Nita Kar, Educator, having 25 years of experience in well known schools of Kolkata, describes how teacher well-being affects student learning directly. When teachers feel supported and balanced, classrooms become more positive and engaging. Their emotional and mental health influences student focus, behaviour, and growth. Prioritising teacher well-being benefits both educators and learners.
As an educator with 25 years of experience teaching high school students, I have come to firmly believe that a teacher’s ultimate goal goes far beyond merely imparting knowledge. It is about helping and guiding students to discover their true potential and empowering them to become efficient, confident, and compassionate individuals who can positively impact society. In this context, teaching is both a vocation and a responsibility that requires dedication, empathy, and mindfulness. The practice of a healer, therapist, teacher, or any helping professional should be centred towards oneself first, because if the helper is unhappy, stressed, or emotionally turbulent, they will not be capable of making a meaningful difference in the lives of others. This idea is beautifully expressed in a quote by Thich Nhat Hanh, the revered monk and author, who reminds us that self-care is a prerequisite for helping others effectively. In the context of education, this emphasises the significance of teacher well-being.
As educators, we are responsible for creating positive learning environments for our students; however, the demands of teaching can take a considerable toll on our physical, mental, and emotional well-being. During my 25-year career, I have witnessed firsthand the complex and minute relationship between teacher well-being and student learning. The well-being of educators is not just an individual concern but a systemic one, influencing student engagement, classroom culture, and academic outcomes. Therefore, it becomes critical to first understand the factors affecting teacher well-being, how these factors will impact students, and how educators, administrators, and parents have to collaborate to foster teacher wellness, which in turn will promote academic success and holistic development.
Teachers are undeniably the backbone of the educational system. Their well-being directly affects the quality of instruction, classroom management, and the ability to connect effectively and meaningfully with students. Research and experience indicate that teachers who experience positive well-being are highly effective in creating supportive, engaging, and inclusive learning environments. On the other hand, high levels of stress and burnout among teachers negatively affect retention, performance, and student outcomes.
A teacher who is content, balanced, and emotionally grounded can form stronger bonds with students, understand their diverse needs, and communicate effectively. These attributes are foundational for nurturing curiosity, encouraging critical thinking, and fostering creativity. In contrast, a teacher experiencing chronic stress or emotional exhaustion may find it difficult to maintain classroom discipline, deliver engaging lessons, or respond to individual student needs. This creates a ripple effect that impacts not only the teacher but the entire classroom ecosystem.
Navigating professional demands
Teachers are no strangers to challenges. In fact, they often assume multiple roles simultaneously. We are not just instructors; we are mentors, counsellors, role models, and sometimes even act as second parents to the students. Each role comes with its own responsibilities, expectations, and pressures. One of the most significant challenges is classroom management and handling student behaviour. Before a teacher can begin teaching, they must create an environment that is conducive to learning. This requires establishing rules, maintaining discipline, and engaging students in ways that encourage participation without creating stress or tension. A teacher, entering a classroom without a well-planned management strategy, may find it difficult to focus on instruction, thereby affecting the quality of learning.
Another challenge that teachers frequently encounter is the administrative workload. While teaching is the core of our profession, administrative tasks such as paperwork, reporting, and procedural documentation do consume substantial time, workload, and energy. Excessive administrative demands can lead to frustration and exhaustion, reducing the time and focus needed for actual teaching. Over a period of time, this can lead to a sense of inefficacy and decreased job satisfaction. Parental expectations and communication present another layer of complexity. Parents, understandably, want the best for their children, but their expectations may not always align with the teacher’s professional commitments. Navigating these dynamics requires patience, tact, planning, and strong communication skills. Teachers often have to handle misunderstandings, conflicts, or unrealistic demands from parents, all of which, while maintaining their focus on student learning. Moreover, the teaching profession often leaves educators with very limited time to devote to their own families and personal responsibilities. The constant shift of professional and personal obligations can lead to a poor work-life balance, further contributing to stress and emotional fatigue.
