It is a truism that over a lifetime, most workers, regardless of the particularity of their work context, role or status, will need at one time or another – for shorter or longer periods, or as an everyday feature of their work processes – to call upon reserves of physical, psychological or emotional energy if they are to carry out their work to the best of their ability.
Schools and classrooms, especially, are demanding of energy of these kinds, partly because not every student chooses to be there and partly because successful teaching and learning requires cognitive, social and emotional investment by both teachers and students.
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