From burnout to balance: Practical strategies for teacher resilience
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From burnout to balance: Practical strategies for teacher resilience
The contents of this blog were previously published in blogs titled Staff Wellbeing How to self care, Mindfulness for teachers by Abby Dale-Bates, Registered Psychologist, and Teacher wellbeing & burnout by Ilia Lindsay, Registered Psychologist, Komodo Psychology Lead. They have been reviewed and edited for clarity. Recently re-published as “From burnout to balance: Practical strategies for teacher resilience.
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Wellbeing can be understood through two interrelated factors: how we feel and how we function. When we feel good, we perform better - as teachers, leaders, friends, or parents. Conversely, chronic stress, exhaustion, or overwhelm can negatively impact both functioning and overall wellbeing (Evans et al., 2021).
The teaching profession has evolved dramatically over the past 20 years, with increasing expectations, technological changes, and added responsibilities in mental health and pastoral care. Teachers are now required to integrate complex skills, adapt rapidly, and support student development both academically and emotionally. This high-demand environment contributes to rising stress levels among educators and school leaders (Savill-Smith & Scanlan, 2022; Lipscomb et al., 2022).
Focusing on staff wellbeing is not just about individual health - it directly impacts student outcomes, classroom culture, and the overall performance of schools.
Understanding Burnout
Burnout is more than feeling tired at the end of the day. It is a psychological response to chronic workplace stress and has three key components (Maslach & Leiter, 2016):
- Emotional exhaustion - feeling drained, fatigued, or unable to cope.
- Depersonalization/cynicism - developing a negative or detached attitude toward work or students.
- Reduced personal accomplishment - feeling ineffective, incompetent, or unfulfilled in your professional role.
Burnout can lead to sleep problems, irritability, poor concentration, physical health issues, anxiety, depression, and reduced motivation (García-Carmona et al., 2018; Saloviita & Pakarinen, 2021).
Teachers experiencing burnout are less able to engage fully in their classrooms, impacting both their wellbeing and the students they teach.
So what can we do?
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Resilience: The protective factor
Resilience is the ability to adapt, recover, and maintain wellbeing in the face of stress. Research shows that teachers who cultivate resilience are better able to manage challenges, regulate emotions, and maintain a sense of professional efficacy (Jennings & Greenberg, 2009). Neuroscience supports this: chronic stress impairs prefrontal cortex functioning, which affects attention, memory, and decision-making. Conversely, resilience practices -such as self-care- strengthen executive function and emotional regulation (McEwen, 2017; Diamond & Ling, 2016).
Building resilience through self-care
Self-care is the intentional practice of supporting one’s mental, emotional, and physical health. Teachers who prioritize self-care improve resilience, protect against burnout, and can better support students.
Practical self-care strategies:
- Connect: Spend time with supportive colleagues, friends, or family (Stark, Daulat, & King, 2022).
- Morning routines: Begin the day with something energizing or enjoyable.
- Healthy habits: Maintain sleep hygiene, hydration, nutritious meals, and daily movement.
- Downtime: Schedule restorative activities, such as reading, music, or creative pursuits.
- Micro-breaks: Take short breaks to decompress during or after the school day.
- Self-compassion: Acknowledge your limits and achievements; leave work responsibilities at school.
- Ask for help: Reach out for professional support when needed.
By practicing self-care, teachers recharge their physical and mental resources, enabling sustained energy, focus, and engagement
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Organisational support matters
Resilience is not only an individual responsibility-school leadership and culture play a critical role in preventing burnout:
- Provide manageable workloads and clear expectations.
- Offer supportive leadership, mentoring, and professional development (Collie et al., 2012).
- Encourage collaboration, peer support, and positive team culture.
- Recognise achievements and promote staff autonomy.
- Embed wellness practices within school routines and policies.
Practical classroom strategies to reduce stress
Even small changes during the school day can support teacher wellbeing and resilience:
- Schedule micro-breaks between lessons.
- Reflect briefly on classroom successes after each period.
- Use gratitude.
- Connect with colleagues, you are never alone.
