The Truth about Teacher Burnout: It’s Work Induced Depression

In the past couple of months I’ve come across many articles as well as entire magazines dedicated to educator burnout, and rightfully so. Burnout, extreme work-related stress categorized by emotional, psychological, and physical exhaustion, is a modern-day epidemic in the teaching profession (as well as other professions). According to the American Federation of Teachers’ 2017 Educator Quality of Work Life Survey, 61 percent of teachers indicated that their jobs were always or often stressful. Just as alarming, if not more so, 58 percent of respondents cited poor mental health as a result of that stress. Although articles on educator burnout vary in their approach, they tend to focus on the causes of burnout, how to assess the signs of burnout, strategies to prevent burnout, and/or next steps for administrators and teachers. The one key element most, if not all, articles have missed is the true nature of what it means to be burned-out.

The true nature of burnout

What many fail to realize is that burnout is actually work induced depression. According to research published in the Journal of Clinical Psychology, there is a significant overlap between burnout and depression. More specifically, educators experiencing burnout simultaneously exhibit depressive symptoms including, but not limited to, loss of interest or pleasure in activities, mood swings, and fatigue. Overall, the higher the burnout symptoms the more depressive traits they exhibit. Another study published in the International Journal of Stress Management, showed that 90 percent of participants who scored high on burnout met the criteria for a provisional diagnoses of depression. Given the magnitude of this relationship it is crucial that we redefine burnout to highlight the fact that it is another form of depression.

Unfortunately, the severity of burnout is not properly reflected in articles on the topic. Many articles highlight that those experiencing burnout should try to re-energize themselves by engaging themselves socially and taking time off from work, among other self-help strategies. Although such strategies can help in preventing burnout, they aren’t necessarily the most effective in overcoming burnout once someone is experiencing it. Remember, a key component of depression is the inability to find pleasure in activities one previously found enjoyable. Due to the true nature of burnout, recommendations that don’t address depression and/or depressive symptoms tend to be temporary fixes. For example, teachers usually believe summer vacations will re-energize them and cure their burnout symptoms. Research shows that this seldom works as burnout symptoms usually re-emerge within 2-3 weeks of returning to work. Until educators, school administrators, and other professionals acknowledge the true nature of burnout we will continue to see articles that only scratch the surface of how to properly assist someone who is experiencing burnout (work induced depression).

Strategies in properly addressing educator burnout

Since burnout is much more serious than it’s generally depicted, it is necessary to reassess how we assist teachers in experiencing it. Due to the burnout-depression overlap, teachers experiencing burnout may need medical and/or psychological attention to manage their burnout (depressive) symptoms. It is critical that schools proactively address mental health issues in the workplace because, in some cases, not doing so can result in unintended consequences (e.g., ineffective teaching, teacher self-harm and/or suicide, etc.). In addressing this far too common problem, school administrators should take varied strategies in preventing and addressing burnout. Some strategies are highlighted below.

To prevent burnout administrators should:

1. Develop a supportive workplace culture around mental health issues. This is extremely important because research shows that at least one-third of workers don’t disclose mental health issues to their employers due to the stigma surrounding the topic.
2. Understand that burnout is caused by organizational factors. This is crucial because many believe burnout is teacher specific. Although some individuals are more susceptible to stress, placing the blame on teachers doesn’t address the root cause of burnout.
3. Examine the factors which contribute to educator burnout in order to mitigate their negative effects. Note, addressing these factors doesn’t always mean exhausting financial resources. Some strategies include fostering better collaboration, implementing effective teaching strategies, and encouraging educators to develop work-life boundaries.
4. Proactively train all school members (teachers, administrative staff, public safety, etc.) on the warning signs of mental health issues and on how to provide proper assistance to someone experiencing a mental health concern. One training program which has extremely promising results is Mental Health First Aid (MHFA). Due to its effectiveness, cities like New York have already begun making the training readily available at no cost.

To assist a teacher experiencing burnout or burnout symptoms, based on the MHFA action plan, administrators should:

1. Assess the situation, listen non-judgmentally to the person, and be sure to give reassurance that everything will be okay.
2. Encourage them to seek out appropriate professional help. This can take many forms (counselors, physicians, etc.), but one great resource is Employee Assistance Programs/Member Assistance Programs which usually include free counseling and mental health services.
3. Encourage the use of self-help and other support strategies, such as growing in their faith, joining a support group, learning effective coping strategies, and/or practicing mindfulness.

Ultimately, developing a culture that destigmatizes mental health issues in the workplace and providing proper and ongoing training is the best way to address burnout. In not doing so, school administrators will continue to perpetuate the burnout epidemic.