By Kevin Dougherty
Since the COVID-19 pandemic began, school districts across the United States have faced severe teacher shortages and frequent leadership turnover. If we want to attract and retain quality educators and strengthen learning outcomes, we must begin by creating a positive mental health environment for teachers and school leaders. Mental health is a primary reason many educators have left the profession—and it is also the key to reversing that trend. Below are five practical “E” strategies—Effective Planning, Engagement, Equipment, Empowerment, and Equity—that school leaders can use to improve educator wellbeing and transform schools.
1. Effective Planning
Improvement begins with thoughtful planning. For districts and campuses, that starts with a Comprehensive Needs Assessment (CNA) that includes educator and student mental health alongside academic priorities. Too often, improvement plans are treated as compliance tasks rather than living documents that drive meaningful change. A robust CNA asks more than “What do our students need academically?” It also asks: “What are the social and emotional needs of our learners? What are the needs of our educators? How are we addressing those needs in our improvement plans?”
Over the last few years, many educators have been in survival mode—adapting to new technology, balancing online and in-person learning, and meeting state standards. As a result, fewer schools have paused to assess needs or rebuild relationships. But relationships and mental health are foundational to learning: students learn more when they feel known and supported, and teachers remain in the profession when their wellbeing is addressed. A meaningful CNA creates space to reflect, identify gaps, and try new approaches to improve conditions for both students and staff.
2. Engagement
Relationships are central to learning and to educator retention. Neuroscience and classroom experience both show that people pay attention to information that feels meaningful or emotional. When teachers build strong relationships with students, learning becomes more relevant and lasting. Likewise, when school leaders cultivate genuine relationships with teachers, staff feel valued and are more likely to stay.
Engaging students does not require expensive resources—small, intentional moves can make lessons more personal and relevant. For example, frame activities by asking students to connect a lesson to their own lives: a math lesson about percentages could begin with students estimating how much time they spend on hobbies or chores, then visualizing those amounts. While students record their responses, a teacher can circulate and make brief, sincere connections—“I didn’t know you swim—what are you working on?”—which builds rapport and lifts engagement.
Engaging educators matters just as much. Leaders should ask how teachers are included in improvement planning, whether their workload is reasonable, and how the school responds to teachers’ mental health concerns. If staffing shortages are creating unsustainable workloads, consider cutting nonessential tasks, reducing paperwork, or redistributing responsibilities. These changes signal that you respect educators’ time and wellbeing.
3. Equipment
Equipping students with knowledge and opportunities prepares them for future success and supports their confidence and mental health. But schools must also equip educators. Ongoing professional learning, mentoring for new teachers, adequate classroom resources, and clear access to support services are essential. Ask: What training, materials, and mentorship do our teachers receive? How do we onboard new hires so they feel capable and supported?
Investing in professional development is a retention strategy. When educators understand curriculum changes, classroom strategies, and the tools available to help students, they feel more effective and less stressed. Likewise, school leaders need training to manage teams, reduce burnout, and foster positive school climates. Equipping both teachers and leaders reduces turnover and improves instruction.
4. Empowerment
Empowerment follows engagement and equipment. When students develop independence and agency, they become more motivated learners. When teachers are empowered—to make classroom decisions, to try new instructional approaches, and to contribute to school priorities—they take ownership of their work and feel respected.
Empowerment also means listening. Create regular opportunities for teachers to share input and see that their feedback leads to action. Recognize accomplishments consistently and publicly. Small acts of appreciation, combined with real influence over professional practice and school policies, strengthen morale and foster a healthier mental health climate.
5. Equity
Equity requires recognizing that each student and educator brings unique experiences and perspectives. A more equitable school intentionally creates space for those voices to be heard and reflected in practice. Equity in professional learning, staffing decisions, and resource allocation helps educators feel that their backgrounds and contributions are respected.
To support mental health, ensure that staff believe opportunities and supports are distributed fairly and that their experiences matter. Professional development should incorporate diversity, cultural responsiveness, and strategies for inclusive instruction. When teachers and students feel honored and supported, the entire school community benefits.
The five “E”s—Effective Planning, Engagement, Equipment, Empowerment, and Equity—provide a clear framework for improving mental health and strengthening schools. Beyond these concrete steps, remember your “why”: most educators entered the field to make a difference in young lives. When leaders prioritize mental health and create environments where teachers feel supported and valued, we not only retain talented educators but we also improve learning for students across the nation.
About the Author
Kevin Dougherty is Chief Strategy Officer for 806 Technologies and has spent 39 years in education. He holds a Bachelor’s degree in Multicultural Education from the University of Massachusetts, Amherst, and a Master of Education in Educational Administration from the University of Massachusetts, Lowell. Kevin taught in Dallas, Boston, and Houston for ten years before serving as an assistant principal and principal at Title I/Bilingual campuses in large urban districts. For more than two decades, he has supported educators nationwide through roles in professional learning, sales and marketing, and strategic leadership. He has been married to his wife, Michelle, for 33 years, and they have two grown children, one of whom is a classroom teacher.
This article was originally published by The Learning Counsel, a research institute and news media hub focused on the shift in education to digital curriculum.