The School of Wellbeing with Meg Durham
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Podcast Overview
<p>This podcast is for teachers, educators, school support staff and school leaders who are ready to move beyond survival and thrive by design. Join wellbeing speaker and teacher wellbeing specialist Meg Durham for real and heartfelt conversations with experienced educators and wellbeing thought leaders. Discover practical ways to navigate the relentless demands of school life and move forward with more courage, compassion and confidence.</p>
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Publishing Since
9/16/2021
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Recent Episodes
June 15, 2026
Dr Libby (PhD): The Invisible Load & How To Carry It Differently | Episode 167
<p>“What we carry each day might not change, but the way we carry it can.” - Dr Libby (PhD)</p><p>What are you carrying that no one else can see?</p><p>In this episode of The School of Wellbeing podcast, <a href="https://www.instagram.com/megdurham__/" rel="nofollow">Meg Durham</a> is joined by <a href="https://www.instagram.com/DrLibby/" rel="nofollow">Dr Libby (PhD)</a> to explore <a href="https://drlibby.com/products/the-invisible-load" rel="nofollow">The Invisible Load: A Guide to Overcoming Stress and Overwhelm</a>.</p><p>Together, they unpack the hidden weight many people carry each day. The thoughts, responsibilities, expectations and emotional load that often go unseen but have a significant impact on energy, wellbeing and how people show up.</p><p>They explore why stress is not just about what is happening externally, but how it is interpreted and responded to. The conversation highlights the pressure many feel to be seen as capable, kind and responsible, and how this can quietly add to the load they carry. Dr Libby also shares practical ways to begin to lighten that load through awareness, small shifts and self-understanding.</p><p>This conversation will feel close to home for many people working in education because so much of the role is invisible. The emotional labour, the decision making and the constant care for others.</p><p>----</p><p>Chapter Markers:</p><ul><li>00:00 What is the invisible load?</li><li>04:30 Why we create stress and how perception shapes our experience</li><li>10:00 The pressure to be seen as capable, kind and responsible</li><li>18:00 Why we say yes when we mean no</li><li>25:00 The invisible load in the body, energy and nutrition</li><li>33:00 Forward words and hidden expectations</li><li>41:00 Lightening the load and shifting how we carry it</li><li>48:00 What changes when the load feels lighter</li></ul><p>----</p><p>Reflection Prompts:</p><ul><li>I am doing my best to juggle…</li><li>One invisible rule I am living by is…</li><li>I will give myself permission to...</li><li>Right now, I need…</li></ul><p>----</p><p>Episode 167 Shownotes - Click <a href="https://www.megdurham.com/podcast/episode167" rel="nofollow">here</a></p><p>----</p><p>Dr Libby - <a href="https://drlibby.com/" rel="nofollow">Website</a> | <a href="https://www.linkedin.com/in/dr-libby-phd-3a497531/" rel="nofollow">LinkedIn</a> | <a href="https://drlibby.com/products/the-invisible-load" rel="nofollow">Book</a> | <a href="https://www.instagram.com/DrLibby/" rel="nofollow">Instagram</a></p><p>----</p><p>Meg Durham - <a href="http://www.megdurham.com/" rel="nofollow">Website</a> | <a href="https://www.linkedin.com/in/meg-durham/" rel="nofollow">LinkedIn</a> | <a href="https://www.instagram.com/megdurham__/" rel="nofollow">Instagram</a></p><p>Weekly Newsletter - Subscribe <a href="https://www.megdurham.com/newsletter" rel="nofollow">here</a></p><p>Speaker Booking - Complete the booking <a href="https://www.megdurham.com/book" rel="nofollow">form</a> to start the conversation.</p><p>----</p><p>Your Questions Answered:</p><p><strong>What invisible load do educators carry?</strong></p><p>The invisible load educators carry is the mental, emotional and physical weight that sits behind the visible work of teaching. It includes the constant thinking, planning, anticipating and decision making, alongside the emotional labour of supporting students, managing behaviour, communicating with families and caring deeply about outcomes.</p><p>It also includes what happens beneath the surface. The pressure to be seen as capable and in control, the responsibility of holding multiple needs at once, and the quiet worries that follow educators beyond the classroom. For many, it is not just the workload, but the ongoing sense of responsibility and care that makes the load feel heavy.</p><p>What makes this load particularly significant is that much of it goes unseen and unspoken, yet it shapes energy, wellbeing and how educators show up each day.</p><p><strong>Why do educators feel overwhelmed even when things look manageable?</strong></p><p>Overwhelm in education is not just about what is happening in the classroom, but how it is being carried internally. Educators are constantly thinking ahead, making decisions, managing behaviour and holding the needs of many students at once. Even on days that look “fine” from the outside, there is often a significant mental and emotional load running in the background.</p><p>There is also an added layer of internal pressure. The desire to be seen as capable, caring and in control, to meet expectations, and to not let others down. Over time, this can keep educators in a heightened state of stress, where the body and mind rarely get the chance to fully switch off, even when there is no immediate crisis.</p><p><strong>How can educators start to lighten the invisible load?