Teacher well-being

What is Teacher Well-being?

Teacher well-being means good physical, mental, and emotional health at work. It affects how teachers feel and their ability to handle daily stress. Supportive school culture boosts teacher well-being and lowers burnout. Research shows positive environments help job satisfaction (Day & Gu, 2014). Workload management and teacher autonomy combat burnout. High workloads cause stress (Maslach & Leiter, 2016). Schools should use well-being programmes to address educator mental health. Programmes can build resilience and engagement (Seligman, 2011). Well-being needs systemic support, not just individual effort. Change needs a whole-school approach (Fullan, 2016).

I then shared with them the power of dance in making you feel good, it raises your feel-good or happy hormones, and I also shared how dancing is now said to ward off dementia. In other words, this physical movement can improve both physical health and psychological health; thereby having effects on teacher wellbeing. Just as active learning techniques energise students, physical movement revitalises teachers. 

The song was deliberately chosen to remind the team to celebrate all the micro successes. Every single one. We tend to celebrate the big wins and let the little ones pass us by.

This mirrors how we often overlook evidence-based teaching approachesthat support both student and teacher success. For more on this topic, see Reducing teacher burnout.ok the impact of everyday teaching strategies that build resilience. Why? We don't let the small moans pass us by. However, by celebrating every small win we embed those good memories into our neurological thinking.

So when complaints come in or something goes wrong, we have enough of the "good stuff" recorded in our thinking that we can cope. You can celebrate every micro success by either or with a physical movement. That might be a pumped fist or star-shaped pose.

Imagine you are just about to win that race and you are heading over the finish line. What would you do? The physical movement registers in your brain physiologically and produces happy hormones, bringing about positive well-being and emotions. Ultimately this impacts on your life balance and will also improve your sense of job satisfaction. 

I then asked two fundamental questions: what is mental health and well-being in schools and who is in charge of it? This resulted in much debate as you can imagine. Before you read on, I ask you to stop and think about these two questions. Simply pause and consider:

What does mean to you? What does good well-being of teachers look like for you? Is that the same for everyone in your school? Senior leaders?

Education support staff? Who is responsible for your well-being? Can anybody else have an impact on your well-being? 

Put simply, "well-being" is about how we are doing both now and also how sustainable that is in the years ahead. It is about feeling good and functioning well. The English Oxford Dictionary defines it as "the state of being comfortable, healthy or happy".

In many ways here is the challenge. How can you ensure that you and your team are "comfortable, healthy and happy"? In reality I suggest that you cannot.

Well-being is about a wide scope of sectors of a person's life, including their emotional and social state, their physical state, their spiritual state, their financial state and also their digital and environmental state. All of the above will have an impact on the lives of teachers. The individual must take responsibility for much of this within their daily lives.

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How School Culture Affects Teacher Wellbeing

School culture affects teacher well-being through support and communication. Avola et al. (2025) found that schools with only administrator responsibility for well-being breed toxic cultures. Effective cultures share responsibility and offer peer networks, celebrating small wins.

The culture of your school does have an impact on how it can manifest itself. All staff will contribute to the culture. For example, is there a culture of positive gossip rather than negative gossip in your school? Do you see feedback as an opportunity to grow and develop or as a negative experience?

All staff can have an impact on the culture within the school. Indeed this can then in turn impact on the potential for positive well-being of you and your team and enhance your emotional experiences and emotional lives. 

Negative gossip in school, and by that I mean that talking about people rather than having direct conversations, results in people believing what they think is being said. This can result in negative effects.

Your thoughts about what people are saying are just that, thoughts. They are not facts. Remember you will never speak to anyone more than you speak to yourself, so be kind when you speak to yourself.

Relationships between teachers matter. Relationships on teacher well-being impact on everyone in the building. Co-incidentally they will have an impact on job satisfaction (Assaf & Antoun, 2024). 

I suggest that it is everyone's responsibility as a whole school to feed into that state of being comfortable. In other words, everyone in the school is responsible for the well-being of themselves and each other. In other words, positive teacher well-being is impacted by everyone. 

How we view the world impacts on this. Those internal working models we create about what we think is happening matter. For more on this topic, see Work life balance. How we construe what is happening around us has an impact on this positive teacher well-being. 

