Compounding Effects

I Understand What You’re Going Through

With my teaching experience both at the room level with the children and at the leadership and management level with teams, I understand. I understand both what Directors/Managers as well as what Room Leaders are experiencing in their day-to-day time with the children and with their team. Experiences with juggling issues that may arise when managing multiple rooms, including staff ratios, last minute call-in sick leave and the sometimes internal staff conflicts or family complaints.

On top of that, I know how busy it can get in the room and I totally understand how sometimes it can be overwhelming. I know how much of yourself you put in to not just maintaining but increasing quality, and also all the hard work you put into every small and big ‘thing’ you have to do. Whether that ‘thing’ be juggling the paperwork, teaching throughout the room routine, or quality time spent interacting with the children. But wait, it’s about learning about each child holistically – and that takes time. Time that sometimes feels so little and limited.

Then you have to juggle the responsibilities with implementing strategies for a new child who has just started at the centre, all the while thinking about what you need to priortise or to be a multi-tasker. For example, organising that teaching experience for the day, teaching the whole group of children, or teaching those one or two children who you observe may need extra attention. And of course, there’s leading the team and guiding children’s behaviour. And just when you’re ready to go to the bathroom or for your lunch break… a child just had an accident or just got sick and needs your attention.

Now, a day’s work with all the above ‘activity’ x (5 days a week) x (50 weeks a year) >>> THIS CAN LEAD TO compounding effects, which impact your emotional wellbeing.
Compounding effects if not mixed with the right balance of support from your team and from the environment that you are working in… COULD LOOK LIKE THIS:

An organisational and emotional environmental climate characterised by tension, unease, conflict, unclear leadership and communication lines. In addition, this could be further affected by various reasons such as the following:

  • Teachers within the team with a mix of personalities and emotional-intelligence (inclusive of  a degree of empathy and understanding, which is an important part of working in a team). However, with compounding effects of teacher stress this ‘mix’ will not be utilised to the group’s advantage.
  • The team might be ineffectively organised, unable to work as a cohesive team, or might require to have constant guidance to work effectively. This could be partly a result of the compounding and accumulative effects of stress experienced by leaders. Therefore, this might present itself through tension and worry about their skills to lead, or increased loss of patience over time.

When you and your team don’t address the compounding effects, such as the ones mentioned above, this will negatively affect your own social-emotional wellbeing. In turn, affecting your teaching practice and relationships with the children.

Even more, you, your team and the children will experience an UNHEARD VOICE. That is…

  • Feelings of being undervalued and disrespected (versus an empowered voice), which will affect the building of a positive social-emotional wellbeing.
  • The development a LOW self esteem, self-confidence, and self-resilience (versus building a strong emotional wellbeing).
  • The shaping of an INSECURE sense of identity, not fully confident about who they are and where they belong, and feeling unaccepted and lost (versus shaping a confident identity).


The good news is, you can run a centre and multiple teams smoothly. The environment that your team of teachers and children work and learn in can be characterised by calm and patience, even though unexpected situations arise from all directions.

  • You can role model a healthy and positive emotional wellbeing and positive self-esteem. In this way, teachers can develop clear and strong self-identities knowing ‘who they are’ as people and as teachers.
  • This will have a long-lasting effect on the lives of the people you work with, the families you partner with, and most importantly the children you teach.
You do not have to get it right all the time, you do not have to be perfect all the time – we are only human. We have our off days, we have our own personal stresses and we will bring these stresses to work. However, that is where and why we can support each other as a team.
As we BUILD STRONG TEAMS we can run encouraged, peaceful, and calm teams for the benefit of each other, our families and our children. In this way, this will help you and your team MOVE OUT OF challenges, and INTO action, BY DOING something about your situation. So, ACT, find your voice and be empowered by the voices of all – together.

We cannot be reliant on just one voice… because one of us is not as good as ALL OF US.


What have you reflected on today? Who’s voice have you listened to and responded to today? Take a look at Our mission” to help you reflect.

Who’s been listening to Your voice?

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