brain. Mindfulness activities have been
shown to positively support teachers
to better manage stress and increase
resilience. The book “Mindfulness for
Teachers” by Patricia A. Jennings, has
extensive research and resources if you
want to know more.
How do you currently restore your
own cup?

SUPPORT YOUR EMOTIONAL WELLBEING?

FOUNDATION 3
HOW DO YOU CONNECT
WITH OTHERS?
The next step on our wellbeing
journey is exploring the foundation of
Social Wellbeing.
Of all the dimensions of wellbeing, this
is actually the one that teachers do
best. We connect in the staffroom, we
gather at social functions and greet
each other warmly. But let’s face it,
there is always that one staff member
who grates on your nerves, who seems
to think differently to you and who is
just plain weird. However, the majority
are pretty supportive and when times
are tough people tend to rally around
and help each other.
As teachers, we are all about giving
and sharing with others, whether this
be with students, parents or colleagues,
however it is the type of connection we
havethatmatters.Infact,ChrisPeterson,
one of the founding fathers of Positive
Psychology is well known for advocating
that “other people matter”. Wellbeing
is not something that is isolated to our
own inner experience but comes from
the types of connections we have with
others as well.

FOUNDATION 3
HOW DO YOU CONNECT WITH OTHERS?
ACTION
STEP
Spend the next week praising a
colleague once a day with positive
feedback. We do this all the time with
students, but how often are we really
doing it with colleagues? I don’t mean
tokenistic praise either, I mean, real
and genuine acknowledgement of
tasks completed, effort applied and
time spent on meeting requirements
or outcomes. Start to notice the
types of connections you are having
with colleagues, are these based
on positive feedback or negative
feedback? Notice people’s responses,
are there any changes? If so what?
“Be Kind; Everyone
You Meet is Fighting a
Hard Battle” - Plato
Thechallengehowever,isthatwehave
a natural negative bias where we are
trained to look for the negative. This
means we more easily look for what is
wrong than what is right. Add to this the
fact that teachers are trained to give
feedback on how to improve, which
usually involves noticing weakness
and areas for development, as we
have a staffroom where colleagues
are highlighting errors instead of
achievements and weakness instead
of instead of strengths. For example,
I would spend hours upon hours
preparing an excursion, only to
have 4 people tell me there is one
typo in my permission note. People
rarely acknowledge all the things
you have done in their feedback,
instead highlighting what you haven’t
done. This is a deficit-based model
of feedback instead of a strength-
based model of giving feedback.
John Gottman, an expert in the field
of relationships has identified we need
to give more positive feedback to
others than negative in order for a
relationship to remain stable. He calls
this the 5:1 Relationship ratio.
So, what can you do?

SUPPORT YOUR SOCIAL WELLBEING?

FOUNDATION 4
HOW DO
TREAT YOUR
BODY?
Let’s move onto the next foundation of
wellbeing, Physical Wellbeing.
Physical wellbeing refers to our decisions
and actions when it comes to exercise,
eating and sleeping. But before you roll
your eyes, I’m not going to tell you to go
to the gym, but what I am going to say is
cut back on the sugar.
Did you know sugar can directly
influence your mood, your energy, your
heart rate and your brain? Check out
the facts about sugar and the impact it
is having on your wellbeing
http://www.webmd.com/diet/features/
how-sugar-affects-your-body
Still not convinced, “That Sugar
Film” (https://www.youtube.com/
watch?v=6uaWekLrilY), showcases the
real-life impact sugar has on our bodies
and it’s not from lollies. It’s the hidden
sugars that matter. So, as teachers, let’s be
more mindful with the snacks we put out
at morning tea. Let’s put down the muffin
and pick up the fruit? or sustained energy
protein hit? Plan your diet better and it will
have a dramatically positive impact on
your mood, energy and thinking capacity.
According to the American Heart
Association (AHA), we should only
be having 25 grams of sugar a day (6
teaspoons), yet most of us are having
15 teaspoons or more. Remember the
point here is to encourage you to be
more mindful of your choices.
And yes……. We need to move more.
Moving helps oxygenate our blood,
“One can’t stop the
waves but you can
learn to surf.”
Jon Kabat-Zinn

FOUNDATION 4
HOW DO YOU TREAT YOUR BODY?
ACTION
STEP
It’s now time to take more notice of the
labels of the food you are eating, how
much sugar is in your food? eg did you
know there is the same amount of sugar
in a small tub of diet yogurt as a Kit Kat?
Have a go at some of these recipes
from Sarah Wilson “I Quit Sugar”
https://iquitsugar.com/recipe/
What about moving your body?
Whatever you are already doing,
increase it by 10%. This could mean
walking the dog a longer distance,
going to that yoga class you’ve been
thinking about, downloading a Pilates
app or YouTube video, or even creating
a Fitbit Challenge with some co-workers.
remove toxins and release stress
chemicals that contribute to weight
gain. So, let’s bend and stretch to start
a meeting to open our mind and joints.
let’sshakeoffanytensionandstrengthen
our bodies and brains, let’s be kinder to
our body so we are able to better able
to manage stress, problem solve and be
effective in role as educators.

SUPPORT YOUR PHYSICAL WELLBEING?

