As a high school English teacher with almost two decades of experience in the classroom, I have seen firsthand the challenges facing teachers today. I can attest to the fact that teaching has never been easy. We've always been the unsung heroes of society, putting up with screaming students, mountains of grading, and never-ending lesson plans. One minute we are lauded and praised for our perseverance and hard work (remember all that COVID love??), and the next minute, we are criticized and threatened (trust me, if I knew how to indoctrinate a student, I could think of much more practical ideas to install then what we are accused of), So in recent years, I've noticed an ever-growing need for something new - the need for emotional support for teachers.
It is no secret that teaching can be a difficult and demanding profession, and teachers are particularly vulnerable to burnout and frustration. But lately, there seems to be a much deeper layer than that. Teachers are hurting. Don't just take my word for it. According to a study published in the Journal of Teacher Education, teachers face a number of unique challenges that can lead to feelings of isolation, anxiety, and a lack of confidence in their ability to teach effectively (Ingersoll, May, & Collins, 2018). These challenges include a lack of preparation for the realities of the classroom, a lack of support from colleagues and administrators, and a lack of resources and training to deal with students from diverse backgrounds and with a variety of needs.
Not only are teachers taking on the mental health issues that have always accompanied our professions, but now teachers are being asked to adopt the SEL curriculum and help alleviate the emotional burden that many of our students carry. Now don't get me wrong, I am more than willing to help bare this, but when my emotional cup of unbalanced is already overflowing, where am I supposed to pour this extra liquid?
First, it is essential to know your limits. All that "self-care" stuff we see and hear about- but never seem to put into practice- actually works. It's okay to vent. In fact, it's healthy. I encourage you to find a trusted colleague or two and let it all out. Complain about that one student who won't stop talking, the parent who thinks they know better than you, or the administrator who keeps piling on more work. Get it off your chest, AND THIS IS IMPORTANT move on.
You also need to take breaks. I know, I know, we're all guilty of working through lunch or staying late to grade papers. But taking a few minutes to walk around the block or listen to your favorite song can do wonders for your mental health. And don't forget to take time off when you need it. I promise the world won't end if you call in sick once in a while.
On a serious note, this is a real problem that cannot be left unaddressed. Teachers are not just leaving the classroom; they are fleeing. Retaining teachers must become a priority. We must create a culture of support and collaboration that encourages teachers to stay in the profession and grow and develop as educators.
Of course, all of this is easier said than done. The reality is that teaching is a demanding profession that requires a great deal of time, energy, and dedication. But if we want to support teachers and help them succeed in the classroom, we need to be willing to invest in their success. That means providing them with the resources and support they need to be effective teachers. This support applies to classroom needs and mental health needs.
So, to all my fellow teachers out there, I want to say: You are not alone. I see you. Teaching is a challenging profession, but it is also one of the most rewarding.
With the right support, we can succeed in the classroom and make a real difference in the lives of our students. If we work together to create a culture of support that helps all teachers thrive in the classroom, we may begin to reverse the mass exodus of so many amazing educators.
References:
Ingersoll, R. M., May, H., & Collins, G. (2018). Exploring the shortage of STEM teachers: A study of root causes. Journal of Teacher Education, 69(1), 46-61.
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