Sustaining the Work: Faculty Well-Being, Burnout, and Support with Dr. Emily Stafford

Teaching is deeply meaningful work, but it can also be demanding work. In this episode of InCITEful Teaching, host Dr. Shannon Harmon sits down with Dr. Emily Stafford, Director of Mississippi State University's Psychology Clinic, to explore faculty well-being, burnout, work-life balance, and the importance of seeking support.

Together, they discuss how burnout manifests in higher education, the unique pressures faculty face, practical strategies for setting boundaries, and ways institutions and colleagues can foster healthier academic cultures. Dr. Stafford also shares information about the Psychology Clinic's services and offers guidance for faculty and students.

Whether you're navigating a challenging semester, supporting colleagues, or simply looking for ways to sustain yourself in this important work, this conversation offers thoughtful insights and practical takeaways.

Transcript

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It's normal to drop a ball every now and then. Like we're human. We all make mistakes from time to time. And just giving yourself that grace when it happens. But if you notice that you're dropping a lot of balls, that's when maybe it's time to pause and really look and examine, you know, and go inward. Like, am I experiencing burnout right now? The person that I am right now, the person that I'm presenting to the world, like, is that my best self? Sometimes you you know what it is you need to do at work. You know what it is you need to do at home. And you just you feel frozen and you can't get there. Welcome to Insightful Teaching, the podcast from the Center for Innovation and Teaching Excellence at Mississippi State University. I'm your host, Dr. Shannon Horman, and I'm so glad you're here. On this podcast, we spend a lot of time talking about teaching strategies, innovation, and student learning. But today I want to focus on something that sits underneath it all, and that's faculty well-being. Because the reality is, we can't talk about effective teaching without also talking about the people doing the teaching, their energy, their capacity, and their ability to sustain the work over time. Joining me today is Dr. Emily Stafford, Director of the Psychology Clinic here at Mississippi State University. Dr. Stafford works closely with students, faculty, and the broader community to support mental health, well-being, and access to services. In today's conversation, we'll talk about the services offered through the clinic, but we'll also explore some bigger questions around burnout, work-life balance, and what it means to take care of ourselves in a profession that asks a lot of us. Emily, welcome to Insightful Teaching. To get us started, please tell us a little bit about yourself, your role, and the work you do in the clinic. So I'm an associate clinical professor at the university, and half of my appointment is teaching, and half of my appointment is running the psychology clinic. So the psychology clinic is a training clinic within the psychology department. It's an APA accredited program. We're training clinical psychologists. So by the time they graduate, they go out into the world, and they are excellent researchers, they're excellent teachers, they're excellent clinicians. So it's a very demanding program. Um and I absolutely love my position. So one of the things that really makes me happy about my role here at Mississippi State is we can provide those services to the community as part of the student training. So the students get really excellent training and they're getting to do it with real clients who are bringing in real problems. Wonderful. So that dual role of being a faculty member and then also director of the clinic. Um we'll talk a lot about this hopefully today about how those two roles inform each other and work simultaneously. But let's first talk about what kind of services do you offer to students and staff, faculty, and as you just said, that broader community. Yeah, yeah. So we offer both assessment and therapy services. So folks can come to see us uh for whatever type of issue they're experiencing. So within therapy, clients usually spend about an hour a week with our clinicians, and they're able to tackle any problem that they might want to bring in. Typically, we see a lot of anxiety, a lot of depression, a lot of stress. We serve both students, uh, faculty, staff, and folks who may not be associated with the university community. We can have anyone in the state of Mississippi who wants to come and see us. So we've got some clients drive in, you know, they may spend an hour or two in the car to come do an assessment with us. And other clients live right here in the Golden Triangle area. Oh, I love that. I always like to spotlight points of pride for Mississippi State that we're a service provider, not just for the folks on this campus in Startville, Mississippi, but beyond. Yeah. And so with our assessment services in particular, um, since those are more short-term. So with therapy, you're coming in every week for an hour and you can have as many sessions as you want as long as you and your clinician are tackling that problem together. With assessment services, we want to answer a question. And so folks usually come in and they say, um, you know, maybe I need accommodations. I'm a student and I've never had testing done before, but I'm really struggling in math, or I'm really struggling in English, or I find myself getting really distracted during test taking. And the tests, they're not an accurate reflection of what I know. And I can't figure out where that disconnect is. So