Beyond Self-care: Rethinking how we Support Teachers

Across Australia, teachers are leaving the profession in alarming numbers. Burnout, stress, and mental fatigue are no longer isolated incidents - they’re endemic. Even with growing awareness of the mental health crisis in schools, many well-intentioned efforts to support teacher well-being are falling short.

A 2023 report from the Black Dog Institute found that more than 45% of Australian educators experience anxiety, and over half show signs of depression. These aren’t just statistics - they’re symptoms of a workforce under sustained pressure.

Most school leaders recognise the problem and are trying to help. Across the country, well-being programs have been introduced in good faith: from mindfulness sessions to “self-care” days and professional learning on stress management. But despite this activity, lasting change remains elusive.

When Good Intentions Miss the Mark
The challenge isn’t a lack of care or effort - it’s the approach. Too often, well-being initiatives are reactive, one-off, or disconnected from the daily realities of teaching. A single PD session on managing stress won’t shift a culture that normalises chronic overwork and deep emotional investment.

Crucially, many initiatives focus on reactive solutions, addressing teacher burnout only after it occurs instead of implementing preventative resilience-building strategies.

Is Burnout a Personal Weakness?
There’s a persistent myth that burnout is a personal failing - that some teachers just “can’t cope.” In reality, burnout is most often the result of structural issues: unmanageable workloads, constant change, and a lack of psychological safety. These are workplace problems, not individual shortcomings.

One practical step school leaders can take? Begin with a genuine review of workloads. Ask: Are expectations realistic? Are there unnecessary administrative burdens that can be removed? Simplifying reporting processes or creating shared resources can ease pressure and free up time for recovery.

Why Self-care Alone isn’t the Solution
Encouraging staff to eat well, sleep more, exercise regularly or take up meditation isn’t wrong - in fact, these actions form the foundation of physical and mental wellbeing. But they’re not enough. While personal strategies can support individual resilience, they can’t compensate for systemic stressors.

Instead, schools need to create environments where well-being is built into the structure of the day. This might mean protecting non-contact time, creating space for reflection during meetings, or embedding micro-recovery moments into the timetable - like 10-minute pauses between lessons or walking briefings instead of sit-down meetings.

From Firefighting to Foundations
In many schools, well-being is squeezed into gaps - something to cover after compliance training or curriculum planning. For change to stick, it needs to be a priority, not an afterthought.

Consider allocating dedicated time each term to check in with staff - not just about what’s on their to-do lists, but to ask how they’re coping. Anonymous pulse surveys, or regular one-on-one check-ins can surface insights and will show staff they’re heard and valued.

Leadership also matters here. When principals and leadership teams model healthy boundaries-leaving on time, taking breaks, or being open about their own well-being - it sets the tone for everyone else.

Leading Schools are Shifting the Narrative
Some schools are getting it right. They’ve moved beyond quick fixes and are investing in long-term cultural change. They treat staff well-being as foundational - not optional.

This kind of cultural shift starts with practical, intentional steps. Schools can involve staff in decision-making processes, helping educators feel heard and valued. Offering flexible work arrangements - where possible - can provide much-needed breathing room and reduce unnecessary stress. Professional development should go beyond compliance, with a focus on building personal and team resilience. Just as importantly, leaders can prioritise psychological safety by creating spaces where staff feel comfortable speaking honestly about challenges without fear of judgement or reprisal.

Each of these steps contributes to a healthier, more sustainable school environment, improving retention, strengthening collaboration, and fostering more engaged classrooms.

The Stakes are too High for Inaction
When teacher well-being is sidelined, student learning suffers too. Supporting educators isn’t just about preventing burnout - it’s about protecting the heart of school. A resilient school isn’t one that avoids stress altogether, it’s one where teachers are equipped to respond to it and know they’re not doing it alone.

If we want our teachers to stay in the profession - not just out of duty, but with energy, passion and purpose - we need to do more than talk about well-being. We need to embed it into how schools think, plan, and lead.

Because educators deserve more than self-care tips. They deserve a system that cares.

For further support try Springfox’s free 5-Minute Resilience Scorecard to identify burnout risks, discover your resilience strengths and get expert-backed well-being strategies.