Empowering Educators: A Comprehensive Guide to Teacher Wellness

Written By Cindy McDowell

As someone who works closely with educators, I’ve seen just how much care, time, and emotional energy teachers pour into their work — often at the expense of their own wellbeing. 

While many people remember a teacher who made a lasting impact, far fewer see the behind-the-scenes pressures that make the job increasingly difficult. This blog explores the realities of teacher burnout, why individual strategies alone aren’t enough, and how school communities can better support the people at the heart of education. 

The Current Landscape

In Canada, there is currently a “critical” shortage of teachers and educational assistants, with parents increasingly stepping in to fulfill important educational roles [1].

Many believe this is because teachers are facing unprecedented levels of distress:

  • Almost 50% of K–12 teachers report experiencing burnout — a rate that is comparable to traditionally high-pressure professions like healthcare and law enforcement. 

  • While 89% of teachers report great enthusiasm when new to the role, their enthusiasm decreases to just 15% after a relatively short time in the profession [2].

Some of the most common issues teachers face include increased class sizes, student behavioural challenges, inadequate resources, and gaps between training expectations and actual work experience [3]. 

However, teachers aren’t the only ones affected by these shortfalls. Research shows that teacher burnout leads to lower academic outcomes and motivation in students [4], as well as a direct relationship between teacher and student wellbeing [5].

Supporting teacher wellness is not just about protecting educators, but also supporting student success and healthier school communities. The good news: there are clear, evidence-based ways to support teacher wellness at the individual and organizational level. By addressing the root causes of stress and creating a culture of care, schools can help teachers feel more supported, engaged, and equipped to thrive in their roles.

Why Individual Strategies Aren’t Enough

Teachers have designated professional development (Pro-D) days, where wellness is often a topic of conversation. The strategies discussed during these periods often include:

  • Self-care (e.g., mindfulness, meditation)

  • Time management (e.g., boundary-setting, work-life balance)

  • Seeking support (e.g., counselling, mentoring)

Some programs also focus on mental health literacy, but often through the lens of how teachers can support students, not themselves [6]. While these strategies are evidence-based and useful, teaching them as a one-size-fits-all solution isn’t always effective because: 

  • Teachers experience different “stress profiles” that impact which strategies can be helpful for them [7]. 

  • Without consistent delivery and follow-ups, these wellness programs fall flat and may even worsen stigma [8].

  • Many of teachers’ biggest stressors (like staffing shortages and over-filled classrooms) are systemic and beyond individual control.

What is The Role of Leadership in Wellness for Teachers?

For wellness efforts to stick, they must be supported and modelled from the top down. Rather than relying solely on workshops and words, administrators can make a real impact by integrating evidence-based actions into their school’s culture, such as [2, 9, 10, 11]:

  • Modelling healthy boundaries around off-work time (e.g. email-free evenings and weekends).

  • Ensuring fair, manageable workloads, and providing adequate prep time to teachers.

  • Offering increased support during high-stress periods (e.g., report card season).

  • Working to create a non-judgmental environment for conversations about mental health in the workplace.

  • Sharing helpful, accessible resources with staff. 

One example of a helpful resource is Anna for Teachers, a digital one-stop hub built to meet the real needs of educators. Using platforms like Anna to strengthen teacher confidence and self-efficacy can make a meaningful difference in mental health and burnout prevention.

A Shared Responsibility

Teachers should not bear the full burden of fixing systemic challenges while also navigating intense day-to-day demands. However, there are still ways for teachers to advocate for themselves and others: 

  • Reach out through union or school structures to raise wellness concerns.

  • Lean on peer and personal support networks — connection is a proven protective factor against mental illness [12]. Sharing stories around wellness can also reduce stigma and create momentum for broader change.

  • Work with administrators to decrease role conflict and role ambiguity by offering clear, realistic solutions (e.g., requesting protected planning time) [13].

Final Thoughts

Teacher wellness is the foundation of a thriving education system. When educators feel safe, supported, and well, students benefit too. By working together, teachers, administrators, and the broader community can foster a culture of wellbeing where stories are shared, stigma is reduced, and real change is possible.