we can do testing for them to figure out if maybe they have a diagnosis, maybe there's a learning disability, maybe it's ADHD. We've also been seeing a lot of folks who are coming in as adults and saying, you know, hey, maybe I noticed something going on as a kid, but I never got testing done. And now that I'm in college or now that I'm in the work environment, and I'm I'm having some difficulties and I'm not quite sure what's going on. And so we can do testing to help the person answer that question. And our testing after it concludes, it's usually a couple sessions. When it concludes, we will provide the client with a report. Uh, the shortest report I've ever seen come out of the clinic is about eight pages. Wow. And the longest one is probably in the upper 20s. Yeah. Um, so it's a very detailed report. Thorough, sounds very thorough. Very thorough. And at the very end, there'll be a diagnosis if one is warranted. And there will always be recommendations for the client that kind of help address whatever that problem was that they came in with. What are some concrete things that they can do that will help them with that problem? And then they can seek um supports via your clinic or somewhere else, right? Yeah, yeah. So if you come in with the assessment and once we've answered your question and we have the recommendations, some clients elect to go on and do therapy with us, and other clients elect to take that report to their general practitioner if maybe they're seeking medication or to disability support services to the DRC and they may get accommodations if they're students. Or sometimes if they're employed somewhere, they might be able to share that report with their employer to receive accommodations, you know, within the workplace. If perhaps they work at like a local business or something, for example. Awesome. That is just amazing, outstanding services that we provide. Again, students, staff, faculty, and beyond. What are the costs behind that? Yeah, so we're low cost. Okay. Free for student, staff, and faculty. Well, sort of. Not quite. Um, so for therapy services, if you're a student, your cost will be zero dollars. Awesome. If you're a community member, um, and that includes faculty and staff, uh, we have what we call a sliding scale. And so our lowest cost is $10 per session for therapy. And our highest cost is $80 per session for therapy. Now, that being said, if you've had something happen in your life and your paycheck does not reflect the amount of income that you have to really spend if you've got medical bills, if there's, you know, been a tragedy in the family and your money is tied up elsewhere, we will work with you to arrive at a price for your therapy that you can afford. I love that because you don't want going to therapy to be another stress because you financially cannot afford it. I think that is a wonderful that you guys, how are y'all able to do that? Uh, well, the university supports us. Um, so you know, I'm paid as faculty through the university, so the clinic doesn't have to worry about supporting, you know, my paycheck. Right. Um, and we do charge a little bit more for assessment services. And I think that's how we're able to provide so much low cost or free therapy, is because for the assessment services, we start at $300 and we go up to $800. And so again, that's gonna depend on your income. Will tell us what price you pay. And um, that includes your entire assessment. So if we meet for you with you for six sessions, or if we meet with you for two sessions, it's that flat rate. And so whatever type of assessment, however long it needs to be, it's gonna be included in that one price. Yeah. And then we're able to take the money that we make on assessments and use it on student training materials. Yeah, nice. And use it on supplies for the clinic. And so we really um the money that the clinic makes, we're able to buy all of our supplies with that money. Whereas our building cost, you know, our infrastructure cost, our faculty supervisor cost, and then the cost of my salary is all covered by, you know, the department and the the college and the university. Yeah, that's nice. So it's going right back in absolute clinic. So it's really, um, especially if you're a faculty member or a staff member or even a student on this campus, your money is then going right back in to Mississippi State, which I think is is awesome. Um, instead of paying, you know, um an outside service. And it sounds like uh just from the little bit I know that that's probably starting at that um $300 is probably very low in comparison to other services and other um firms that might be out there. Absolutely. If you were to go, um, you know, private practice will fill your insurance, you know, it can be a a thousand dollars or more to receive a comprehensive assessment. Absolutely. We are able to provide it at the low cost. And then our students also get access to so many different assessment measures. Yeah. So it's not just one or two measures that they're going to use with the client. It's they have a whole library. Yeah. So now you're talking about like the students who are who are actually serving as the clinicians in the clinic. I think that's really important too. So it's utilizing the services here also allows us to train major clinicians, which is a neat angle to really think about. Yes, that's that's the primary purpose of the clinic is to be a training clinic and to train up really excellent psychologists who provide quality care. And one of the ways we do that is um by having access to all those different training materials. So they really get a broad range of skills. And our faculty supervisors are licensed psychologists