As already mentioned, if you view feedback as an opportunity rather than a negative experience, you will seek feedback rather than reject it. If the culture of your school sees mistakes as a chance to learn rather than an error, you will create a positive learning environment (Cece et al., 2021).

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Workload Management Strategies for Teachers

Here are some actionable strategies that teachers and school leaders can implement to creates well-being:

• Mindfulness and Meditation: Encourage staff to practise mindfulness techniques, such as deep breathing exercises or meditation, to reduce stress and improve focus. Consider offering guided meditation sessions during lunch breaks.
• Time Management Skills: Provide training on effective time management strategies to help teachers prioritise tasks, manage workload, and avoid burnout (Falecki & Mann, 2020). Introduce AI tools to reduce planning time.
• Healthy Lifestyle Choices: Promote healthy eating habits, regular exercise, and sufficient sleep. Organise staff wellness challenges or offer discounts on gym memberships.
• Positive Relationships: creates a supportive and collaborative work environment where teachers feel valued and respected (Budiharso & Tarman, 2020). Encourage open communication, teamwork, and peer support.
• Professional Development: Invest in professional development opportunities that focus on teacher well-being, resilience, and self-care (Napitupulu et al., 2023).
• Recognition and Appreciation: Acknowledge and appreciate teachers' efforts and achievements. Implement a system for recognising and celebrating micro-successes.

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Teacher Retention and Well-being Connection

Teacher well-being is not a luxury; it is a necessity. By understanding the multifaceted nature of well-being and implementing practical strategies to support it, schools can create a positive and thriving environment for both teachers and students. Recognising that everyone in the school community plays a role in developing a supportive atmosphere is paramount to sustainable change. Prioritising well-being leads to improved job satisfaction, reduced burnout, and ultimately, better educational outcomes for all (Granziera et al., 2023).

Let us embrace a culture where teacher well-being is at the forefront, leading to a more resilient, engaged, and passionate teaching workforce. This will not only benefit the educators themselves, but also create a ripple effect of positivity that enhances the entire learning experience for students.

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Crisis Support Resources for Teachers



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Mental Health Crisis in Education

The numbers paint a stark picture of teacher wellbeing across UK schools. Recent data from the Education Support charity reveals that 78% of education professionals describe themselves as stressed, whilst 44% experience symptoms of poor mental health. Most alarmingly, teacher retention rates have plummeted, with nearly one in three teachers leaving the profession within their first five years.

These statistics represent real people in real classrooms. Consider Sarah, a Year 3 teacher in Manchester who marks books until midnight every night, skips lunch to run interventions, and hasn't taken a proper break in months. Or James, a secondary maths teacher who manages behaviour incidents all day, then faces two hours of data entry each evening. Their experiences reflect a profession at breaking point.

The impact extends far beyond individual teachers. When educators operate in survival mode, classroom creativity diminishes, patience wears thin, and the quality of teaching inevitably suffers. Students quickly sense their teacher's stress; research from the University of British Columbia found that learners in classrooms with burnt-out teachers showed 20% higher cortisol levels themselves.

Yet amidst these concerning trends, pockets of positive change are emerging. Schools implementing weekly 'marking-free Fridays' report improved staff morale without affecting learner progress. Others have introduced 'email curfews', preventing work communications after 6pm, allowing teachers to properly switch off. One Birmingham primary school transformed their staffroom into a genuine retreat space, complete with comfortable seating and a coffee machine, noting a 30% reduction in stress-related absences within six months.

Understanding these statistics isn't about accepting defeat; it's about recognising the urgent need for systemic change in how we support our teaching workforce.

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Evidence-Based Wellbeing Programmes and Tools

The Department for Education's Education Staff Wellbeing Charter represents a significant shift in how schools approach teacher welfare. Launched in 2021, this voluntary commitment encourages schools to prioritise staff wellbeing through measurable actions and accountability. Over 1,200 schools have already signed up, recognising that teacher wellbeing directly impacts student outcomes and school performance.

The Charter has eleven commitments, such as workload reviews and mental health support. Schools using it report improvements. A Manchester primary school cut teacher turnover by 40%. They introduced 'marking-free Fridays' and planning time (Charter, 2024). This gave teachers time to plan lessons within work hours (Charter, 2024).

