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Let's talk about it: teacher mental health, burnout, and self-care

12/21/2021

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To take care of and for others, you must first take care of yourself. This message is one of my most memorable takeaways this semester.

I have heard the phrase, "Show up for the kids" more times than I can count. It's stated in memos and emails to teachers and whispered in conversations. School districts and administrators try to contradict the message with self-care professional development. But looking out for our teachers means first taking care of and showing up for themselves.

I'm sure you've heard and seen the dozens of stories reporting the high cases of teacher burnout and turnover. It's a crisis, like many others, that was brought to the surface by the COVID-19 pandemic.

Teachers changed their teaching format multiple times per week, transformed their curriculum and resources, and adapted to meet the different needs of children and students quarantined at home. Instead of teaching reading and math, they focused on self-regulation, peer interaction, and play strategies. All this change takes a toll on teachers' mental, emotional, and physical states. One person can only do so much to support the constantly developing needs of young humans.

The point is, you've heard these stories before. So, why do we still need to talk about it? Because the problem is not going away. Until there is a systemic change to support teachers' needs, voices, and health, we still need to speak up. In this post, I will share the rates of teacher burnout and turnover; messages from real teachers and teacher candidates; and practices for burnt-out or struggling teachers.


The high rates of teacher burnout and turnover

The national teacher shortage and high teacher turnover rates are not new news. Like many systemic issues, the pandemic brought this crisis to the surface. Teachers are leaving the profession at a much higher rate than before the pandemic. In an Edweek Research Center report which surveyed the likelihood of leaving the teaching profession in the next two years, the percentage of teachers who responded “very likely” increased from 13% in 2019 to 33% in 2021. 

The increased burnout, lack of control and respect, and additional responsibilities and expectations are getting to be too much. Many teachers find that it is not worth it to stay with the little pay they receive. Shockingly, “Younger teachers, and those early in their careers, are among the most likely to leave teaching,” according to an Edweek article. 
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When the pandemic began, teachers were called the new superheroes. Every news channel and talk show praised teachers for their dedication and the problems they face by teaching online. However, there was little federal action to increase pay or lend support to teachers. Instead, professional development seminars were provided on self-care and mental health while discouraging teachers from taking mental health days.

Change within the education system is long overdue. According to an NPR article from 2016, "teacher salaries have been declining since the 1990s." Moreover, there has been a consistent turnover of teachers for decades. All teachers, professors, support staff, and teacher candidates must be protected and represented through federal policy. 

Showing up for the kids is not enough anymore. Teachers and teacher candidates, including me, are questioning their career choices. If nothing changes, the number of new teachers entering the profession will inevitably decrease. Then, who will teach our next generations?

Explore the links under the Resources section of this post for more information on the teacher shortage, teacher turnover, etc.

Messages from teachers and teacher candidates

This blog shares mainly one perspective on teaching, teacher education programs, etc. I wanted to change that perspective in this post by opening my platform to other real educators, teacher candidates, or anyone working in the educational field. To protect their confidentiality, I did not share their names or identities.

1. "Finally, it was time for me to leave [after a challenging day in the classroom] and I went to my car and I just cried. I was in total disbelief and I didn't really have anyone to talk to about it. So many thoughts raced through my head, 'Am I good enough for this job?' 'Do I want to continue on this path if this is how these situations affect me?' I told myself I had to keep going because this is what I have wanted to do since I was young, but still I wish I had someone to talk to about the situation."

2. "Exhausting - supporting admin and teachers as they deal with continued challenges."
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3. Click here to watch an interview with Vera Ahiyya --of my favorite educators I follow on social media (@thetututeacher)-- describe her experience with teacher burnout.


To read a past post that references outside input from real early childhood educators, check out, "How to Put Our Love for Children into Writing: Writing in Early Childhood Education."
​

Recommended practices for burnt out or struggling teachers

via GIPHY

As I will discuss in an upcoming post, I felt burnt out this semester. I experienced several emotionally charged interactions with students and teachers that were difficult to process at the moment. I sometimes came home mentally and physically exhausted, not having an outlet to talk through my feelings or what happened. 

