Embracing Generational Diversity: Redefining Educational Norms for Wellbeing
Spoiler alert. You are in the wrong spot if you came here to hear me gripe about Millennials, Gen Z or Alphas. In fact, we could all use a little alpha in our soup right about now. Let me explain.
In the past year, you’ve likely encountered discussions, articles, or memes highlighting generational differences, particularly contrasting Generation X’s free-range childhoods with Generation Alpha’s gentle parenting. These distinctions extend beyond nostalgic comparisons of Cabbage Patch Kids and fidget spinners; they significantly influence organizational culture. As an educational leader, I’ve observed shifts within the teaching workforce that reflect these generational changes, presenting both challenges and opportunities for educational institutions.
Knowing the Numbers
Each generation’s unique context shapes its identity. Baby boomers (1940–1959) valued consumption as a form of ideological expression post-WWII, while Gen X (1960–1979) linked it to status, and millennials (1980–1994) sought experiences. In contrast, Gen Z (1995–2010), immersed in the digital world, is driven by a quest for authenticity and self-expression (Francis & Hoefel, 2018). Meanwhile, Gen Alpha (2010–2024), the first to grow up in an entirely digital world, is highly fluent with tech, valuing personalized, immediate experiences and showing heightened social awareness (Farrell, 2024).
The Generational Shift in Teaching
Younger Teachers and the Emphasis on Wellbeing
Over the past decade, I have noticed a shift among new teachers prioritizing a healthy work-life balance. During interviews, they frequently inquire about wellbeing and are reluctant to sacrifice personal time for work-related duties (Twenge et al., 2010). This cohort seeks flexible work arrangements, self-care opportunities, and supportive environments that acknowledge individual needs (Johnson et al., 2016).
Veteran Teachers and the Culture of Sacrifice
In contrast, many veteran teachers (as a Gen Xer, I include myself in this list) have spent decades dedicating extra hours, personal finances, and significant personal energy to ensure the success of their students and schools. This dedication often came at the expense of personal time, family, and mental and physical wellbeing, rooted in a professional culture that valorizes self-sacrifice for the greater good of the educational mission (Nieto, 2005). Their commitment has been instrumental in establishing robust educational programs and nurturing school communities — but at what cost?
The Tension Between Generations
The differing values between these generations can lead to misunderstandings and conflicts within schools. I have engaged in conversations in which veteran teachers perceive the younger generation’s focus on balance as a lack of commitment or unwillingness to go ‘above and beyond’ (Karakus et al., 2020). Conversely, conversations with younger teachers often focus on how they view the expectations placed upon them as unsustainable and detrimental to their wellbeing. They worry about dissatisfaction and burnout (Skaalvik & Skaalvik, 2015).
Learning from the Younger Generation
Reexamining Organizational Norms
The emphasis younger teachers place on wellbeing invites educational leaders to reconsider existing organizational norms and expectations. By acknowledging that the traditional culture of overwork is not sustainable, schools can begin to adopt practices that promote a healthier work environment for all staff members (Day & Gu, 2010). This shift aligns with broader societal movements recognizing the importance of mental health and work-life balance.
Walking the Talk
Educational institutions often advocate for student wellbeing and holistic development but fail to provide the same support for their staff. By integrating the younger generation’s perspectives, schools can ‘walk the talk’ and model the values they promote (Collie et al., 2015). This includes implementing policies that encourage reasonable workloads, providing resources for stress management, and fostering a supportive community.
Strategies for Bridging the Gap
Promoting Open Dialogue
Creating forums for intergenerational dialogue can help bridge understanding between staff members. By sharing experiences and expectations through Learning Exchanges, veteran and younger teachers can develop mutual respect through understanding their intersectionalities (Killoran, 2019; Curry & Krashen, 2020).
Learning Exchanges are dynamic forums that facilitate communication and collaboration (Killoran, 2019). By bringing together individuals from diverse groups, these exchanges promote sharing knowledge, experiences, and perspectives, fostering mutual understanding and respect. This communication can build cohesive teams that leverage the strengths of all its members.
The Journey Line of Gifts and Capabilities is a reflective tool that encourages individuals to chart significant life experiences, highlighting personal strengths and talents (Killoran, 2019). By visually mapping these pivotal moments, participants gain deeper self-awareness and appreciation for their unique abilities and the gifts and capabilities of their colleagues that they can lean into.
Job Crafting for Work Satisfaction
While flexible work policies may be impractical in schools due to fixed class schedules, job crafting provides an alternative that aligns with both generational perspectives. Job crafting, a concept developed by Wrzesniewski and Dutton (2001), encourages employees to reshape their roles by adjusting how they perform tasks, interact with colleagues, and view their responsibilities. In an educational context, this could involve teachers adjusting how they collaborate on projects, taking on leadership roles within curriculum development, or innovating their teaching methods to align more with their strengths and interests. For example, job crafting would allow teachers to choose the meetings they attend to bring their highest contribution of self to the team.