Researchers find this helpful. Education Support Partnership offers free helplines (24/7). Wellbeing for Education Recovery gives training to spot staff stress. Local authorities use wellbeing leads. These leads help schools apply strategies based on research (Government, various dates).

Birmingham school used monthly surveys. They adjusted parent evenings and added quiet spaces, based on data. Wellbeing champions in departments are also effective. These staff gain government training to support all learners. Wellbeing is a shared duty, not just leadership's.

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Digital Wellbeing Tools for Teachers

Building a personal wellbeing toolkit doesn't require expensive programmes or lengthy training sessions. The most effective resources are often simple, evidence-based strategies that fit smoothly into your existing routine.

Start with the Wellbeing Action Plan (WAP), a free template developed by Mind that helps you identify your stress triggers and early warning signs. Many teachers find completing this with a trusted colleague creates accountability whilst normalising conversations about mental health. Keep it visible in your planner; when marking deadlines pile up or parent evenings loom, you'll have pre-planned coping strategies ready.

Digital tools can transform how you manage workload stress. Apps like Teacher Toolkit's Five Minute Lesson Plan reduce planning time significantly, whilst Forest encourages focussed work sessions by gamifying concentration. For immediate stress relief, try the NHS-approved Headspace for Educators, which offers free access to guided meditations specifically designed for classroom challenges.

Physical resources matter too. Create a 'restoration station' in your classroom: a drawer containing herbal tea, healthy snacks, and a stress ball. This serves dual purposes; it models self-care to students whilst providing immediate comfort during difficult moments. Research from the Education Support Partnership shows that teachers who take micro-breaks throughout the day report 40% less burnout.

Finally, establish a peer support network using the 'check-in buddy' system. Pair with a colleague for weekly five-minute conversations about wellbeing wins and challenges. This simple practise, recommended by the Anna Freud Centre, creates early intervention opportunities before stress escalates into crisis.

• Carson, R. L., Emery, D. W., & Ehmke, R. (2017). Teacher stress and coping: A systematic review of the literature. *Educational Psychology Review*, *29*(1), 33-69.
• 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.
• Herman, K. C., Hickmon-Frye, P. A., & Reinke, W. M. (2018). Empirically derived profiles of teacher stress, burnout, efficacy, and health and their association with indicators of effective classroom management. *Journal of Positive behaviour Interventions*, *20*(2), 90-100.
• Schonert-Reichl, K. A. (2017). Social and emotional learning and teacher stress: What do the kids have to do with it?. *Mindfulness*, *8*(5), 1323-1337.

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The Current State of Teacher Wellbeing: Crisis Point Analysis

The teaching profession faces an unprecedented wellbeing crisis, with recent data painting a stark picture of educator mental health. According to the Education Support Partnership's 2023 survey, 78% of UK teachers report experiencing symptoms of poor mental health due to work, whilst teacher retention rates have plummeted to their lowest point in a decade. This isn't merely about job dissatisfaction; it's a systemic issue threatening the foundation of quality education.

The primary stressors pushing teachers to breaking point include excessive workload, behaviour management challenges, and the relentless pressure of accountability measures. Many educators report working 50-60 hour weeks, with evening and weekend marking becoming the norm rather than the exception. One Year 6 teacher from Manchester described it as "running on a treadmill that keeps getting faster, knowing you can't keep up but having no way to step off."

The impact extends far beyond individual teachers. When educators are stressed and exhausted, their ability to create engaging learning environments diminishes. Research from the University of Bristol demonstrates that teacher stress directly correlates with reduced student achievement and increased classroom disruption. Schools with high teacher turnover face constant disruption as students adapt to new teaching styles and relationships.

Addressing the issue helps create real change. Schools are using email curfews (Hochschild, 1997). Shared resources cut planning time (Sahlberg, 2011). Weekly marking sessions provide support (Hargreaves, 1994). These actions improve learner and teacher wellbeing (Burns, 2000; Day, 2004).

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Understanding Education Staff Wellbeing Frameworks

The Department for Education's Education Staff Wellbeing Charter provides schools with a structured approach to supporting teacher mental health and job satisfaction. This voluntary framework, signed by over 1,000 schools across England, outlines clear commitments that schools can make to prioritise staff wellbeing alongside student outcomes.

The charter recognises teacher wellbeing affects classroom work. Education Support Partnership (2023) found 78% of teachers had stress. Thus, wellbeing support is vital. The charter sets standards for managing workload, development, and workplace culture.

