As the school year inches toward its final months, the weight of teaching feels heavier than ever. The energy we started with in September is long gone, replaced by a delicate balance of resilience and exhaustion. Springtime in education isn’t just about wrapping up curriculums and preparing for assessments—it’s about navigating the growing demands on our time, our patience, and, most importantly, our well-being.
This year, in particular, is presenting new challenges. With the ongoing custodial staff strike and the looming possibility of a teachers' strike, the stress is palpable. The uncertainty of labor action adds an extra layer of pressure to an already demanding profession. Schools are ecosystems, and when one part is in distress, the entire system feels the impact. From navigating unclean classrooms to worrying about job security, educators are carrying more than their share of emotional and physical burdens.
Yet, in the midst of this chaos, there’s one thing we often neglect—ourselves. As teachers, we are conditioned to push through, to prioritize our students over our own needs. But at what cost? Burnout is real, and the constant giving without replenishment leaves us depleted. A recent study of Canadian teachers found that those who reported taking 11 or more sick days in the previous academic year were at least three times more likely to exhibit high stress, emotional exhaustion, likely Generalized Anxiety Disorder (GAD), low resilience, and likely Major Depressive Disorder (MDD) than educators with no sick days during the preceding year (Agyapong et al., 2024). These findings highlight the critical link between teacher well-being and their ability to remain engaged and effective in the classroom.
You Can't Pour From an Empty Cup
Teaching is a profession built on giving—time, attention, energy, and care to students every single day. But what happens when there's nothing left to give? Just like a cup that runs dry, teachers who don’t take time to refill their own reserves find themselves exhausted, irritable, and struggling to maintain the enthusiasm that makes learning engaging.
Ignoring our own well-being risks not only our health but also the quality of education we provide. A depleted teacher lacks the patience to handle challenging student behaviors, the creativity to make lessons engaging, and the resilience to navigate everyday stressors. Prioritizing self-care isn’t an indulgence; it’s a necessity for sustaining a long and fulfilling career in education.
Just as we ensure our students are equipped with the tools they need to learn, we must equip ourselves with the tools to stay healthy, balanced, and energized. Whether it’s taking a few moments to breathe, setting clear boundaries, or making time for activities that bring joy, these small steps make a significant difference in keeping our cups full.
The Many Hats of a Teacher: A Daily Balancing Act
Despite knowing we need to care for ourselves, the reality is that teachers don’t just teach. We mentor, supervise, plan, encourage, and adapt—all while juggling limited time and resources. Our days extend far beyond the classroom, often blurring the line between professional responsibilities and personal well-being.
A typical week includes:
Mentorship and coaching – guiding students through sports, clubs, and extracurricular activities
Supervision – ensuring safe and supportive environments during recess and lunch breaks
Lesson planning and preparation – crafting meaningful learning experiences outside of instructional hours
Encouraging student engagement – fostering motivation through creative strategies, incentives, and relationship-building
Filling gaps where needed – stepping in when substitute teachers aren’t available, adjusting schedules, and supporting colleagues
Organizing enriching experiences – coordinating field trips, hands-on learning, and school-wide events to enhance education
Managing classroom resources – finding innovative ways to access and provide materials that support student learning
And then there are Blue Days—those bitterly cold, -20°C and below days when students can’t go outside. Instead of a much-needed break for fresh air and movement, both teachers and students remain indoors all day, shifting from structured lessons to restless indoor activities. These days require extra patience, flexibility, and creativity to keep students engaged, while also ensuring that everyone—including teachers—makes it through the day with their energy and sanity intact.
Adding to the challenge, financial and resource constraints make our jobs even harder. Budgets are stretched thin, and teachers often find themselves spending their own money on classroom supplies, innovative learning tools, or even basic necessities to create a supportive learning environment. The drive to provide engaging, meaningful education never fades, even when resources are limited—but at what cost to our well-being?
So how do we manage all of this without running on empty?
It’s often said that you can’t pour from an empty cup. Just as students rely on us to be present and engaged, we must ensure we have the capacity to meet their needs. Research consistently shows that when educators take care of their own well-being, they are more effective in the classroom and less susceptible to burnout. A survey conducted among members of the British Columbia Teachers’ Federation in 2023 revealed heightened stress and workload among nearly two-thirds of the respondents, with approximately 40% reporting a decline in their physical or mental health compared to the previous year (British Columbia Teachers' Federation, 2023).
Practical Strategies to Add Mindfulness Without Taking Extra Time:
Use micro-breaks effectively – Take a moment to step outside for fresh air, stretch in between lessons, or sip water to reset your focus.
Create a calm transition ritual – Play soft instrumental music or dim the lights briefly between lessons to provide a mental shift for both students and yourself.
Have a teacher buddy system – Rotate short breaks with a colleague when possible to support one another’s well-being.
Use student helpers – Assign small classroom responsibilities to students who can manage simple tasks, reducing your cognitive load.
Build transition moments into your routine – Instead of rushing from one thing to another, take 10 seconds to pause, ground yourself, and mentally prepare for the next task.
Filling Your Cup: Small, Meaningful Changes That Make a Difference
Beyond personal well-being, leaning on our colleagues makes an enormous difference:
Seek advice on specific students – Other teachers may have helpful insights.
Co-plan or split planning – Divide the workload by planning different lessons.
Borrow materials – Teachers understand the struggle and are often willing to share.
And most importantly—make time for joy: Get outside when possible – Incorporate outdoor learning into your curriculum. Connect with a friend – Plan a walk or a coffee break to reset. Find ways to love what you do – Identify small joys in your daily work.
Let’s Change the Conversation
Teaching shouldn’t be about just surviving—it should be about thriving. When we take care of ourselves, we not only improve our well-being but also create a more positive and enriching environment for our students.
To continue this conversation and build a supportive community, I am offering a Revive and Thrive Workshop for Educators:
Start Date July 8: 1:00-3:00 PM (once a week for 4 weeks)
Focus: Connection, Community & Wellness Strategies
To register: Email shawna@calgarythearpyinstitute.com or call 403-640-7667.
Take a moment for yourself today—you deserve it!
Author: Shawna Cunha, Registered Provisional Psychologist
References:
Agyapong, B., Wei, Y., da Luz Dias, R., Orimalade, A., Brett-MacLean, P., & Agyapong, V. I. O. (2024). Psychological problems among elementary and high school educators in Canada: Association with sick days in the prior school year. Frontiers in Psychology, 15, 1442871. https://doi.org/10.3389/fpsyg.2024.1442871
British Columbia Teachers' Federation. (2023). Teacher workload and stress survey. Retrieved from https://bctf.ca
Ferguson, G., Frost, N., & Hall, N. (2022). Teacher stress and well-being in Canada. Canadian Journal of Education, 45(3), 234-258.
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