Teacher stress factors
The pressures on teachers are of various natures and vary across schools and individual circumstances. Some of the most common factors include excessive workload, long working hours, lack of administrative support, unrealistic expectations, and limited autonomy. While teachers are accustomed to working long hours, the issue often relates not to the quantity but to the quality and relevance of the work. Non-productive tasks, such as redundant paperwork or bureaucratic assignments that do not benefit students, add to frustration significantly. This feeling of doing work that lacks meaningful impact can be a significant source of stress. Lack of support from school administration is another critical factor. Misalignment between administrators and teachers regarding priorities, teaching methods, and workload often leads to a great amount of lack of support. Over the years, I have observed that when teachers feel unsupported, it directly affects their morale and their capacity to deliver quality instruction. A shift in educational structures over the past decades has also reduced teacher autonomy. In the last decades, educators have had greater freedom to decide how to teach and engage their students. Today, rigid curricula, standardised assessments, and prescribed teaching methods limit this autonomy, affecting teacher satisfaction and creativity. When teachers cannot employ methods that align with their strengths or pedagogical beliefs, their ability to engage students effectively diminishes. Recognition and appreciation are vital to sustaining motivation. Teaching is emotionally demanding, and consistent acknowledgement of effort—whether through verbal appreciation, awards, or recognition—can greatly boost morale. On the other hand, lack of recognition can lead to feelings of invisibility and undervaluation. Unrealistic expectations regarding student performance are another source of stress. The focus on completing syllabi quickly, achieving high marks, and fulfilling administrative targets often overshadows the deeper goal of infusing genuine learning and curiosity. Teachers are caught between promoting holistic development and meeting external pressures, creating internal tension and stress. Teacher shortages, particularly in government schools or underserved areas, further aggravate the stress. A high student-teacher ratio increases workload and reduces the ability to provide individualised attention. Even in private schools, maximising teacher allocation for cost efficiency can increase stress levels and limit instructional effectiveness.
Teacher wellness, student success
Teacher well-being directly impacts the classroom environment and student outcomes—a phenomenon often described as the ripple effect. Teachers experiencing well-being are more likely to form positive relationships with students, create engaging lessons, and establish a supportive classroom culture. In contrast, stressed or emotionally exhausted teachers can unintentionally develop negative classroom climates, reducing student motivation, engagement, and academic performance. Positive teacher-student relationships are the basics for learning. When teachers are attentive to their well-being, they can approach students with patience, empathy, and understanding. This strengthens trust, promotes inclusivity, and encourages students to participate actively in class. Students are more likely to ask questions, share ideas, and take academic risks when they feel emotionally supported by their teachers. A teacher experiencing well-being can also provide individualised attention, essential for addressing various learning needs. In classrooms with high student-teacher ratios, this becomes challenging. However, when teachers are less stressed, they can more effectively formulate instruction and adapt strategies to cater to different learners, supporting both academically advanced students and those requiring additional guidance. Moreover, a teacher’s well-being influences student resilience. Educators serve as role models, and students observe and internalise their approaches to challenges and stress. A teacher who demonstrates calmness, composure, and problem-solving skills helps students cultivate similar attributes, contributing to emotional growth and self-regulation. In contrast, a teacher under constant stress may inadvertently create a toxic classroom environment characterised by fear, anxiety, and tension. Students in such environments may experience heightened stress themselves, leading to lower academic engagement, diminished self-esteem, and behavioural challenges. Over time, this can impair learning outcomes, student motivation, and overall classroom harmony.
