Designing for Capacity

This workshop invites educators to examine wellness not as a personal responsibility, but as a design outcome of curriculum, pedagogy, and systems. Rather than asking educators to cope better within broken structures, this experience centers a critical reframe: when stress is predictable and widespread, it is not an individual failure—it is a design issue.

Grounded in the CPW (Curriculum–Pedagogy–Wellness) framework, Module 3 challenges dominant narratives around self-care and resilience by naming the structural sources of educator strain and repositioning wellness as something that must be intentionally designed into the work itself.

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Workshop Objectives

Description:

Educators are often told to manage stress through better habits, stronger boundaries, or increased resilience—while continuing to work inside systems that were never designed to sustain human beings. This module disrupts that patter

The module reframes wellness as a shared design responsibility rather than an individual coping skill.

Key Concepts

Wellness as Design, Not Self-Care
Systemic vs. Personal Stress
Predictable Stressors in Education
Capacity Protection
Ethical Alignment in Teaching

Workshop Outcomes

Identify systemic sources of stress embedded in curriculum, pedagogy, and instructional expectations
Distinguish between personal burnout and structurally produced strain
Reframe wellness as a design responsibility rather than an individual deficit
Recognize “energy leaks” in instructional and curricular design
Begin envisioning learning environments that support both educators and learners sustainably

Time Frame

⏱ 90–120 minutes

Core Focus

Wellness as Design, Not Self-Care
Systemic vs. Personal Stress
Predictable Stressors in Education
Capacity Protection
Ethical Alignment in Teaching

HANDS-ON LEARNING

Participants will engage in hands-on activities and discussions to apply the concepts learned during the session

Workshop Benefits

Educators who engage in this module will:

Feel seen and validated in their lived experiences within educational systems
Gain language to articulate why stress persists despite personal effort
Develop a clearer understanding of how instructional design impacts wellness
Release misplaced guilt tied to systemic failures
Begin shifting from survival-based teaching toward sustainable practice
Strengthen their capacity to advocate for healthier, more humane learning designs