Playing with the diary: how crafting a multimodal and sensory diary can have a positive impact on teacher wellbeing

This article uses the outcome of a small-scale research project – the
‘Diary Toolkit’ (DT) – to explore the creative process of crafting
a multimodal, sensory diary as a positive tool for teacher wellbeing.
In an educational climate facing the repercussions of the COVID-19
pandemic, the DT offered an epiphanic space for teachers in
England, helping them navigate their way through this highly
emotional and anxious time. Indeed, against the backdrop of
COVID, a hidden pandemic has arisen: a decline in teachers’ mental
health and wellbeing.
The article situates the DT within the field of reflective practice as
a creative approach, arguing that in addition to supporting teaching and learning, it can also help teacher wellbeing. To demonstrate
this, some key findings from the ‘Reimagining the Diary’ (2018)
project are used, focusing, in particular, on those around choice/
creativity, and structure/parameters. The article concludes by stating that the creative process of crafting a sensory and multimodal
diary gives teachers the healing and nurturing space currently
needed, as well as an opportunity to represent their wellbeing in
multiple ways so that they can flourish inside and outside the
classroom.