Teaching is demanding – emotionally, physically, and mentally. Without careful attention, it’s easy to slide towards burnout. But there are ways to prevent burnout before it takes hold. Taking small, consistent actions now can protect your energy and your passion for teaching.
Spot the Warning Signs Early
To prevent burnout, you need to recognise when stress is turning into something deeper. If you’re feeling detached, permanently tired, or overwhelmed by small tasks, these could be early warning signs. Don’t wait for a major crash before acting.
Set Clear Boundaries Around Your Time
Working into the night or spending weekends marking isn’t sustainable. To prevent burnout, create clear ‘cut-off’ points in your day. Protect time for rest, hobbies, and relationships — these aren’t luxuries; they are essential to your long-term wellbeing.
Focus on What You Can Control
There will always be pressures outside your control, but it’s crucial to focus your energy where it can make a difference. Streamline your workload. Prioritise impact over perfection. Saying “this is good enough” is one of the most powerful ways to prevent burnout.
Reclaim Joy Inside and Outside School
A vital (and often overlooked) way to prevent burnout is reconnecting with what you love – both within your classroom and beyond it. What parts of teaching still light you up? What activities outside work remind you of who you are?
Quick Reflection: How Full Is Your Battery?
Imagine your energy as a battery. Right now, would you say it’s:
Being aware of your body and physical clues can also help you see the warning signs. Take a moment each day to notice if you are feeling tense in your shoulders, whether your eating habits have changed, or whether you just can’t stay awake to enjoy your evening. Wherever you are, remember: preventing burnout is an ongoing process. It’s never ‘too small’ or ‘too late’ to take action.
You can prevent burnout without needing a dramatic life overhaul. Start with small shifts, protect your energy fiercely, and give yourself permission to thrive — not just survive — in teaching.