as well. And so the students they have an opportunity, they'll rotate supervisors. So they get to learn from each faculty member, each faculty member's specialty area, their experience, they're bringing all of that knowledge with them. And so our students really get a diverse range of training experiences with our supervisors. Yeah, that's great. I'm glad you said that, Emily, because just because you're being seen by a student doesn't mean that they don't have the expertise. They've actually got access to maybe a wider range of expertise to help. Everything happens under the faculty member's license. Nice. So all of our faculty members are licensed through the state, through the board of psychologists, or myself, I'm a licensed professional counselor supervisor. Nice. So it's almost getting like double. Uh right. That's awesome. That sets your program, that clinic, apart from maybe what others experience because they are getting to work so closely with real clients in a real setting, but then also getting that direct supervision. That's really nice. Yeah, and and it's so important that we train psychologists to stay in Mississippi. So I've pulled some some information for you. Wonderful. Um, so we have 82 counties in Mississippi, and um 61% of those counties do not have a psychologist within them. So it's really important, especially for like rural areas, they may not have access to a psychologist. Absolutely. So I'm so glad that the training clinic is able to help kind of fit um fulfill that need within the community. Agree. Um, so 27% of our counties have between one and five psychologists, and then only 12% of our counties have got six or more. Wow. Wow. Yeah. So y'all are meeting a vital need. With my colleagues that I work with, and uh when I was at MTSU, I faced a little bit of this as well. We often get bogged down with the work of higher ed. Uh, we are have to, in a lot of ways, be everything. Uh, researchers, teachers, we have to do service. You know, we're engaged in all of these things simultaneously, can be very overwhelming. Many of us, um, including myself, have felt this burnout. Um, what suggestions do you have for those of us who might be feeling burnout? And what can we do? Yeah. Yeah. So when we look at burnout, it's characterized World Health Organization characterizes burnout with three dimensions. So feelings of energy depletion or exhaustion. Yeah. Increased mental distance from one's jobs or feelings. And there might be like an aspect of cynicism within that related to your job. And then lastly, reduced professional efficiency. And I think particularly, you know, as we come up at the end of the semester and we're all rushing to get everything done, you know, for the students and preparing for graduation. Um, it's it can feel like a lot. And so I think it's it's normal to feel overwhelmed at times. Yes. It's uh normal, especially within the faculty role, you know, things are kind of cyclical. So we have times that we're very busy, we have times that we're not as busy. Um, but the demands are always there. That email inbox is always full. Always. And so it it can at times feel overwhelming, especially, you know, folks have got lives outside of their time at the university as well. And so, especially if you've got stuff going on, maybe within your life away from the university, and work feels very busy. It's just a lot of responsibilities that can feel piled onto you and can feel overwhelming. Those first two things you said that exhaustion for me, it was not even physical, it's like mental exhaustion. Yeah. Um, and then the second one was what did you what what what is the second characteristic of burnout? Increased mental distance from one's job. Yeah, I was having a lot of that and I knew that I was like, I'm uh this is not good for anyone. I was just distancing myself. And I lived five hours away from my family, and that was really weighing on me. Um, that's why I really came back to Mississippi State um and came to do this work because I was at a point where I just felt disconnected from what I loved and my passion for teaching and learning. And and now I get to do it in a unique way. And that's um totally uh re-energized me, right? And helped me think about it. And I had sacrificed a lot of my personal life, again, living far away from my family. Um, and and those things sacrificed a lot of my personal life. Um, I had no work-life balance. And I think that is key when we get to that point of burnout where we really start to think about this balance in life. Do you have any um I don't know, suggestions or supports uh for people who might be facing that? Yeah, I think I think it's normal that from time to time when you're busy, you feel like you have all these balls in the air, so to speak. You're juggling all these things. And it's normal to drop a ball every now and then. And because we're human, you know, sometimes you do your best and you may forget something. You may forget to have logged an appointment in your calendar and you missed something. Or, you know, the inbox, the email inbox is particularly full that day and you're not able to respond in the way that you want to or the way that you normally do. Like we're human, we all make mistakes from time to time. And just giving yourself that grace when it happens. But if you notice that you're dropping a lot of balls, yeah, um, and you're missing a lot of emails or a lot of meetings, um, that's when maybe it's time to pause and really look and examine, you know, and go inward. Like, am I experiencing burnout right now? Is is this how I want to be at work or in my home life or you know, in my social life? Like how the person that I am right