Before You Quit: Honest Strategies to Beat Teacher Burnout

EmpowerED Endeavors
Nov 24
3 min read

Teacher burnout is a significant concern in schools. It threatens staff well-being and student achievement. This blog explains teacher burnout, its effects, and practical strategies leaders and teachers can use to address it, with references to research and evidence-based recommendations.

What Is Teacher Burnout?

Teacher burnout is a condition marked by physical, emotional, and mental exhaustion caused by long-term stress, chronic overwork, and inadequate support. This issue results in reduced engagement and effectiveness. Common symptoms include emotional fatigue, lack of motivation, lower job satisfaction, strained relationships, and health problems. Burnout affects individuals as well as organizations, leading to lower productivity, increased turnover, and reduced innovation in schools.

Causes and Effects

The pressure of overlapping responsibilities leads to burnout among teachers and educational leaders. That is why strong support systems are necessary: they help staff manage their workload and stay healthy. Without this support, staff can feel isolated, tired, and unmotivated. It is very difficult to keep a school positive when people feel this way.

The Impact on Schools

High turnover rates disrupt the continuity and stability of schools.
Lower productivity and morale make improvement and innovation difficult.
Strained relationships between staff affect collaboration and overall well-being.

Emotional wellness and social-emotional learning (SEL) play a critical role in sustaining school improvement and engagement.

Strategies for Leaders

Create a Supportive School Environment: Establish daily wellness routines and rituals that nurture belonging and safety. Use collaborative leadership, share responsibilities, and recognize staff achievements regularly.
Support Professional Growth: Offer ongoing learning, coaching, and wellness resources. Protect time for staff development and use data and feedback in decision making. Involve teachers in advisory groups and wellness planning.
Elevate Staff Voice: Invite staff input on wellness initiatives, collect feedback through check-ins or digital channels, and adjust practices accordingly.
Monitor and Adapt Using Data: Regularly use surveys and reflection tools to evaluate SEL and wellness, then update strategies based on the findings.

For Teachers

Prioritize Self-Care: Set boundaries around work, practice mindfulness, and create routines for personal wellness. Regular wellness checks and open communication with peers can build trust and resilience.
Strengthen Support Networks: Participate in peer support, mentorship programs, and celebrate both personal and team achievements regularly to foster motivation.
Integrate SEL in Daily Practice: Use quick check-ins, shared wellness habits, and SEL routines to reinforce emotional well-being among students and colleagues.
Reflect and Adapt: Choose wellness strategies that are sustainable, measure progress, and adjust routines to maintain long-term growth.

Building a Sustainable Wellness Environment

Schools can prevent burnout by creating environments where mental wellness is valued and supported. Leaders should encourage open communication, offer wellness resources, and make SEL an integral part of school life.

Framework for Thriving Schools: The 4Es Model

Engage: Build supportive relationships throughout the community.
Equip: Ensure access to wellness skills and resources.
Elevate: Center the voices and leadership of students and staff.
Evaluate: Use data and feedback to drive continuous improvement.

Final Thoughts

Small, consistent efforts in SEL and wellness can lead to meaningful, lasting change for both individuals and teams. Leaders and teachers who model self-care, collaboration, and open communication build resilient communities where burnout is actively addressed and well-being thrives.

Maslach, C., & Leiter, M. P. (2016). Understanding the burnout experience: Recent research and its implications for psychiatry. World Psychiatry, 15(2), 103–111.
Skaalvik, E. M., & Skaalvik, S. (2017). Teacher stress and teacher self-efficacy as predictors of engagement, emotional exhaustion, and motivation to leave the teaching profession. Creative Education, 8(12), 1785–1799.
Ingersoll, R. (2001). Teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal, 38(3), 499–534.
Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491–525.
National Education Association. (2022). Teacher burnout and mental health report.