Teacher burnout is a prevalent issue in the U.S. with broad-reaching implications for students and educators. Recently, three Effective School Solutions (ESS) team members, Laine Whitaker, Vice President of Professional Development, Colleen Patterson, Senior Project Manager of Professional Learning, and Zaneta Sasser, Project Manager of Professional Learning, came together on MindBeat, the definitive go-to podcast for all topics related to school-based mental health, to discuss this important issue.
What Is Teacher Burnout? Understanding Teachers and Burnout
Colleen Patterson, who has over 15 years of experience in early childhood education and special education, answered, “Teacher burnout is when we’ve gotten past a manageable level of stress, and we’re getting to a toxic level. Once we’ve gotten into that burnout stage, our physical wellness affects our mental wellness. There might be feelings of apathy, and we’re past the point of being able to get ourselves back quickly into a great mental state.”
Zanetah Sasser, who holds a master’s degree in mental health counseling and has a rich history of working with diverse populations, agreed. “The limited support available to teachers amidst a national teacher shortage leads to heightened stress levels and burnout.” Zanetah continued, “Nationally, we know there’s a teacher shortage. So, we know that there’s a limited amount of support. And also, I’ve seen, especially in my region, just vicarious trauma; we know that there’s been an increase in student mental health challenges. And that’s impacting our teachers as well. They’re dealing with mental health crises daily; they’re dealing with students’ challenges daily. They don’t have a lot of district support. And that’s heavily impacted teachers as well.”
What is the Impact of Teachers and Burnout on Students?
Both agreed that the aftermath of the pandemic has magnified the effects of burnout, with teachers bearing the weight of academic expectations, social-emotional gaps, and ongoing curriculum changes. The ripple effects extend to students, impacting their academic progress and overall well-being. As educators struggle to cope with mounting pressures and emotional exhaustion, the quality of classroom interactions, learning experiences, and student support may diminish. Teachers’ emotional and mental well-being directly affects the classroom atmosphere, affecting student engagement and growth.
How Can Districts Address the Social-Emotional Gap?
The social-emotional gap in students refers to disparities in the development of social and emotional skills among different groups of students. Contributing factors can include socioeconomic status, access to resources, family dynamics and exposure to trauma or adverse experiences. Addressing the social-emotional gap is critical to ensure equity in education as it impacts students’ ability to succeed academically and personally.
According to Colleen and Zanetah, it’s important to advocate for prioritizing teachers’ well-being and mental health to support students effectively. By fostering a culture of emotional wellness, providing adequate support systems, and facilitating professional development in mindfulness practices, schools can work towards closing the social-emotional gap and promoting a conducive learning environment for educators and students. A child’s emotional development is intricately linked to the emotional capacity of the adults around them. Therefore, focusing on teachers’ well-being and emotional regulation sets the foundation for creating a nurturing and supportive learning atmosphere.
Why Aren’t Teachers Establishing Enough Boundaries?
Laine raised the issue of boundary setting among teachers, acknowledging the challenges they face in balancing professional demands and personal well-being. The discussion underscored the importance of teachers prioritizing self-care, setting boundaries, and carving out essential time for rejuvenation during the school day. Implementing boundaries enhances their well-being and positively impacts the classroom environment and student interactions.
Yet, a concerning cycle perpetuated by teacher shortages and increased workload demands prevents teachers from setting clear boundaries for themselves. Teachers find themselves sacrificing essential breaks and prep time due to staffing challenges, leading to a sense of obligation to soldier on despite mounting stress. The fear of returning to a more arduous work environment post-absence, such as vacation or family leave, further exacerbates this detrimental cycle, ultimately impacting the morale and effectiveness of educators.
Are We Glorifying Overwork and Sacrifice?
The conversation delved into the cultural norms that glorify overwork and sacrifice within the teaching profession, painting educators as heroes expected to go above and beyond. Zanetah highlighted the immense pressure placed on teachers to fulfill multiple roles—caregiver, teacher, coach—within a system that demands unwavering dedication and accountability. The societal expectation of teachers as the primary catalysts for student success further compound the burden of responsibility, often leading to heightened stress and burnout.
How Can Districts Create Systemic Change?
Colleen discussed the importance of advocating for systemic changes within educational institutions to alleviate the burden on teachers. By creating a culture that values well-being and mental health, schools can foster a supportive environment where educators feel empowered to seek help, set boundaries, and acknowledge their limitations without fear of judgment. Collective care and understanding at a district level can contribute to a more sustainable approach to addressing teacher burnout.
- Effective Leadership Strategies
Zanetah suggested empowering principals to grant explicit permission for teachers to prioritize self-care and set boundaries. By implementing structured support mechanisms, such as protected prep time and lunch breaks, leaders can foster a culture that values the well-being of educators. Regular feedback sessions, open communication channels, and modeling self-care practices from the top down are essential components in creating a sustainable framework for teacher support.
- Professional Development as a Supportive Tool
Colleen illuminated the dual role of professional development (PD) in raising awareness and fostering support for teachers in navigating burnout. By equipping educators with the tools to identify signs of burnout, trauma, and behavioral patterns in students, PD serves as a foundational pillar for building resilience and self-awareness. The coaching aspect of PD provides teachers with a safe space for reflection, idea-sharing, and practical guidance, empowering them to enhance their interactions with students and prioritize self-care.
- Addressing Systemic Pressures
Zanetah emphasized the need for systemic changes to alleviate the pressures on educators and foster a culture of self-care and support within schools. Superintendents of districts should contemplate proactive measures to enhance staff mental health, such as reducing class sizes, implementing structured support systems, and prioritizing teacher well-being over traditional academic benchmarks. By acknowledging the impact of cultural norms and societal pressures, educational leaders can implement targeted interventions to create a more sustainable and nurturing environment for teachers.
Why is Promoting Mental Health and Well-Being Important?
The discussion concluded with a call to action for school leaders to prioritize mental health initiatives, provide self-care resources, and cultivate a culture that values educators’ holistic well-being. By dismantling harmful cultural narratives, advocating for work-life balance, and fostering open conversations around mental health, schools can proactively address burnout and create a supportive ecosystem where teachers thrive and students flourish.
Listen to the full episode on the MindBeat Podcast