At WellIntel, we offer evidence-based wellness talks and tailored programs designed to support the education sector. Whether you're looking to address burnout, improve team mental health, or explore practical wellness tools, our expert speakers are here to help. Interested in bringing a WellIntel speaker to your school or district? Visit us at wellinteltalks.com to learn more.


This blog post was written in collaboration with Amanda Tanner, CEO of Anna for Teachers, a Canadian-led platform dedicated to improving the lives of educators through mental health resources, peer connection, and personalized support. Whether it’s through expert-led workshops, reflective events, or day-to-day community spaces, Anna empowers teachers to care for themselves so they can continue caring for others.

Written by:

Amanda Tanner, Anna for Teachers CEO
Tyler Stack (BA), WellIntel Volunteer
Rachel Mallinson (BSc.), WellIntel Coordinator


References:

[1] Aslam, S. (2025, June 19). B.C. education system has ‘critical’ staffing shortages: BCTF. CityNews Vancouver. https://vancouver.citynews.ca/2025/06/19/bc-education-system-critical-staffing-shortage/#:~:text=It%27s%20a%20critical%20shortage%20for,certified%20teachers%20in%20every%20classroom.

[2] Gallup (2014). State of America’s Schools: The Path to Winning Again in Education. Available at http://www.gallup.com/services/178709/state-americaschools-report.aspx.

[3] Lever, N., Mathis, E., & Mayworm, A. (2019). School Mental Health Is Not Just for Students: Why Teacher and School Staff Wellness Matters.

[4] Zhang Q, & Sapp DA (2008). A burning issue in teaching: The impact of perceived teacher burnout and nonverbal immediacy on student motivation and affective learning. Journal of Communication Studies, 1, 152–168.

[5] Harding, S., Morris, R., Gunnell, D., Ford, T., Hollingworth, W., Tilling, K., Evans, R., Bell, S., Grey, J., Brockman, R., Campbell, R., Araya, R., Murphy, S., & Kidger, J. (2019). Is teachers’ mental health and wellbeing associated with students’ mental health and wellbeing? Journal of Affective Disorders, 242, 180–187. https://doi.org/10.1016/j.jad.2018.08.080

[6] Yamaguchi, S., Foo, J. C., Nishida, A., Ogawa, S., Togo, F., & Sasaki, T. (2020). Mental health literacy programs for school teachers: A systematic review and narrative synthesis. Early Intervention in Psychiatry, 14(1), 14–25. https://doi.org/10.1111/eip.12793

[7] Marais-Opperman, V., Van Eeden, C., & Rothmann, S. (2021). Perceived stress, coping and mental health of teachers: A latent profile analysis. Journal of Psychology in Africa, 31(1), 1–11. https://doi.org/10.1080/14330237.2021.1875561

[8] Liao, Y., Ameyaw, M. A., Liang, C., Li, W., Ji, Y., & An, Z. (2023). Effects of Evidence-Based Intervention on Teachers’ Mental Health Literacy: Systematic Review and a Meta-Analysis. Sustainability, 15(11), 8981. https://doi.org/10.3390/su15118981

[9] Braeunig, M., Pfeifer, R., Schaarschmidt, U., Lahmann, C., & Bauer, J. (2018). Factors influencing mental health improvements in school teachers. PLOS ONE, 13(10), e0206412. https://doi.org/10.1371/journal.pone.0206412

[10] McLean, L., Abry, T., Taylor, M., Jimenez, M., & Granger, K. (2017). Teachers’ mental health and perceptions of school climate across the transition from training to teaching. Teaching and Teacher Education, 65, 230–240. https://doi.org/10.1016/j.tate.2017.03.018

[11] Capone, V., & Petrillo, G. (2020). Mental health in teachers: Relationships with job satisfaction, efficacy beliefs, burnout and depression. Current Psychology, 39(5), 1757–1766. https://doi.org/10.1007/s12144-018-9878-7

[12] Ji, Y., Wang, D., & Riedl, M. (2021). Analysis of the correlation between occupational stress and mental health of primary and secondary school teachers. Work, 69(2), 599–611. https://doi.org/10.3233/wor-213502

[13] Mérida-López, S., Extremera, N., & Rey, L. (2017). Emotion-regulation ability, role stress and teachers’ mental health. Occupational Medicine, 67(7), 540–545. https://doi.org/10.1093/occmed/kqx125


Cindy McDowell
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