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Backpack Essentials for Teachers

If you are a teacher getting ready for the beginning of school, don’t forget to include essential oils in your preparations. There are many great ways that essential oils can help you and your students throughout the school day. We discussed some of these in our post “Backpack Essentials for Students,” but we would like to discuss other ways a teacher can use essential oils in the classroom.

Diffusing Essential Oils

Have you ever felt the nervous energy when a test is about to begin? Do you have students that have a really hard time focusing on what is being discussed? Do you teach early-morning or late-afternoon classes and see your students falling asleep at their desks? If you have experienced any of these situations, your classroom may benefit from diffusing essential oils!

Here are a few diffuser blends we have put together that you can diffuse in your classroom:

     

If you find that you like these diffuser blends, it might be a good idea to make a larger batch of each diffuser blend, store them in new bottles, and label them so they are easy to add to your diffuser.

Some school districts have restrictions on diffusers that plug into the wall. If this is the case at your school, you may want to consider a diffuser that is battery operated or can be connected to a USB power bank or computer. These are the options AromaTools® carries that fall in this category:

  

Keeping Germs at Bay

Anytime a group of people gather in a room, especially 5 days a week, there are bound to be germs aplenty being passed around. Essential oils can be beneficial for keeping these germs at bay and maintaining a clean environment. Remember, healthy kids show up to class and are more likely to pay attention. We have put together a few cleaning sprays that would be useful in keeping a classroom clean: Natural Cleaning Sprays.

Essential oils can also help clean the air. One study found that a blend of lemongrass and geranium oils diffused into the air was able to reduce airborne bacteria in an office by 89%.1 Try misting a antibacterial blend of essential oils around your classroom before and after classes each day. In her book Aromatherapy for the Healthy Child, aromatherapist Valerie Ann Worwood provides a recipe for making an anti-infectious room spray. We have included her recipe below.

Anti-Infectious Room Spray

Servings: Yield 4 oz. (120 ml) | Time: 5 minutes active; 24 hours inactive | Difficulty: Easy

Ingredients & Supplies:

  • 20 drops thyme essential oil
  • 5 drops cinnamon essential oil
  • 5 drops clove essential oil
  • 10 drops melaleuca essential oil
  • 10 drops lemon essential oil
  • 1/4 cup (60 ml) pure alcohol (such as vodka)
  • 1/2 cup (120 ml) distilled water, divided
  • Two 4 oz. glass spray bottles

Instructions:

  1. Combine essential oils and alcohol into one of the glass spray bottles. Screw lid on, and shake to combine.
  2. Transfer half of the mixture to the other spray bottle. Add 1/4 cup (60 ml) distilled water to each spray bottle. Screw lids on, and shake each bottle to help combine the liquid.
  3. Allow to sit for 24 hours before use.
  4. To use, simply mist around the room as needed.

Source: Aromatherapy for the Healthy Child by Valerie Ann Worwood, p. 37.

Ask Permission

Keep in mind that some schools have bans on perfumes or fragrances, so you may need to get specific permission from your principal or administrator to use essential oils in the classroom. It is also a good idea to get permission from the parents of your students so they know you are using essential oils around their children.

Essential Oil DIY Products for Teachers

We also wanted to include a list of essential oil products that may be useful for a teacher to keep in the desk. And if you want some essential oil craft ideas to use with children, click here.

       

1. A. L. Doran, W. E. Morden, K. Dunn, and V. Edwards-Jones, “Vapour-Phase Activities of Essential Oils against Antibiotic Sensitive and Resistant Bacteria including MRSA,” Letters in Applied Microbiology 48, no. 4 (April 2009): 387–92.

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