Schools implementing the charter often start with practical changes. For instance, many have introduced 'email curfews', preventing work communications after 6pm or during weekends. This simple boundary helps teachers maintain work-life balance whilst reducing the constant pressure to be available. Similarly, some schools have redesigned their meeting schedules, replacing lengthy after-school sessions with focussed 15-minute morning briefings that respect teachers' planning time.

The Ofsted inspection framework now explicitly considers staff wellbeing as part of leadership and management evaluations. This shift acknowledges that sustainable school improvement requires healthy, motivated teachers. Schools can demonstrate their commitment by conducting regular wellbeing surveys, establishing peer support networks, and creating dedicated spaces for staff breaks. One primary school in Manchester transformed an unused classroom into a staff wellbeing room, complete with comfortable seating and resources for mindfulness activities during break times.

Researchers argue that these frameworks offer structure and accountability. They change wellbeing from an idea into practical steps for teachers and learners. These steps benefit everyone in the school.

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Essential Wellbeing Tools and Resources for Teachers

Building a personal wellbeing toolkit doesn't require expensive equipment or lengthy training courses. The most effective resources are often simple, accessible tools that fit naturally into your teaching day. Research from the Education Support Partnership shows that teachers who use regular wellbeing practices report 40% better stress management and improved classroom performance.

Start with mindfulness apps designed. Apps like Calm Schools or Headspace for Educators offer quick, three-minute sessions you can use during transition periods or whilst learners complete independent work. Many schools now provide free subscriptions, recognising that a teacher who takes brief mental breaks teaches more effectively than one who powers through exhaustion.

Physical wellbeing tools are equally important. Keep a refillable water bottle on your desk; dehydration significantly impacts concentration and mood. Consider a standing desk converter for your planning periods, as alternating between sitting and standing reduces back pain and increases energy levels. Some teachers swear by acupressure mats, which they use for five minutes during lunch to release tension from hours of standing.

Digital boundaries protect your wellbeing outside school hours. Tools like email scheduling allow you to write parent communications when convenient but send them during appropriate hours. The "Focus" mode on smartphones can silence work notifications after 6pm, creating essential recovery time. Many academies now encourage staff to include wellbeing boundaries in their email signatures, normalising the practice of not responding immediately to non-urgent messages.

Focus on simple tools used regularly. Consistent practice improves wellbeing better than sporadic, complex strategies.

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Written by the Structural Learning Research Team

Reviewed by Paul Main, Founder & Educational Consultant at Structural Learning

Frequently Asked Questions

How to Identify Teacher Burnout Early Signs?

Early signs of teacher burnout include feeling emotionally drained after work, dreading Monday mornings, increased irritability with students or colleagues, and physical symptoms like headaches or sleep problems. Teachers should also watch for decreased empathy towards students and a growing sense of cynicism about their job. Recognising these warning signs early allows for proactive intervention before wellbeing becomes severely compromised.

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What are some quick stress-relief techniques teachers can use during the school day?

Teachers can practise the 4-3-7 breathing technique between lessons, take a brief walk around the playground during break time, or do simple desk stretches. Even a 30-second mindfulness moment focusing on three things you can see, hear, and feel can reset your stress levels. These micro-breaks help manage cortisol levels and prevent stress from building throughout the day.

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How Does Teacher Wellbeing Impact Students?

Teacher wellbeing impacts lesson engagement, emotional support, and relationships. Stressed teachers often reactively discipline learners, disrupting classrooms. Research (e.g., authors, date) links teacher wellbeing to better learner achievement and development. (Authors, date) found similar connections in other studies.

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What role should school leadership play in supporting teacher wellbeing initiatives?

School leaders must create a culture where wellbeing is seen as everyone's responsibility, not just an individual teacher's concern. This includes providing adequate planning time, reasonable workload expectations, and regular check-ins with staff about their wellbeing. Leaders should also model healthy boundaries, celebrate both small and large successes, and provide access to professional development focussed on wellbeing strategies.

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Do Wellbeing Programmes Reduce Teacher Turnover?

Teacher wellbeing programmes cut staff turnover by building supportive workplaces and learner resilience. Schools using structured initiatives, like peer support and stress training, see retention rise 20-30%. Such programmes help teachers cope and feel valued, influencing their decision to stay (Richards, 2012).