Healthy teachers, better learning
Given the profound impact of teacher well-being on both educators and students, prioritising self-care is essential. Self-care should not be assumed as a luxury; it is a professional necessity. Effective strategies encompass physical, mental, and emotional health practices, all tailored to individual preferences and circumstances. Mindfulness, meditation, and yoga are widely recognised tools for stress reduction. These practices help cultivate awareness, calmness, and focus, enabling teachers to approach daily challenges with equanimity. Regular physical activity, such as walking, jogging, swimming, or playing sports, supports physical health and contributes to emotional balance. Healthy eating habits are equally important. Stress often leads to unhealthy eating patterns, which increase fatigue and diminish overall well-being. Maintaining a balanced diet can improve energy levels, mood, and cognitive function, all of which enhance classroom performance. Creative hobbies provide another avenue for emotional expression and stress relief. During the COVID-19 pandemic, I personally discovered the therapeutic benefits of playing the flute and drawing mandalas. These activities helped me focus, relax, and channelise emotions constructively. Engaging in creative pursuits allows teachers to experience joy, self-expression, and personal fulfilment, ultimately enhancing resilience. Social support networks are vital for emotional sustenance. Friends, colleagues, and mentors provide listening ears, guidance, and reassurance. Teachers benefit from communities where experiences, challenges, and successes are shared openly without judgment. Boundary setting is another crucial self-care strategy. During periods of intense digital communication and remote teaching, I established clear limits on availability, choosing not to engage with work messages after a designated time. This preserved personal space, reduced burnout, and reinforced the importance of work-life balance. Gratitude practices also foster positive mental states. Maintaining a daily reflection on aspects of life to be grateful for can shift perspectives, reduce stress, and enhance overall satisfaction. Small acts of appreciation, whether internal or externalised through journals or gratitude jars, cultivate mindfulness and contentment.
Supporting educators holistically
School leaders play an instrumental role in promoting teacher well-being. The culture, climate, and ethos of a school are largely shaped by leadership practices. Leaders who prioritise support, recognition, and professional growth can greatly enhance teacher morale, engagement, and effectiveness. Creating a culture of support involves recognising achievements, fostering open communication, and promoting collaboration. Teachers should feel valued, heard, and respected. Regular appreciation—whether public or private—boosts motivation, while opportunities for professional development empower teachers to refine skills and adopt innovative practices. Reducing administrative workload is another crucial leadership responsibility. Streamlining tasks, doing away with redundant paperwork, and leveraging technology to simplify processes allow teachers to focus on instruction and student engagement. Prioritising professional development ensures teachers remain equipped with contemporary pedagogical strategies, enhancing both teaching quality and job satisfaction. Leaders must also model healthy behaviours. Demonstrating balance, resilience, and empathy sets a powerful example for teachers, reinforcing the importance of self-care and professional integrity. Encouraging collaboration and community-building strengthens relationships among staff, fostering a supportive network that benefits both educators and students.
At a broader level, educational policy plays a critical role in teacher well-being. The National Education Policy (NEP) recognises the importance of supporting teachers and offers recommendations to enhance professional growth, reduce stress, and improve work conditions. Policies promoting manageable workloads, continuous professional development, technological integration, and teacher autonomy directly contribute to improved teacher and student outcomes. Investment in teacher well-being is, therefore, an investment in the entire educational ecosystem. Well-supported teachers are more effective, innovative, and committed, creating positive classroom environments where students thrive academically, socially, and emotionally.
The speaker concludes by saying that the teacher’s well-being is essential for a thriving educational ecosystem. It affects classroom climate, student engagement, academic success, and overall school culture. Addressing the challenges teachers face and promoting self-care benefits both educators and students. Collaborative efforts involving teachers, administrators, parents, and policymakers are critical. Ultimately, investing in teacher well-being is not just about improving job satisfaction; it is about fostering resilient, confident, and capable future citizens. A well-supported, motivated, and mindful teacher has the power to transform classrooms into spaces of curiosity, creativity, and holistic growth. In conclusion, prioritising teacher wellness is a professional responsibility that ensures the long-term success of both educators and learners, making it an indispensable element of effective education.
This is a summary of the talk given by the author on schoolreformer.com
Contact details
Nita Kar
Educator, Ashok Hall Girls’ Higher Secondary School, Kolkata, West Bengal
M: 9830450561
E: nitakar84@gmail.com