When it comes to mental health at school, typically the focus is on helping students, especially after the COVID-19 pandemic. But as school officials seek to put resources toward student well-being, another school population is possibly being overlooked: teachers.
Teachers are experiencing high levels of stress, anxiety and work-related trauma in the classroom – much of it stemming from student behavioral problems. The pandemic exacerbated this issue, impacting students and teachers alike.
According to 2022 data from the National Center for Education Statistics, 87% of public schools reported that the pandemic “negatively impacted student socioemotional development.” Additional stressors from the pandemic, including new levels of uncertainty, higher workloads and a more negative perception of teachers in society, have also impacted teachers’ mental health.
As teachers navigate the highs and lows of their profession, taking care of their emotional and mental well-being is essential. Research backs this up. Not only do teachers personally benefit from improved mental health, but their students do too.
As the author of a forthcoming paper about teacher experiences during the pandemic, I have identified four benefits of prioritizing teacher mental health that create a more stable and effective educational environment.
An undeniable link exists between teacher mental health and burnout and turnover, especially for early-career teachers. For young teachers in particular, a workaholic culture can contribute to the deterioration of their mental health.
The demanding nature of teaching, characterized by heavy workloads and high performance expectations, can take a toll. This is especially true for teachers of color, who are more likely to leave their schools, or the profession, due to poor working conditions and a lack of support.
According to the 2023 State of the American Teacher Survey by the Rand Corp., 13% of respondents said their schools offered teachers no mental health or well-being support. Furthermore, teachers report worse well-being than the general population.
This is where schools can really make a difference in teacher retention. In schools with more positive leadership and support, including for mental health, teachers are more likely to stay. Examples of mental health support include setting appropriate work-life boundaries, incorporating self-care and stress management techniques into the school day, and creating an environment where mental health can be discussed.
Teachers excel at their jobs when school leaders prioritize mental well-being. Research has directly linked teachers’ well-being with greater resilience. Teachers also burn out less when they’re encouraged to be creative in the classroom. Creative activities allow for a greater level of connection between student and teacher – and satisfaction on the job.
Being creative and having a positive rapport with their teachers also develops students’ competence and improves their academic performance.
Reduced turnover has a profound impact on preserving institutional knowledge – the collective understanding of how a school and its students work best. When experienced educators leave unexpectedly or earlier than planned, schools lose a lot of valuable insight and expertise.
When teachers remain at their schools, they contribute to the schools’ ongoing stability and the accumulation of best practices.
Prioritizing the mental health of teachers is also about building a positive and supportive organizational culture within schools.
A culture that prioritizes mental health and wellness creates an environment where teachers feel acknowledged, understood and supported. This positive culture impacts the satisfaction and morale of educators, which can in turn positively affect student learning. A supportive atmosphere encourages collaboration, open communication and a shared dedication to the well-being of everyone within the academic community.
Recognizing and supporting the needs of teachers is crucial. It’s not just about problem-solving. It’s a smart investment in the long-term success and resilience of the entire educational community.
Lee Ann Rawlins Williams is a clinical assistant professor of rehabilitation and human services at the University of North Dakota. Distributed by The Associated Press.