now, the person that I'm presenting to the world, like is that my best self that I want to be? Or maybe, you know, I feel like there's there's too much going on, or I'm feeling too overwhelmed. Like sometimes you you know what it is you need to do at work, you know what it is you need to do at home. And you just you feel frozen and you can't get there. Oh gosh, uh that's a great word for it, is like frozen. I think I've definitely uh experienced that myself. So what do I do now? The world's moving around me, and then what do I do? I just can't do anything. Um, and and I really appreciate, Emily, what you're saying. I do think it's okay for us to say that, to admit that that makes us human. That's totally normal. Again, if it's an extreme case where we're opting out and missing everything, that's different. But I I I like this analogy of if if a if a ball falls down, let's not beat ourselves up for it. Um, let's either do something about it or reach out and seek some supports. Yeah. One of one of the first things I do, if I notice I start to feel burned out, is you said it exactly right. Like I'm gonna go find those social supports. Yeah. Um, so who in my department can I depend on that can help me? Um, who, if it's something, you know, outside of work, who is that friend that can help me if it's something going on uh, you know, with family, who, who's that family member I can always turn to if I'm, you know, struggling at home. Um, because having that kind of identified social support person or, you know, like that trusted colleague at work, or you know, maybe it's even a mentor if you haven't if maybe you're new and you haven't figured out who are those colleagues that, you know, will pitch in and help you when you need help with something. If maybe you haven't figured that out yet, um perhaps there's a mentor that you could reach out to. I think that's one of the things that the university does, I think, well for new faculty is the the new faculty mentoring program. So, like within College of Arts and Sciences, we've got the the mentoring program for new faculty. So I think um, you know, faculty, we all got into this role because we love teaching. Yeah, we love helping others. Um, all of my colleagues in the psychology department like have a really vested interest in mental health and want to help people um when they're experiencing a problem. So I think that generally speaking, you know, faculty are excited to be in the role and they they want to help, you know. Um, but they can't help if you don't know, if they don't know that that maybe you need a little help. So I I hope that everybody's got that colleague within the department that they can kind of agree on or ask for something. I agree. That's how we can really help each other. I don't think we say that enough. We think about mentors as someone who's gonna help me navigate my job or, you know, tell me how to get promotion and tenure, or you know, even just show me where the mail room is, right? But it's also someone um that should be there for us when we have some stressors or we're at a place where we cannot, you know, our capacity is full. Yeah, yeah. Cause if you think about like what if your colleague, if if I'm worried about what were other people gonna think about me, I like to kind of flip it in my head. So if my colleague came to me and said, Hey, I'm really struggling with this particular problem. I really, you know, this is what kind of help I need, or maybe they don't know what kind of help they need. They just say, Hey, this is this is what's going on. Like, what do you think? I would be so honored that they came to me and that they asked me for help. And so I have to kind of remind myself of that. I think I think it helps us too. I mean, I've had colleagues who've come to me too and say, you know, um, I'm struggling here. Can you help me? And that and through helping them actually helps me in a lot of ways too. Yeah, right. It's that exchange. Um, so I think one of the things that really contributed to my burnout is I didn't set any boundaries. Um, I've recently just learned that no can be a complete sentence. You can. It's hard, but I actually just gave that advice to a colleague the other day when I asked them for something. And then I said, but you can say no, and that's a complete sentence. Um, but I I didn't, I didn't learn that um until, well, really, I'm still learning that in my career 24 years in. Um, so what advice do you have for faculty so that they can set some boundaries and um feel like they have a little bit of that work-life balance? Yeah, yeah. So I think for different people, it could look like different things. Um, some people may decide to take their work laptop home with them. Some people may decide to leave that laptop at work. Some people may decide it helps them to have email on their phone. Other people may decide, no, I do not want to put Outlook on my phone. And the emails can wait until I come back in. Um, so I think you're you were hired to do a specific thing at this university. And we were all hired. Uh, you know, my expectations and my role look different than your expectations in your role. Yeah. And so um, I have to have my phone on me as part of my job. Um, you know, before we came in, I had mentioned that it's possible I'll get a call, you know, during this, because I'm on call for the student clinicians in the clinic. Um and one of the things that I've done to kind of protect my time there is I know that I'm on call during business hours, but the clinic is not open after hours. And so I know that I'm not on call 24-7. Yeah. You know, and so I I keep a pretty watchful eye on my phone during business hours because that's