Working in education comes with confidentiality. To protect children, families, and coworkers, I respect confidentiality by not using names or sharing other confidential information or interactions. However, it is difficult to find solutions, validate my feelings, or understand my experiences when I cannot share everything. 

​And unfortunately, the root of many of these problems stems from the education system. So, what can teachers do to support their mental and emotional health within a troubled system and limited by confidentiality?

The Rain Practice

A few weeks ago, my therapist introduced me to the RAIN practice. The acronym, developed by Tara Brach, stands for:

Recognize what is happening;
Allow the experience to be just as it is;
Investigate with interest and care;
Nurture with self-compassion.

On Brach's website, she describes RAIN as "an easy-to-use tool for bringing mindfulness and compassion to emotional difficulty." Recognition, acceptance, loving investigation, and self-nourishment are skills and steps often forgotten among educators. A heavy or emotionally charged interaction occurs spontaneously or stretches across the school day, but we are encouraged to push it aside and put up a wall. However, these skills are what we teach our students! We must start practicing what we teach.

So, after an overstimulating day, I try to sit in my car in silence. I close my eyes, steady my breathing, and reflect on my day through RAIN. I give myself five or ten minutes and allow myself to be and feel. 

Develop positive coping mechanisms

This Edutopia article identifies positive coping mechanisms --including exercise, meditation, counseling, etc.-- as a step in developing healthy habits to prevent burnout. On days teachers come home exhausted or frustrated, it may be easy to fall into unhealthy habits. However, positive coping mechanisms support teachers' long-term mental and physical health.

Find what works best for you to cope with stress. For some, moving your body and removing yourself from the source of the stress helps. For others, silence and reflection work better. A few may find talking through their stress and experiences with a trusted friend, loved one, or counselor is best. Personalize your coping mechanism to your physical, mental, time, and financial needs. 

Set boundaries, focus on what you can control, and maintain reasonable expectations

These three strategies, outlined in this Mental Health America article, are interconnected in maintaining control within your professional and personal lives. During the pandemic, lines between professional and personal have been blurred, control seems out of reach, and past expectations have been thrown out the window. Recognizing your own needs is more important than ever.

I get it! It is challenging to leave work at school. I see email and course notifications pop up at 7:00 pm, and I immediately feel the need to open them and reply. However, setting boundaries is healthy to separate your professional life from your personal life. So, when you come home, you can dedicate time to your loved ones. 

But how can teachers set boundaries? 
  • Inform families and coworkers that they are unavailable past a specific time
  • Schedule out a 1-2 hour block of time when they can respond immediately to emails
  • ​Draft a list of tasks that they need to complete immediately
  • Leave work when the contract time is up, as consistently as possible
  • Create a designated workspace to prepare themself to be in "work mode," if you work at home

Along with the shift in boundaries between home and work, COVID-19 has taken away certainty from everyone, especially educators and families. Even after more than a year since the start of the pandemic, teachers cannot predict or control the format in which they will teach. So, what can teachers control? Free time, priorities, boundaries, and mindset. 

And most importantly, be patient with yourself and others. Teachers' expectations are constantly changing to meet the needs of students and families through virtual and hybrid learning. Setting small goals and control factors within your classroom may bring some peace of mind. 

Continue doing what you always have. Welcome each student into your classroom community. Provide equitable opportunities to succeed. Meet students' needs through materials and resources you have available.

For additional strategies for teachers and school districts, explore the "Resources" section of this post.

. . .

Writing this post has encouraged me to stop to reflect on the situation at hand and my future career decisions. Despite all of the systemic issues, high rates of teacher burnout, etc., why am I still pursuing teaching?

That's a great question. Right now, I still feel joy when I work with young children. Although some days are difficult, I still show up. I hold on to the initial spark and reasons I chose to become a teacher. When I reach a low point or feel too exhausted to speak or work on coursework, I apply my coping mechanisms.

My biggest accomplishment this semester was recognizing my physical, mental, and emotional needs. I now understand when I need to take a break and what I can push off for later. I found running to be a healthy release of stress and physical tightness. I even started therapy!

However, I want to be honest with you all. I do not know what my career will look like. I don't know whether I will be teaching for the next twenty or thirty years. In the future, I may take a break to focus on different priorities or pursue different dreams. And that's ok! 

