Is it Too Optimistic to Assume Light Touch Interventions can Improve Educational Workers’ Wellbeing? Insights from a Field Randomized Control Trial in Canada

Abstract

Educator wellbeing has broad implications for students and schools. Current approaches to address this problem are generally resource-intensive. This trial used novel nudges to increase wellbeing and decrease burnout among educators and other school-based faculty. We designed a light touch intervention where T1 received evidence-based wellbeing weekly text messages and T2 received weekly messages plus leadership endorsement emails. We evaluated this intervention in a large-scale three-arm RCT with participants (n=1,155) from K-12 schools in Manitoba, Alberta, and British Columbia. When compared to the control group, we saw no significant difference between the control group and T1 and T2 groups on burnout or wellbeing. The failure of these evidence-based text messages in increasing educators’ wellbeing and reducing their burnout highlights both the difficulty of addressing this problem and the importance of learning lessons from trials with null results to contribute to our knowledge base of improving educators’ wellbeing.