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Building your personal self-care plan
A structured self-care plan can help teachers identify stressors and strategies for restoring wellbeing.
STEP 1: Define what optimal wellness looks like across key areas:
- Professional
- Social
- Physical
- Emotional
- Spiritual
STEP 2: Identify signs of reduced wellbeing in each area.
STEP 3: List practical self-care strategies aligned with each domain. Examples:
- Professional: Take micro-breaks, delegate tasks, or seek peer support.
- Emotional: Walk outdoors, journal, or speak with a counselor.
- Physical: Exercise, eat nourishing meals, and maintain sleep routines.
- Spiritual: Engage with communities, hobbies, or activities aligned with personal values.
The result is a personalised roadmap for maintaining resilience, preventing burnout, and sustaining long-term wellbeing.
Download a copy of our Self-Care Plan by completing the form below!
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NEW! Staff Wellbeing Add-On is now available in the Komodo Platform, click the banner below to learn more!
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References:
Collie, R. J., Shapka, J. D., & Perry, N. E. (2012). School climate and social–emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. Journal of Educational Psychology, 104(4), 1189–1204. https://doi.org/10.1037/a0029356
Crowe, K. (2021). Teacher burnout and wellbeing: Strategies for sustainable teaching. Routledge.
Diamond, A., & Ling, D. S. (2016). Conclusions about interventions, programs, and approaches for improving executive functions that appear justified and those that, despite much hype, do not. Developmental Cognitive Neuroscience, 18, 34–48. https://doi.org/10.1016/j.dcn.2015.11.005
Evans, L., Demerouti, E., & Bakker, A. B. (2021). Burnout and work engagement in schools: A review and research agenda. Educational Psychology Review, 33(2), 463–494. https://doi.org/10.1007/s10648-020-09520-5
Flook, L., Goldberg, S. B., Pinger, L., Bonus, K., & Davidson, R. J. (2013). Mindfulness for teachers: A pilot study to assess effects on stress, burnout, and teaching efficacy. Mind, Brain, and Education, 7(3), 182–195. https://doi.org/10.1111/mbe.12026
García-Carmona, M., Marín, M., & Salanova, M. (2018). Burnout in teaching: A systematic review. Journal of Work and Organizational Psychology, 34(2), 103–114. https://doi.org/10.5093/jwop2018a12
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. https://doi.org/10.3102/0034654308325693
Lipscomb, S., Swerissen, H., & Anderson, J. (2022). Supporting teacher wellbeing: Evidence and strategies. Australian Educational Researcher, 49, 123–144. https://doi.org/10.1007/s13384-021-00486-0
Madigan, S., & Kim, J. (2021). Teacher burnout: Causes, consequences, and intervention strategies. Psychology in the Schools, 58(6), 1091–1106. https://doi.org/10.1002/pits.22444
Maslach, C., & Leiter, M. P. (2016). Understanding the burnout experience: Recent research and its implications for psychiatry. World Psychiatry, 15(2), 103–111. https://doi.org/10.1002/wps.20311
McEwen, B. S. (2017). Neurobiological and systemic effects of chronic stress. Chronic Stress, 1, 1–11. https://doi.org/10.1177/2470547017692328
Roeser, R. W., Skinner, E., Beers, J., & Jennings, P. A. (2013). Mindfulness training and teachers’ professional development: An emerging area of research and practice. Child Development Perspectives, 7(2), 82–87. https://doi.org/10.1111/cdep.12026
Saloviita, T., & Pakarinen, E. (2021). Burnout among teachers: Prevalence, predictors, and outcomes. Teaching and Teacher Education, 103, 103329. https://doi.org/10.1016/j.tate.2021.103329
Savill-Smith, K., & Scanlan, J. (2022). Teacher wellbeing: Understanding and improving staff mental health in schools. Educational Review, 74(5), 577–595. https://doi.org/10.1080/00131911.2021.1982411
Stark, E., Daulat, S., & King, R. (2022). Building resilience in educators: Self-care strategies and practical tools. Journal of Educational Leadership, 40(3), 55–67.