Using Protocols to Build Equity of Voice
At the EARCOS Leadership 2024 preconference, To What Extent Is Inclusion a Truly Universal Concept? With Ochan Kusuma Powell and Kendal Zoller, educators explored the complex nature of creating truly inclusive school cultures across diverse contexts. Emphasizing the need for environments where all community members feel known, valued, and safe, the session highlighted how inclusive practices correlate strongly with a positive school climate. A unique takeaway from the session was a card deck designed to develop competencies, offering practical tools and dialogic structures that school leaders can use to foster adaptive, collaborative, and psychologically safe environments.
Wellbeing Initiatives
Implementing wellbeing initiatives demonstrates a commitment to staff health. Schools that offer wellness programs and mental health resources and create an environment where self-care is encouraged and supported find retention increases (Buchanan et al., 2013). At the International School Ho Chi Minh City (ISHCMC), mindfulness is deeply integrated into our culture. Both the Secondary and Primary schools have dedicated Mindfulness Coordinators, and our daily schedule includes time specifically for mindfulness practices. Meetings often begin with a mindful moment, and we provide a dedicated room for personal mindfulness, meditation, or prayer.
Teaching Transformative Life Skills to Students: A Comprehensive Dynamic Mindfulness Curriculum is a book I have used and highly recommend. It provides educators with practical strategies for integrating mindfulness into classrooms, enhancing attention, compassion, and wellbeing for both students and the teachers who engage in the lessons.
Generational differences among teachers present an opportunity for educational institutions to evolve. By valuing the younger generation’s emphasis on balance and wellbeing, schools can reassess and improve organizational norms, leading to more sustainable practices. Embracing these changes can enhance teacher satisfaction, reduce burnout, and ultimately contribute to a more effective and compassionate educational environment.
References and Further Reading
Buchanan, J., Prescott, A., Schuck, S., Aubusson, P., Burke, P., & Louviere, J. (2013). Teacher retention and attrition: Views of early career teachers. Australian Journal of Teacher Education, 38(3), 112–129. https://doi.org/10.14221/ajte.2013v38n3.9
Collie, R. J., Shapka, J. D., & Perry, N. E. (2015). School climate and social–emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. Journal of Educational Psychology, 107(4), 1181–1199.
Curry, J. H., & Krashen, S. (2020). Generational differences in teaching: The struggle to connect. Educational Leadership, 77(6), 74–78.
Day, C., & Gu, Q. (2010). The new lives of teachers. Routledge.
Farrell, C. A. (2024, March 19). What is Generation Alpha? Meaning, characteristics, and future. Investopedia. https://www.investopedia.com/generation-alpha-definition-8606114
Francis, T., & Hoefel, F. (2018, November 12). ‘True Gen’: Generation Z and its implications for companies. McKinsey & Company. https://www.mckinsey.com/industries/consumer-packaged-goods/our-insights/true-gen-generation-z-and-its-implications-for-companies#/
Ingersoll, R., & Strong, M. (2011). The impact of induction and mentoring programs for beginning teachers: A critical review of the research. Review of Educational Research, 81(2), 201–233. https://doi.org/10.3102/0034654311403323
Johnson, S. M., Kraft, M. A., & Papay, J. P. (2016). How context matters in high-need schools: The effects of teachers’ working conditions on their professional satisfaction and their students’ achievement. Teachers College Record, 114(10), 1–39.
Karakus, M., Yirci, R., & Kocabas, I. (2020). Examining generational differences in teachers’ organizational commitment: A research on Baby Boomers, Generation X, and Generation Y. Eurasian Journal of Educational Research, 85, 29–46.
Killoran, T. (n.d.). Learning Exchanges. Retrieved November 9, 2024, from https://www.learningexchanges.org/
Moore, C. (2019, May 17). What is job crafting? (Incl. 5 examples and exercises). PositivePsychology.com. https://positivepsychology.com/job-crafting/
Nieto, S. (2005). Why we teach. Teachers College Press.
Skaalvik, E. M., & Skaalvik, S. (2015). Job satisfaction, stress, and coping strategies in the teaching profession — What do teachers say? International Education Studies, 8(3), 181–192. https://doi.org/10.5539/ies.v8n3p181
Twenge, J. M., Campbell, S. M., Hoffman, B. J., & Lance, C. E. (2010). Generational differences in work values: Leisure and extrinsic values increasing, social and intrinsic values decreasing. Journal of Management, 36(5), 1117–1142. https://doi.org/10.1177/0149206309352246
Wrzesniewski, A., & Dutton, J. E. (2001). Crafting a job: Revisioning employees as active crafters of their work. Academy of Management Review, 26(2), 179–201. https://doi.org/10.5465/amr.2001.4378011