what the expectation is. And it's been made clear, you know, to myself, to the clinicians, to everyone. Um, but you know, when the workday is done and I go home, I'm I'm with my family. Yeah, you know, so and I don't have my phone in my pocket the whole time necessarily. Yeah, I think um that being owned call 24-7 is really what happened in COVID. Yeah. Um when we were grappling with that and and and and sort of like navigating that whole scenery. Oh, absolutely. Yeah. I I my um son was in kindergarten during COVID and we did virtual kindergarten. So we were doing virtual kindergarten and working full time and you know, all the things. Yeah. And it just all meshed together and it just it's gotten, it was, it got blurry. And so hopefully we can at some point, six years later, maybe yeah, kind of look and evaluate, you know, what are the expectations in each domain and how do you want to carry forth those duties? Yeah, yeah. I think that's really important. One of the really fun things that one of my colleagues, Dr. Pauline Prince, she's a psychologist over at the vet school. She trains the incoming vet students because they also have a lot of responsibilities. You know, vet uh, the vet program is um very challenging. Very demanding on students, and she teaches them when they first come in to eat the frog, which essentially what that means is you need to decide for that day what is your biggest, hardest, most challenging task and do that first. So eat that frog first, and then you have accomplished your biggest, hardest thing for that day. Yeah. And whatever else you get done that day is amazing. But you know that you've taken care of that thing that had to get done. Yeah, yeah. Knocking out, I think that's important is to knock out sort of like, again, I still do a handwritten to-do list, even though we have all this technology for that. But I do think that then gives you this sense of fulfillment. You've done something. And maybe then you don't have to take it home with you. You've eaten the frog. And now, you know, as you said, the rest of the day is just icing on the frog's cake. I don't know. Yeah, because I think before I did this method, I would think, okay, I have a big thing I have to do today. And let me knock out all this little stuff first. And I found that the little stuff piled up and piled up. And I spent all my time on the little stuff. And then at the end of the day, it was time to go home and I still hadn't done this big thing. And so I really had to um be very aware and kind of restructure my day to make sure that I was getting that most important thing done first, that I was eating that frog, so to speak, first. And I think as faculty, we often um, you know, maybe put some of those big frogs uh, oh, we roll it into the next step. Yes, or the next day, or the next day. I really find it helpful to, you know, eat the frog. And then also um for me, in like in my calendar, I'll kind of make my to-do list. And so that helps me kind of see like the tasks that I want to get done for that day. Do I realistically have time to do all those tasks? Because sometimes when I start putting them into my calendar, I I notice that it's too much to do in a day. Yeah. And so, you know, I need to pick which ones I want to do for that particular day and then find time, you know, for the other things. And I think being able to look at it like that helps me understand that sometimes there's just more than you can do in a day. And that's okay. Well, and here's here's the thing that I was thinking about earlier, um, is that, you know, my capacity is not your capacity. Yeah. So I'm not competing with you because you did five more things doesn't make what I did any less. I think we we are very competitive in higher ed. Um, we, you know, we do that kind of thing. And we do it again, we a lot of us do it to ourselves. And and it's not this competition of who's getting, you know, how many frogs eating in a day. It's really about what is best for us as a human, right? And that that is not uh any less meaningful than what's good for someone else. Yeah, yeah, absolutely. And I think um taking that time and really looking at how what system works for you so you can be the best teacher. Yeah. Because when you're but the best teacher, your students are getting the most. Yeah. So let's talk about that. So, how does your work in the clinic inform your teaching that you do in your class in a set state? Yeah, I I think that um, so I teach the graduate students, I teach a foundational skills course. Nice and then I teach a supervision course. Yeah. And so I get to see students at the beginning of their training, nice and then at the end of their training, right before they go to internship. I love that evolution. I saw that too. I love it. It's so much fun to see them, you know, come full circle. And when students are starting in the clinic, um, I really focus with them on again those foundational skills. And ultimately they they want to come into the therapy room and they want to be excellent clinicians. And you know, there's there's growth to it. You have to practice it. And kind of just being with the person, sitting with the person and just really listening to them, I think is such a valuable skill. And I think teachers do that for their students too, like really just listening to the students, caring what the students want to um, you know, get out of the lecture or get out of that class with you. They signed up for that class for a reason. Yeah. You're really good at teaching that thing. And so just being able to bring that, you know, that gift and that knowledge to the students, I think is amazing. So I love that you're talking about this idea of