FOUNDATION 5
WHAT LEGACY DO YOU LEAVE?
Well, here we are at the final stage
of building our wellbeing habits. To
conclude our foundations, we reflect on
our Spiritual Wellbeing. This refers to your
sense of meaning and purpose, and is
directly related to your values and beliefs.
Did you know researchers in the field
of psychology have identified that
happiness and pleasure alone, known as
hedonic wellbeing, is not enough for us
to maintain our wellbeing, we also need
eudemonic wellbeing which refers to
how meaningful and purposeful we feel.
When is the last time you remembered
what drove you to teaching? What do
you love about the job? What is most
important to you as an educator?
As a teacher, I would like to think that
I have inspired every student who has
been in front of me, however, the reality
is probably a bit different. While I know
I have left a lasting legacy with some,
I also know that I have made many
mistakes, said the wrong thing at times.
However, I do know that I love teaching,
am always looking to improve myself as
a person and teacher, and frequently
question my values and beliefs to ensure
I act with integrity and authenticity.

FOUNDATION 5
WHAT LEGACY DO YOU LEAVE?
ACTION
STEP
How do you see your job? Is it a career,
a calling or just a job? Did it start as a
calling and now it’s a job? Or is it still
a calling?
Either way, consider why you do what
you do? What impact have you had on
others over the past few years?
Think about the students’ lives you have
affected in positive ways? How many
children, or perhaps now adults, are
sharing stories around the dinner table
that involve you as a critical factor in
their learning or shaping their identity.
Take a moment to stop and think about
the legacy you have already left and
the legacy you would like to leave in
the future?
Amy Wrzesniewski, Professor of
Organizational Behavior at Yale School of
Management, has identified that people
who view their work as a “job” see it mainly
as a means of income. Those who view it
as a “career” frame work as a stepping
stone along an occupational trajectory.
This who see it as a “calling” are people
who believe in the meaning of the work
they do, regardless of pay or prestige.
“Each man must look to
himself to teach him the
meaning of life. It is not
something discovered:
it is something moulded”
Charles-Augustin
Sainte-Beuve

SUPPORT YOUR SPIRITUAL WELLBEING?

“Life isn’t about waiting
for the storm to pass….
It’s about learning how
to dance in the rain”
NOW WHAT?
THE NEXT
STEP
Thankyou again for downloading
this ebook, I hope you have enjoyed
exploring the 5 Foundations of Teacher
Wellbeing.
Remember, wellbeing is not static,
the key to building wellbeing habits is
small actions every day. Each of your
reflection pages form the basis of your
own wellbeing plan. The next step is for
you to keep up these actions in your
own way.
If you are looking for little reminders
on a daily basis, perhaps a pack of 52
Teacher Wellbeing cards will work best
for you (you can buy these at www.
teacher-wellbeing.com.au)
If you are looking to learn more theory,
tools and resources, you can join me
online with Teacher Training Australia
(TTA) in my “Teacher Wellbeing Toolkit”
or “Mentoring Made Easy” courses. Both
are 6 hrs NESA approved courses.
And finally, if you want to experience
firsthand the habits of wellbeing, by
having me come to your school for
a keynote, workshop or consulting,
then email me at daniela@teacher-
wellbeing.com.au
Thanks again for taking this journey with
me, I hope it has proved useful and
remember YOU MATTER.
Daniela Falecki

ABOUT
DANIELA
FALECKI
Daniela Falecki, B.Ed (Physical Ed
& Health), M.Ed (Leadership), is a
passionate educator with over twenty
years’ experience across primary,
secondary and tertiary sectors of
education. Daniela has experience in
both government and independent
schools, and has seen first-hand the
challenges teachers face. Daniela
is committed to providing teachers
with evidence-based strategies for
optimal functioning through consulting,
coaching and training.
Daniela holds a Masters in Education
(Leadership) from Western Sydney
university, a Bachelor of Education
from the University of Wollongong, a
Certificate in Rudolf Steiner Education
from Parsifal College and is a certified
LifeCoachandNLPPractitioner.Daniela
is a Senior Associate for the Positivity
Institute with Dr Suzy Green and a
member of the International Coach
Federation and International Positive
Psychology Association. Daniela also
currently lectures at Western Sydney
University in Educational Psychology,
Pedagogy and Wellbeing. In 2014
Daniela was placed in the top 3 for
“Lecturer of the Year” as rated by
students for her engaging style.
As an educator Daniela has
specialized in the area of pastoral
care and mentoring in her roles as Year
Advisor, beginner teacher mentor,
Head Teacher, Curriculum advisor for
NSW Department of Education and
Communities as well as the Association

of Independent Schools (AIS). Daniela
also operated as the NSW Manager for a
National Outdoor Education company
(OEG), where she liaised with the top
10 private schools in Sydney to deliver
high quality programs specialising in
leadership, resilience and relationships
for both staff and students.
Daniela continues to work across all
sectors of education including the
development of BOSTES accredited
online mentoring programs for teachers
that embed Coaching Psychology and
Positive Psychology within education.
This includes programs written for
the University of Sydney and Western
Sydney University in the areas of early
career teachers, supervising teachers of
pre-service teachers, university advisors
and indigenous teachers.
Daniela is also a sought after speaker
at schools and conferences across
Australia known as the “Keep-it-
Real Teacher”. Daniela’s style is
often described as highly motivating,
inspiring, engaging, practical, and
most of all realistic for teachers in
today’s dynamic environment.
Remember to support your own wellbeing too
– you may just be the best vision of wellbeing students have
Daniela Falecki
www.teacher-wellbeing.com.au
ABOUT DANIELA FALECKI

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