The power of collaborative learning

Balancing Teaching and Parenthood with Emma Kell


Emma Kell, SLT member at a school in Hertfordshire and Doctoral candidate at Middlesex University, talks about her research into Teacher Wellbeing in a blog that was originally published on the Teacher Support Network here and in this TES article from May 2014 here

Emma blogs in a personal capacity here

You can find Emma on twitter @thosethatcan

What works and what doesn’t? Teachers who are also parents talk about what they’ve learned by Emma Kell

If you’re reading this hoping for ‘top tips’ to make life as a parent and teacher easier, I’m afraid you’ll be disappointed. For me, the most refreshing thing about my doctoral research on teacher-parents and work-life balance has been the complete absence of the arrogant, hectoring, do-it-my-way-or-you’re-wrong voices which were all too present in the early days of parenthood. The teachers I spoke to in four focus groups in four different schools are full of contradictions, with themselves, with one another. They hesitate, review and think out loud. They make each other think, they’ve made me think. I hope it will make you think too. Here, I represent a some of the suggestions they made in response to the question, ‘If you could give one piece of advice to a teacher soon to become a parent, what would it be?’

Time and self
For parents who are also teachers, one of the biggest upheavals in the transition to parenthood is in our attitude to time. There is a new sense of ruthlessness which comes alongside having our priorities toppled. There are new and complex choices to be made, and new and vital issues demanding our attention. These choices are to be made in the context of severe sleep-deprivation, frequent financial pressures, and a greater need than ever to work as a team with those closest to us. Focus group contributors speak of drawing lines, keeping work in its box, developing an ‘off-switch’. Conversely, the majority speak of increased productivity, improved time-management skills, and increased effectiveness, in some cases highlighting the transition to parenthood as a key driver in an improvement in their teaching.

‘Ditch the guilt’
Guilt was a dominant theme in all discussions, as was the truism that childhood ‘passes so fast’. Several participants spoke of wishing they’d spent more quality time with their children when they were younger. But the mother of two boys now at university spoke of the necessity to let go of the guilt and compartmentalise your time:

‘If you say, right, now I’m doing time with the kids, it’s time with the kids. You turn everything off. You do not look at the computer, you do not look at the phone, you know, that’s it.
Mother of two boys

‘But then when it’s time for work, don’t feel guilty! They’ve had their time. It’s time for work. The problem that happens is when you try to do both. When you’re playing with the kids or doing their homework and then your mobile goes and there’s an email – I’ve got to answer that email. No. Separate. And then you’re OK… -ish.’

‘Avoid taking work home’
For a father and middle manager with two young children, the key is to avoid, as far as possible, taking work home, even if this means staying at school later than he would have previously. This allows him to offer his family much-needed support. ‘I think, the important thing for me now, especially with them as very young children, is having a real, sort of distinguishing line between work and home, and when I’m at home, I’ve got to sort of give as much support as possible, because she’s been there all day with two very young children, and she’s right at the end of her tether by the time I walk in, and then by the time I’ve bathed them, helped feed them, and helped get them to bed, reading bedtime stories and what have you, cooked our dinner, then settled down, it’s actually incredibly late…’

‘Take flexible working hours if you can
If your employer offers the opportunity, if it is financially viable, and if it’s what works best for you and your family, most participants advocate taking up part-time hours. These can come in different forms – for some, being able to leave early to pick up their children from work offers priceless family time, whilst for others, it is more effective to take a whole day a week – or more – to be with family. This is important for the mother of a young son:

I like the feeling that I’m really shaping his growth, and not leaving it to somebody else.

Mother of a young son
‘They know that their parent is still there for them, and you structure the activities so that you feel like you have the – not just a role in their lives at the weekend, but throughout the week, and I think that it gives them a much better feeling of security, as well as myself .’

Managing your time – squeezing the work in somewhere!
Around half of focus group participants who work part-time are frustrated with the struggle to ignore the demands of work during their unpaid time with family, especially in the light of the financial-hit they are acutely aware of having taken. One participant made a conscious choice to be ruthless during the year when she had a day off a week for her son: ‘I would not work at all – or check my emails – until the evening, so the whole day was for him.’

However, for this mother, like for many other participants, the work has to find a way in somewhere, and frequently gets pushed late into the night. One group was amused by a participant’s sudden realisation that the people exchanging emails at 11.30 at night are all too frequently the parents.

Many participants expressed a recognition of the importance of ‘me-time’ for their well-being and ability to function effectively. A notable feature of the life of a teacher and parent is the fact that we are constantly surrounded by noise, and there was an acknowledgement of the value of ‘quiet time’ – a walk, a trip to the gym, the time to read a book – and common recognition of how difficult it is to secure it. For one participant, it’s all a question of choice: out of career, family and a social life, you can choose two and no more. Before becoming a parent, it’s important to prepare for this, ‘and then you’ll be pleasantly surprised!’

Practical issues formed a considerable part of the discussion. The importance of quality childcare, forward-planning, with a calendar at home – and one at work to avoid ‘waffly meetings’ were proposed. Financial considerations abound, and the question of the location of work in relation to home can play a huge role in your ability to effectively balance work and family.

It’s all about kindness
Finally, some reflections of my own resulting from my research so far. Like so many issues in life and in work, I find it boils down to kindness. Kindness to others, kindness to yourself. I find myself returning to the wise words of other parents in the early and overwhelming days of parenthood: This too will pass. Give yourself a break. Do your best, feel your way, make mistakes, forgive yourself, listen to others, take the bits of advice that work for you, and ditch the rest. I’m in the very privileged position of being a mouthpiece for many wise and interesting teachers who are also parents, and we’re doing our best. Which is – and has to be – good enough.


Author: TeachAldenham

Online profile of TeachAldenham, Aldenham School Teaching and Learning Group. teachaldenham.wordpress.com Find us on twitter @teachaldenham

2 thoughts on “Balancing Teaching and Parenthood with Emma Kell

  1. James Theo, Thank you for reblogging this article and for supporting the TeachAldenham blog.


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