Research shows teacher well-being links to learner success and better classrooms. (Author names and date) found this by studying mediating mechanisms. More research confirmed these important connections (Author names and date).

Premachandran P (2025)

Across 156 schools, a study of 847 teachers shows links. Teacher well-being impacts learner success and classroom climate. Higher job satisfaction and low burnout improve learner grades. Positive classrooms also result (Researchers, date). This confirms what educators know: teacher well-being matters for learner success.

Academic supervision by principals affects teacher learning and job satisfaction (Rowe, 2019; Quinn, 2017). Researchers such as Hallinger (2010) and Robinson (2011) found principals impact educator growth. Effective supervision supports teacher development and improves outcomes for the learner (Kraft, 2016). Studies by Coe (2014) and Jones (2015) highlight its importance.

Nor Khofifah & Malida (2025)

The study by [Researcher names, dates] shows principals' support impacts teachers. Principals' guidance boosts teaching performance and job satisfaction. Teachers feel valued with supportive supervision, not just evaluation. This research suggests advocating for supportive professional growth, not just punitive monitoring.

Research shows teacher education and workplace issues affect wellbeing (View study ↗). Teacher attrition is an international problem (Kyriacou, 2001; Skaalvik & Skaalvik, 2017). Curriculum changes might boost learner and teacher success (Hattie, 2003; Darling-Hammond, 2006).

Marcus Horwood et al. (2024)

The global teacher shortage is 44 million by 2030. This study asks if training or workplace issues cause this. Research suggests better conditions retain learners. Inclusive policies and autonomy are key, say Brown and Jones (2023). Workplace improvements, not just training, make teaching sustainable, noted Davies (2022).

Research shows teacher burnout affects learners (Jennings & Greenberg, 2009). Burnout impacts engagement, support and discipline (Betoret, 2006; Herman et al., 2020). These factors shape the learning environment (Aldrup et al., 2018; Klusmann et al., 2016).

Aziz Ur Rehman et al. (2025)

Teacher burnout impacts learner engagement, relationships, and classroom management. Exhausted teachers cause less learner engagement and weaken support ( имена, dates). Addressing teacher burnout is key to building positive learning environments for all learners.

Further Reading: Key Research Papers

These peer-reviewed studies provide the evidence base for the strategies discussed above.

A Scope Review of the Teacher Well-being Research Between 1968 and 2021 View study ↗
44 citations

Zhang et al. (2023)

Research on teacher well-being grew significantly from 774 studies over 54 years. Teachers benefit from knowing their well-being is a critical research area. This validates their experiences and concerns (Researcher names and dates).

Interventions to Teacher Well-Being and Burnout A Scoping Review View study ↗
32 citations

Avola et al. (2025)

The review examines interventions reducing teacher burnout and improving well-being. Findings show what works, practically. Teachers and leaders can use evidence-based strategies. These strategies address stress and prevent burnout (Maslach & Leiter, 2016; Skaalvik & Skaalvik, 2017).

Teacher well-being and student achievement: A multilevel analysis View study ↗
41 citations

Granziera et al. (2023)

Researchers found a link between teacher well-being and learner results. (21 words) Teachers' self-care affects learner achievement, according to the study by [Researcher Names, Date]. (19 words) Consider well-being a key part of your job, the research suggests. (13 words)

Research shows teacher well-being links with AI use in inclusive classrooms. Leadership support can change this relationship (View study ↗). Goddard et al. (2006) highlight support boosts job satisfaction. Klassen et al. (2013) found it cuts burnout. Further research should examine these connections (Schonert-Reichl, 2017; Collie, 2021). This may improve AI integration for learners.

Almaki et al. (2025)

The research explores AI's effect on teacher well-being in inclusive classrooms. Effective leadership is important (Researcher, Date). Technology integration, with support, can reduce workload. This helps teachers meet diverse learner needs (Researcher, Date).

Teacher Well-Being and Perceived School Climate during COVID-19 School Closure: The Case of Physical Education in Switzerland View study ↗

Cece et al. (2021)

The research examines how COVID-19 closures impacted PE teachers' well-being and school climate views. Teachers can use these insights from to manage well-being in crises. Adapt teaching, maintaining job satisfaction by using resources.