I Gotta Choose Me

Re-Imagining Self-Care Practices for Black Educators Pre-Burnout

Abstract

Through systemic inequalities and limited resources, Black male and women educators are
tasked with enriching the next generation's minds. In the educational landscape, especially in
urban settings, the need for representation is a standard that is important for children and
families. Black educators are pivotal, yet their presence is met at the intersection of being
cultural ambassadors and educators while enduring unique pressures, all leading to burnout.
In a field where Black male educator representation is few yet needed, the charge to be present
can be overwhelming. Black women, who make up the majority of the education ecosystem,
often fall prey to “other mothering” roles, thus supporting students beyond what is required. For
several Black educators, the requirement, specifically for Black youth, involves being present
and actively participating in a student's emotional, mental, and physical well-being. In contrast,
non-Black educators are not inundated with the same unique challenges to foster an equitable
educational environment.
But what if Black educators as a collective reimagined self-care? What if self-care wasn’t
something Black educators did post-burnout yet took an intentional stand and practiced daily?
What if Black educators did not have to compromise their peace of mind or sacrifice the gift of
time to prove their investment in students’ lives and futures? Thereby, one shifts one’s
perspective of working from a deficit to one of advocacy and empowerment.

Author Bio 

Dr. Natasha Gibson-Winston is an experienced educational administrator with over 15 years of expertise in college access, higher education, and urban education. She is passionate about empowering students and has a proven record of helping diverse learners achieve their full potential. Her research focuses on Black liberation, social justice, and the transformative power of healing. Driven by a commitment to academic success and equity, Dr. Gibson-Winston works to eliminate barriers to higher education for underserved communities. As a leader and advocate, she is dedicated to influencing policies and practices that enhance student achievement and reshape the future of education.