</strong></p><p>For educators, lightening the invisible load begins with noticing what is being carried beyond the visible work. The thinking after hours, the emotional weight of student needs, the pressure to respond, prepare and stay on top of everything. Simply naming this can be a powerful first step.</p><p>From there, it’s about small, realistic shifts within the school day. This might look like taking time to eat lunch, setting limits around what is taken home, or pausing before saying yes to one more request. It can also involve questioning the internal pressure to be everything for everyone and recognising that capacity is not unlimited.</p><p>Often, it’s not about doing less, but about carrying the work differently. Bringing awareness to what is yours to hold, what can be shared, and where you can better support your own energy so you can continue to show up in a sustainable way.</p><p>----</p><p>** The School of Wellbeing Podcast is one of Australia's best health and wellbeing podcasts for teachers, educators and school leaders! **</p>
June 1, 2026
Janine Stratford: Strategic Thinking & What Got You Here Won't Get You There | Episode 166
<p>“When we skip the thinking, we often create more work for ourselves.” Janine Stratford</p><p>When was the last time you gave yourself time to think?</p><p>In this episode, <a href="https://www.linkedin.com/in/meg-durham/?skipRedirect=true" rel="nofollow">Meg Durham</a> sits down with <a href="https://www.linkedin.com/in/janinestratford/" rel="nofollow">Janine Stratford</a>, author of <a href="https://ambapress.com.au/products/leading-for-tomorrow-today" rel="nofollow">Leading for Tomorrow, Today: School Leadership with Purpose, Alignment and Lasting Impact</a>, to explore the role of strategic thinking in the day-to-day reality of school life.</p><p>This conversation moves beyond strategic plans and leadership meetings, focusing instead on the ability of individual educators to think strategically within the pace and pressure of everyday school environments.</p><p>Together, they unpack the difference between fast, reactive thinking and slower, more considered thinking, and why the pressure to respond quickly can often lead to rework, frustration and unnecessary emotional load.</p><p>----</p><p>Chapter Markers:</p><ul><li>00:00 Introduction</li><li>02:00 What sparked Janine’s work in strategic thinking</li><li>05:00 The cost of quick decision-making</li><li>07:00 What strategic thinking actually is</li><li>10:00 Common myths about strategic thinking</li><li>14:00 The benefits of thinking strategically</li><li>21:00 Why leaders struggle to step back</li><li>26:00 Creating space for strategic thinking</li><li>36:00 What to do in your 20-minute thinking block</li><li>42:00 Final reflections</li></ul><p>----</p><p>Reflection Prompts:</p><ul><li>I notice that I tend to rush decisions when…</li><li>One area of my work that could benefit from more strategic thinking is…</li><li>If I created 20 minutes to think this week, I would focus on…</li></ul><p>----</p><p>Episode 166 Shownotes - Click <a href="https://www.megdurham.com/podcast/episode165" rel="nofollow">here</a></p><p>----</p><p>Janine Stratford - <a href="https://www.linkedin.com/in/janinestratford/" rel="nofollow">Website</a> | <a href="https://www.linkedin.com/in/janinestratford/" rel="nofollow">LinkedIn</a> | <a href="https://ambapress.com.au/products/leading-for-tomorrow-today" rel="nofollow">Book</a> | <a href="https://www.facebook.com/coachingfocus.com.au" rel="nofollow">Facebook</a></p><p>----</p><p>Meg Durham - <a href="http://www.megdurham.com/" rel="nofollow">Website</a> | <a href="https://www.linkedin.com/in/meg-durham/" rel="nofollow">LinkedIn</a> | <a href="https://www.instagram.com/megdurham__/" rel="nofollow">Instagram</a></p><p>Weekly Newsletter - Subscribe <a href="https://www.megdurham.com/newsletter" rel="nofollow">here</a></p><p>Speaker Booking - Complete the booking <a href="https://www.megdurham.com/book" rel="nofollow">form</a> to start the conversation.</p><p>----</p><p>Your Questions Answered:</p><p>What is strategic thinking in schools?</p><p>Strategic thinking in schools is the ability for educators and leaders to step back from the day-to-day demands of teaching and leadership to gain perspective, identify priorities and make intentional decisions. It involves moving beyond reactive problem-solving and instead focusing on what will have the greatest long-term impact on students, staff and school culture. Importantly, strategic thinking is not limited to senior leadership or school planning processes. It is an everyday skill that individual educators can use to improve their practice, refine systems and make more purposeful choices in how they use their time and energy.</p><p><br></p><p>Why is strategic thinking important for educators?</p><p>Strategic thinking is essential for educators because it helps reduce overwhelm, improve decision-making and create greater clarity in a complex and fast-paced work environment. Without strategic thinking, educators can become stuck in reactive mode, constantly responding to immediate needs, which often leads to rework, inefficiency and increased emotional load. By thinking strategically, educators can prioritise what matters most, align their actions with their goals and use their time more effectively. This not only improves outcomes for students and teams but also supports teacher wellbeing by protecting time, energy and focus.</p><p><br></p><p>How can teachers and school leaders think more strategically?</p><p>Teachers and school leaders can develop strategic thinking by intentionally creating small, protected pockets of time to step away from the busyness of the school day and reflect on their work. This might involve setting aside 20 minutes to focus on one specific area for improvement, such as a classroom routine, communication process or team practice. During this time, the goal is to analyse what is working, identify what is not and consider more effective approaches. Over time, consistently engaging in this kind of focused thinking helps build clarity, strengthen decision-making and create more aligned and purposeful ways of working. Strategic thinking is less about large-scale planning and more about making small, deliberate adjustments that lead to meaningful change.</p><p>----</p><p>** The School of Wellbeing Podcast is one of Australia's best health and wellbeing podcasts for teachers, educators and school leaders! **</p>