uh learning to listen and that that's a skill that as teachers in higher ed, if we listen more to our students and what their needs are, um, particularly right now, um, I think the context of the learners that we're getting in higher ed is so different, maybe, than even just two years ago. Yeah. And the experiences that they have. And so listening to what some of their needs are, I think is important. You know, we it's not a we do whatever you say. It's really like, what do you need? And how is what I teach and can teach you about going to be applicable to your life? Yeah. How are they going to take that, you know, into their careers? Because, you know, students are balancing a lot too. A lot of them have, you know, family obligations, work obligations, financial stressors about paying for school. Yeah. Um, you know, and making sure that they finish their curriculum, you know, their plan of study on time. And so it's a lot, it's a lot on them too. Yeah. And I think that's the thing, you know. I said, you know, I ask you, like, how do you bring this into your own teaching? And I think it's your awareness of all of that, that maybe some days um even I didn't was not always consciously aware of all the things the students in my classrooms might be dealing with. I really was just like, I want to teach you this. Yeah. Or I need you to know this instead of really thinking about that whole person that we all carry every day. We never know what anyone else is going through. Right. Exactly. We, unless we walk in someone else's shoes, we just don't know. So our conversation today has just been um just so great for me, honestly. Um, in and making me think about, you know, it's okay to to say I need some support, or um, here are the services we have on this campus, or if someone comes to me and asks for, you know, help with something, I can send them to you all. And I think, you know, talking about eating this frog and what we can do for our own well-being as faculty is really important. So, in thinking about all of that, uh, I always like to end our podcast with advice. So, for our colleagues on this campus who might be struggling with burnout or work-life balance, what's one or two pieces of advice you would give them, Emily? Yeah, I think um, so you can always come and see us. Yeah. So you can initiate services uh by calling our office. We're located in Rice Hall. Wonderful. And our phone number is 662-325-0270. And so we can get you set up with a screener. Screening is free. Nice. So in screening, we talk about what's brought you in, what your goals are with the clinic. Do you want therapy? Do you want assessment? Kind of what you want to focus on. And that gives us an idea if we're able to provide the service that you're requesting. And um and just gives you an opportunity to kind of, you know, chat through with somebody about what it is you're looking for. So screening is always free. So come come do a screening with us and just kind of see um what you might want to do. Aside from that, um, I would say know who your social supports are. So you need at least one. And you should go find one. Yeah. Um, so your social support, uh, who that can be at work, who that can be in your home life. And I think um just to take that time when you need it. Yeah. Sometimes you need a break, you know, sometimes uh during the winter break, during the summer break, you might have a long to-do list, but maybe think about taking some time for yourself during kind of that downtime that faculty members get. I couldn't agree more. And again, it's okay to say no. And you got to take care of yourself first before you can we can teach anybody or do any research. We need to take care of ourselves. Yeah, and and students are watching, you know, too. And so I think if you can model that, it it teaches that to students as well. They see that. Yeah, there's a reason you put on your own oxygen mask first, right? And I think that's that's something that can resonate with us, is take care of ourselves. Students see us. If they see us stressed out, they're gonna be stressed out. That's gonna be not a great dynamic in our classes. Um, so I'm so glad you brought that up. As we wrap up today's episode, I want to acknowledge something uh I think that often goes unsaid that teaching is deeply meaningful work, but it is demanding work. It is. It is very demanding work, and it's okay to say I'm overwhelmed. Um, what you've shared today, Emily, reminds me that um well-being is not separate from our lives. It's totally foundational to everything that we do. Like we just said, we've got to take care of our own well-being first so that we can be all of those things to our students and to our colleagues. So whether it's recognizing the early signs of burnout or even just setting small boundaries, reaching out for support, uh, asking for help, these are not signs of weaknesses. They are part of sustaining ourselves in a career that asks us to show up fully for others. At the Center for Innovation and Teaching Excellence, we care deeply about teaching, but we also care about the people doing that work. And part of that is creating spaces for conversations like this one on insightful teaching. As I reflect on today's episode, I invite you to consider this question: What is one small step you can take this week to support your own well-being? Thank you for joining us on Insightful Teaching. If today's episode resonated with you, please share it with a colleague. Until next time, take care of yourself and take care of each other. As I always say, keep teaching with insightful purpose, keep innovating with an insightful heart, and keep being the reason someone believes they belong here.