By Nadine Levitt
We need to address an obvious truth: our teachers are exhausted. They are giving everything they have to support students while trying to fill staffing gaps as more educators leave the profession. For those who have worked in schools for many years, fluctuations in conditions and policy are expected. Historically, things swing back toward equilibrium. Since March 2020, however, the pendulum feels frozen near the extreme of its arc, and the question becomes: what do we do while we wait to return to balance?
How can we keep talented teachers in the classroom rather than lose them to burnout or career change? What practical steps can we take today to reduce strain on the education system and improve outcomes for every student?
At the heart of the problem is respect for the profession. Secretary of Education Miguel Cardona has echoed that this issue often comes down to respect more than anything else. That lack of respect shows up in low pay, disrespectful treatment, and the gap between society’s stated appreciation for educators and how they are actually supported. This erosion of respect damages morale, diminishes purpose, and stifles innovation and inspiration in our schools. When we restore that respect, student outcomes will follow.
Why do people become teachers in the first place? Many enter education to give back to their community, to inspire young minds, to make a meaningful difference, and to help shape future generations. New teachers usually arrive full of enthusiasm. Yet, over time, that enthusiasm often fades. A large survey of teachers found that while nearly nine in ten were enthusiastic at the start of their careers, only a small fraction remained enthusiastic years later. What happens in between is important to understand.
Pre-pandemic research identified common stressors for teachers, including:
- High-stakes testing
- Large and growing class sizes
- Student behavioral challenges
- Inadequate resources
- Poor physical facilities
- Bureaucracy and excessive paperwork
- Heavy workload and administrative tasks
- High responsibility for students, with limited support
- Limited recognition or advancement opportunities
- A mismatch between preservice training and actual classroom demands
Notice that aside from student behavior, most of these stressors are systemic, administrative, or logistical rather than student-centered. Teachers rarely choose the career for its salary; they choose it to help young people learn and grow. But when the system piles on ancillary tasks and non-instructional demands, it pulls educators away from the relational work that motivates them. Learning depends on relationships: class size, access to counselors and specialists, and appropriate role assignments all affect teachers’ sense of competence and their ability to do meaningful work.
Some extra effort and flexibility are part of the job, but we’ve allowed the “extra” to dominate what matters most. One study found that teachers work an average of 54 hours per week, and less than half of that time is spent face-to-face with students. The remaining hours are consumed by grading, emails, meetings, planning, and other duties—tasks that rarely fuel passion or purpose.
Adult collaboration and connection can be energizing, but too often those interactions are contentious or disjointed rather than collaborative and goal-oriented. When a teacher’s week is filled with draining tasks, stress and burnout increase. Workplace stress commonly produces:
- Emotional numbing
- Feeling shut down
- Disengagement or going through the motions
- Loss of enjoyment and energy
- Cynicism or pessimism
- Increased illness or fatigue
- Physical aches and pains
- Higher absenteeism
- Weakened boundaries
- Difficulty making decisions
Any of these effects can impede a teacher’s ability to serve students well. The consequences are real: research shows teacher burnout is linked to measurable physiological changes in students. Conversely, when schools adopt programs that support teachers’ mental health and wellbeing, student outcomes improve.
One notable study tracked 19 teachers and their 238 students while the teachers participated in one of two eight-week stress-reduction programs. These interventions emphasized mindfulness, compassion, stress management techniques, and practical wellbeing strategies such as exercise, music, and nutrition. Crucially, the programs gave teachers scheduled time to focus on their own mental health.
By the end of the eight weeks, teachers reported reduced distress and burnout. Students noticed positive changes too: they experienced fewer difficulties at school, perceived their teachers as more supportive, and reported improved academic self-confidence. This demonstrates a clear downstream effect: investing in teacher wellbeing benefits students.
Wellness programs have long been common in the corporate world, where evidence shows reduced sick days, lower health costs, and fewer disability claims in organizations that invest in employee wellbeing. Similar investments in schools can yield meaningful returns for educators and learners alike.
What can leaders do? Start by listening. School leaders should open a genuine dialogue with teachers about what they need and consider implementing evidence-based wellbeing programs—options include multi-week stress-reduction curricula and longer-term supports tailored for educators. Consider whether professional development time could be redirected toward activities that strengthen mental health, resilience, and community rather than always introducing new tools or initiatives.
Parents also play a role. Acknowledging the challenges teachers face and celebrating their efforts can make a difference. On a human level, sharing personal experiences with stress or mental health helps normalize these conversations and reduces stigma.
There are also models already operating in the field. One example, PD Reimagined, is a year-long nationwide wellbeing program designed for school leaders and educators that focuses on refueling, celebrating, and honoring teachers. It has included monthly inspiration packages, virtual summits featuring wellness and thought leaders, practical wellness toolkits, access to local events, community connection, micro-credentialing opportunities, and teacher appreciation experiences. Participants report strong positive impact and high levels of recommendation to colleagues.
We stand at a crossroads in education. One path maintains the status quo and risks losing more excellent teachers. The other path invests in supports that allow teachers to thrive, so they can inspire students and rebuild energy and innovation in classrooms. It’s time to reimagine professional development and re-inspire our educators—together.
About the Author
Nadine Levitt is a leader in rethinking education through creativity, music, and the arts. As a Global Education and Emotional Intelligence expert and founder of PD Reimagined, she advocates restructuring education to reflect the future of work, relationships, business, and health. Nadine is a parent and longtime education advocate who has observed hundreds of classrooms and founded initiatives including WURRLYedu, My Mama Says, and Emotion Wonderland. Her curriculum is used in schools nationwide. She has spoken at major events like SXSW and has been featured in national publications for her creative approach to educational reform.
Note: This article was originally published by The Learning Counsel, a research institute and media organization focused on the shift to digital curriculum and the changing landscape of education.