The ATA News , January 13, 2026 ❚ 3
Well at work—and other good things
VIEWPOINTS
Lisa Everitt ATA Executive Staff Officer
T he third Monday of every January is often referred to as Blue Monday, supposedly the saddest day of the year. In 2026, it falls on January 19. While Blue Monday is not supported by scientific evidence, it resonates with many people for understandable reasons. In Alberta, January typically brings the coldest temperatures and the shortest days. We drive to work in the dark and return home in the dark— enough to make even the most resilient among us want to stay under the covers.This time of year also coincides with the arrival of post-holiday bills, and for many teachers, finances are particularly tight following the teachers’strike in October. Add to this the quiet disappearance of New Year’s resolutions that felt so achievable just weeks ago, and it’s easy to see why January can feel heavy. It’s no wonder the idea of Blue Monday looms large. Feeling low at this time of year is not unusual. However, Blue Monday reflects a broader deficit lens , one that focuses on what is missing or not enough: not enough daylight, not enough warmth, not enough money, not enough energy. This same deficit thinking often shows up in education, where attention is drawn to what is lacking rather than what is working: test scores are too low, teachers aren’t doing enough, school leaders aren’t supportive enough. The list can feel endless. For many of us, a deficit mindset is easier to adopt than an appreciative one. Our brains are wired with a negativity bias—an evolutionary adaptation that helps us detect danger and stay safe. Negative experiences tend to elicit stronger emotional reactions and are more easily remembered than positive ones. While this bias is useful for survival, remaining stuck in it can limit our ability to notice moments of competence, care, connection and growth. From a well-being perspective, attending to positive experiences matters. Noticing what is going well— however small—can become a source of individual strength. When shared, these moments can also help build school communities where staff feel supported and able to thrive.
With intention, appreciation can be practiced and expanded. An appreciative approach begins with self-compassion. Psychologist Kristen Neff invites us to consider this: “Instead of mercilessly judging and criticizing yourself for various inadequacies or shortcomings, self- compassion means you are kind and understanding when confronted with your failings—after all, who ever said you were supposed to be perfect?” According to Neff, self-compassion has three core dimensions: 1. Self-kindness — Treat yourself as you would a trusted friend. Notice when your inner voice becomes harsh, and gently reframe your self-talk with care and understanding. 2. Common humanity — Remember that struggle is part of the shared human experience. Every teacher faces challenges, and recognizing this can reduce feelings of isolation. 3. Mindfulness — Slow down and allow yourself to notice your emotions without judgment. Mindfulness creates space to respond with care rather than criticism. Self-compassion is not easy, and it takes practice, especially in a profession shaped by constant demands and a culture of self-sacrifice. Our brains may be wired to spot what’s wrong, but self-compassion offers a powerful pathway to well-being. Practiced individually and collectively, it can help reframe deficit thinking about our work and ourselves. While self-compassion and collective compassion are not quick fixes for the deep structural challenges facing public education—including shortages of resources and people— they can strengthen our capacity to cope, connect and care for one another. In doing so, they help lay the groundwork for more resilient schools and healthier staff communities—even in the darkest days of winter. Lisa Everitt is an executive staff officer with the Alberta Teachers’ Association, with expertise on educator well-being, labour relations, women’s leadership, and benefits. In addition, she holds an EdD and is an Accredited Compassionate Leadership Teacher through the Center for Compassionate Leadership.
YOUR VIEWS We asked teachers, what is your hope for public education in 2026?
Kris Fedun I hope we have an early election and will vote out this corrupt government. Nothing will ever be better for public education and health with the UCP in power. Ryan Powell That academics are put at the forefront. Bette Maraboochi That it be properly funded. That teachers and students get the support needed for the success of the students.
Leah Jean I hope that lots of people come to all the recall signing events run by the brave and diligent individuals. I hope that all my efforts to collect lots of recall signatures pay off so we can boot out the government who made teachers second-class citizens with the notwithstanding clause. Michelle Fatica My hope is […] to be respected in our profession. I have never felt so unvalued in my 20+ years in this profession.
FOR THE RECORD
Our government is focused on rebuilding trust with teachers and we will work with them to achieve our shared goals.
— Demetrios Nicolaides, minister of Education and Childcare, in a social media post on Jan. 6
Want to share how you or your team is supporting public education in Alberta? Let your colleagues know why you wear Red for Ed, or how you create moments of engagement or advocacy. Email managing editor Lindsay Yakimyshyn at lindsay.yakimyshyn@ata.ab.ca. Show us your RED for ED! Create your own “Red for Ed” wear. Visit albertateachersassociation.entripyshops.com to customize and order “Red for Ed” branded apparel — hats, hoodies and more! The online shop rotates graphics every few months, so check out the current styles now.
Opinions expressed on this page represent the views of the individual writers and do not necessarily reflect the position of the Alberta Teachers’ Association.
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