Who's Responsible for the Rise in Burnout in Schools and What Can Be Done?

Recent research from the Teacher wellbeing index reported that 50% of staff consider their organisation’s culture has a negative effect on staff's mental health and wellbeing. However, 27% said their organisation supported wellbeing.

Organisational Responsibility in Addressing Burnout

In the educational sector, the rise in significant stress and burnout among teachers is of increasing concern (currently around 80%). The responsibility to address this issue can't rest solely upon the shoulders of individual educators. Organisations, including school administrations and educational bodies, play a crucial role in fostering an environment where staff members can thrive.

A key component of combating burnout within schools is the cultivation of a supportive and nurturing workplace culture. Organisations can prioritise creating conditions that allow teachers to feel safe and valued. Approximately 50% of staff don’t feel appreciated, and 40% don’t feel supported according to Education Support.

This includes encouraging open dialogue where staff can ask for help without fear of judgment and promoting teamwork that leverages the diverse strengths of each member. Steps such as reducing bureaucracy by using AI or even asking whether required tasks arereally making a difference to the outcomes of children are simple steps. Do staff in your organisation have autonomy? What might this look like? Are they able to choose their own CPD perhaps? Research shows this improves staff productivity and energy.

When organisations take these steps, and of course there are others, they not only enhance teacher well-being but also reduce costs associated with staff absences and turnover.

Taking Personal Action: Empowering Individuals

However, the fight against burnout is not solely the responsibility of organisations. As individuals, taking proactive measures for our well-being is imperative. While we rely on our school's culture to be supportive, personal vigilance in recognising stressors can be a game-changer.

Burnout can manifest through symptoms such as decreased efficiency, lost passion for teaching, or increased cynicism. These signs often go unnoticed until the stress becomes overwhelming. Personally, I learned the hard way that pushing through with longer hours didn't equate to increased productivity. My signs of stress, such as  insomnia, exhaustion and irritability didn’t wake me up to make changes. I drove myself on until physical symptoms such as loss of sight in one eye and loss of feeling in my limbs forced a change. 

The good news:

To regain some control and balance in your life, even one or two of the following strategies can build up to big change:

• Movement such as a 15 minute daily walk.
• Put down your phone 30 minutes before you go to sleep.
• Eat a piece of fruit each day, or drink one less cup of coffee.
• Review your self-talk – do you speak to yourself as you do a friend?
• Book to see a friend who brings you joy, even if you feel too exhausted.
• Start small!
• Try a time management technique such as time-blocking or scheduling dedicated downtime, such as leaving school on time one day a week. This brings a little control back to you.

Moving Forward Together

For schools to truly tackle burnout, both organisations and educators must commit to this journey together. While schools must build a culture of support and resilience, teachers should also take the initiative in their personal care. By mastering this balancing act, staff can feel safe, trusted and valued. Then all stakeholders will be happier, more productive, energetic and creative. From here the staff thrive, pupils thrive and wonderfully the research backs this up!