May 18, 2026
Daniela Falecki: Staff Wellbeing 2.0 & From Good Intentions To Real Change | Episode 165
<p>“We’re all in the same storm, just in different boats.” <a href="https://www.instagram.com/teacherwellbeing/" rel="nofollow">Daniela Falecki</a></p><p>So much has changed in how we understand staff wellbeing in schools, and with that, the way we approach it is evolving, inviting us to notice what is shaping our experience of work each day. Through the layers of the me, the we and the us, we begin to see that staff wellbeing is shaped within us, between us and around us.</p><p>In this conversation, <a href="https://www.megdurham.com/" rel="nofollow">Meg Durham</a> and <a href="https://www.teacher-wellbeing.com.au/" rel="nofollow">Daniela Falecki</a> explore how the conversation around staff wellbeing has evolved over the past decade, reflecting on where we started, what we may have misunderstood, and what we are now seeing with greater clarity.</p><p>Together they talk about where we get stuck, the pull towards blame, and the importance of quality conversations because when we shift how we talk about staff wellbeing, we begin to shift what becomes possible.</p><p>This isn’t a conversation about doing more.</p><p>It’s an invitation to think differently about the work itself, so staff wellbeing feels more manageable, more meaningful and more sustainable for all.</p><p>----</p><p>Chapter Markers:</p><ul><li>00:00 Welcome</li><li>02:00 Where staff wellbeing began</li><li>05:30 Why this didn’t start with COVID</li><li>08:00 Misunderstandings about staff wellbeing</li><li>12:30 The shift in how we think about it</li><li>20:00 The me, the we and the us</li><li>27:00 Why feeling valued matters</li><li>34:00 What actually helps</li><li>40:00 Systems, language and clarity</li><li>48:00 Final reflections</li></ul><p>----</p><p>Reflection Prompts:</p><ul><li>I’m beginning to see…</li><li>One conversation I could approach differently is…</li><li>A deliberate action I can take is...</li><li>I will give permission for others to...</li></ul><p>----</p><p>Episode 166 Shownotes - Click <a href="https://www.megdurham.com/podcast/episode165" rel="nofollow">here</a></p><p>----</p><p>Daniela Falecki - <a href="https://www.teacher-wellbeing.com.au/" rel="nofollow">Website</a> | <a href="https://www.linkedin.com/in/daniela-falecki-76690325/" rel="nofollow">LinkedIn</a> | <a href="https://www.instagram.com/teacherwellbeing/" rel="nofollow">Instagram</a> | <a href="https://www.facebook.com/teacherwellbeing" rel="nofollow">Facebook</a></p><p>----</p><p>Meg Durham - <a href="http://www.megdurham.com/" rel="nofollow">Website</a> | <a href="https://www.linkedin.com/in/meg-durham/" rel="nofollow">LinkedIn</a> | <a href="https://www.instagram.com/megdurham__/" rel="nofollow">Instagram</a></p><p>Weekly Newsletter - Subscribe <a href="https://www.megdurham.com/newsletter" rel="nofollow">here</a></p><p>Speaker Booking - Complete the booking <a href="https://www.megdurham.com/book" rel="nofollow">form</a> to start the conversation.</p><p>----</p><p>Your Questions Answered:</p><p><strong>What is staff wellbeing in schools and why does it matter?</strong></p><p>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.</p><p><strong>Why don’t traditional wellbeing initiatives improve teacher wellbeing long term?</strong></p><p>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.</p><p><strong>What are the most effective ways to improve staff wellbeing in schools?</strong></p><p>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.</p><p>----</p><p>** The School of Wellbeing Podcast is one of Australia's best health and wellbeing podcasts for teachers, educators and school leaders! **</p>
213 total episodes available
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David Bott
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Dr Michelle McQuaid
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- What is The School of Wellbeing with Meg Durham?
<p>This podcast is for teachers, educators, school support staff and school leaders who are ready to move beyond survival and thrive by design. Join wellbeing speaker and teacher wellbeing specialist Meg Durham for real and heartfelt conversations with experienced educators and wellbeing thought leaders. Discover practical ways to navigate the relentless demands of school life and move forward with more courage, compassion and confidence.</p> - How often does this podcast release new episodes?
This podcast updates daily.
- Where can I listen to this podcast?
This podcast is available on 8 platforms including Apple Podcasts, Spotify, and more. You can also use the RSS feed directly.
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Information about guest appearances is not available.
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