Prioritising teachers’ mental health: supporting wellbeing beyond the classroom

The mental wellbeing of teachers has become an increasingly urgent topic as emotional burnout, stress, and time management affect educators.

The impact of these pressures means support systems within school communities are critical to ensuring teachers can manage a work and personal life balance, while also supporting young people’s education.

When you ask teachers why they went into the profession, they will often reply that they do it for the children. It is their passion to help young people and contribute to their education. Teachers will put their students’ mental health and wellbeing before their own, but if school communities normalise open discussions about mental health and wellbeing, this could reduce the stigma and ensure the students and teachers are both equally supported.

The NASUWT Teachers' Union Survey 2024 found that 54% of teachers identified an increased workload as the primary cause of their stress at school. The substantial rise in workload has resulted in teachers working late into the night and feeling lethargic during the day. This is reflected in the fact that 87% of teachers report suffering from sleep loss, marking a 5% increase from 2022.

PE teacher Tem Ezimokhai, and history and faculty director Samuel Mack-Poole, from Bexleyheath Academy, have spoken on how they believe teachers' mental wellbeing could be better supported and explained what their school has implemented that has improved their mental health.

Tem said that when her son was younger and she was teaching 12-13 Sports Studies classes, she would be “planning on my phone and uploading work to Google Classroom while cooking dinner.” She would also be lying in bed at 11:30pm doing work on her phone and spending up to 10 hours planning over the weekend. She emphasised that this is a common issue for teachers, leading to an imbalance between their work and social lives.

She added: “Five years ago, I was a completely different person.” Today, she prioritises her wellbeing by dedicating most of the weekends to herself, leaving just one hour on Fridays to catch up on work. By setting aside this specific time for additional tasks, Tem creates more space for self-care, whether that means going for a walk or watching a film. She also emphasises the importance of stopping once that hour is up, advising, “you must stop, otherwise the work will be never ending.”

Sam had a similar approach to a heavy workload, adding that when the school was given new objectives to raise planning standards, he was working extremely hard for about 18-24 months, doing lesson plans for five to six weeks to the exact specification. “There was a stress load that I cannot deny,” he said.

However, Bexleyheath Academy has introduced a new lesson specification, subject specialist meetings for heads of department, and fortnightly meetings with the principal to track student progress and support, so Sam’s planning is “90% done every year”.

One of the key pieces of advice Sam offers for managing workload is sharing lesson planning loads. This approach not only saves time but also prevents teachers from duplicating work, he explained.

Sam emphasises: “Make sure communication within your department is strong. As a manager, I’ve made it a priority to enforce this in my team to avoid duplicating lesson plans,” indicating that this strategy significantly improved teachers’ mental wellbeing.

Tem added: “Talk openly, seek advice, and share ideas and resources. It saves a lot of time to borrow and adapt something another teacher has already created, rather than starting from scratch.”

While reducing workload can significantly improve teachers' mental wellbeing, there are also external factors beyond the workplace that can positively impact those in the education profession. Sam said he cycled to work as he tried to fit exercise into his routine.

Incorporating exercise into his routine allows Sam to spend time outdoors and provides well-established mental health benefits. Meanwhile, Tem runs a podcast for teachers called Helping Teachers Thrive, saying her biggest aim is to “help as many teachers as possible worldwide with their work-life balance, deliver amazing lessons, and to love their job. Because if a teacher is struggling, it is going to have a knock-on effect, and the children will struggle.”

Schools can further support teachers’ mental wellbeing with additional meetings and events for teachers to disengage from their busy days.

Bexleyheath Academy has introduced wellbeing evenings to support its teachers. These sessions offer staff the option to spend time in the hall for collaborative marking, participate in sports in the PE hall, or enjoy quiet reading time in the library. To further show appreciation, the school also provides free breakfasts and lunches at the end of each term. These initiatives give teachers a chance to unwind, connect on a personal level, and take a meaningful break from work-related stress.

Supporting teachers' mental health is crucial for both their wellbeing and the quality of teaching. While reducing workload is essential, a comprehensive approach is needed. This includes effective communication within departments, encouraging conversations about personal wellbeing, and creating a supportive work environment. External factors, such as time for relaxation, physical activity, and a balanced social life, also play a key role in helping teachers maintain their mental health.

As educators continue to navigate the demands of their profession, it's vital that schools, senior leaders, and society prioritise teachers' mental well-being.