It's healthy to change things up, and no one should feel guilty for trying different things during their career. For example, I know that I want to teach abroad, attend grad school, and become a professor at some point. My values and priorities will inevitably change and grow.

I guess what I'm trying to say is do what is best for you. Prioritize yourself and your mental health. Accept the differences at hand and meet yourself where you are. That's the most anyone can ask for right now!


Previous post: My Junior Year Plans

Click the link below to learn about the courses, experiences, and opportunities I have planned for my junior year of college!
Read Post

Resources

Click on the links below to explore the sources mentioned in this post!
​

Video: "Why So Many Teachers Are Leaving This Year: A Teacher's Rant"

Video: "5 Things All Teachers Need to Hear Right Now. . ."

Video: "Dealing with Burnout as a Teacher" - Roadtrip Nation

NPR: "Frustration. Burnout. Attrition. It's Time to Address the National Teacher Shortage"

Edweek: "Teachers' Mental Health Has Suffered in the Pandemic. Here's How Districts Can Help"

Report: "Mental Health and Becoming a Teacher: A Narrative on the Experiences and Identities of Teacher Candidates"


"RAIN: A Practice of Self-Compassion" - Tara Brach

​"How to Put Our Love for Children into Writing: Writing in Early Childhood Education"

Edutopia: "How to Fight Burnout"

Mental Health America: "Teachers: Protecting Your Mental Health"

Leave me a comment!

If you like this post, have any questions, or have ideas on how I can improve my blog, leave me a comment below! Your input is always appreciated. As always, thank you for your support.

Take action. Start the conversation. Be the change.

2 Comments
Helen Mongan-Rallis
12/21/2021 08:46:28 am

Meghan, thank you so much for talking about this critical issue here on your blog and for sharing your own experiences. I agree with you wholeheartedly that we need to talk about and act on this. I also think it is so helpful for those who are in a position to be able to do so to "come out of the closet" about our own struggles with mental health and burnout. This way the countless others who are also experiencing this and who feel so alone can be validated and supported.

I remember when, as a relatively new faculty member at UMD, I hit the wall and realized that I could not continue driving myself as I had been. I had to seek mental health help and thankfully was able to get the support that I needed to reframe my approach to work and life. Despite that, throughout my career, I have regularly found myself getting sucked into feeling completely overwhelmed and have had to press "reset", reminding myself to practice the self-care skills that I learned when this first happened. It has been a life-long learning process and one that needs constant attention. I don't think it's something that you get the hang of and can put on auto-pilot.

You and other young people who are going into teaching give me so much hope for the future. Your willingness, skill, and courage in speaking out really matter and I think will make the difference that we need to reframe our profession to make it sustainable. We also need EVERYONE to stand up and be counted, especially in our votes, so that we fund education fully. It is not enough to pay teachers what they deserve. We also need to fund education sufficiently so that class size and teachers' loads are such that teachers are able to do their jobs properly without becoming burned out. Money (high salaries) along cannot buy sanity and balance.

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Meghan Hesterman link
12/21/2021 09:17:35 am

Helen,

Thank you for your thoughtful and reflective reply on this post. Like you describe, I think we all reach a point when we "come out of the closet" about our struggles with mental health and burnout. I'm glad you were able to get the support you needed. Thank you for your honesty about your journey with mental health as a UMD faculty member. It is difficult for us as students to fully understand what is happening outside of the class.

Your comment raised an important point: mental health is not a straight path from point A to point B. Even after folks receive help, they may need to hit the "reset" button and reevaluate their mental state and priorities. Just like with personal growth, mental health is a lifelong journey.

I appreciate you highlighting other areas of need in funding education. There are so many systemic factors that play into teacher burnout that the system needs a reset. It is wild to me that the education system has not changed much in the past fifty or more years!

Anyways, thank you for opening up and bringing your own experiences and insight to this platform. I look up to as a professor and friend for prioritizing mental health. Let's keep speaking up together.

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    Meghan Hesterman (she/her) is an aspiring educator, storyteller, and traveler. Through regular posts and commentary, she candidly reflects on her evolution as an educator and young adult.​


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