Working in schools can feel like riding a rollercoaster—rewarding one minute and overwhelming the next. With so many demands, personalities and unpredictable moments, strong emotional self-regulation isn’t just helpful…it’s essential. The ability to stay calm, respond thoughtfully and manage our internal state, directly affects our relationships, decision-making and our well-being.
Teaching has always been a rewarding profession but it has also become increasingly demanding. While every school is different, the biggest sources of teacher stress are remarkably consistent. The good news? Small changes in how we work and think can make a big difference. Here are five common stressors and some practical tips to help manage them
It’s early morning. A teacher walks along a beach after a storm and notices thousands of starfish scattered along the sand. In the distance, someone is picking them up one by one and gently throwing them back into the ocean. Curious, the teacher approaches and says, “There are too many. You can’t possibly make a difference.” The person bends down, picks up another starfish, tosses it into the water and replies, “It made a difference to that one.”
Psychologist Shawn Achor highlights seven key principles of positive psychology that help people thrive. In schools, these aren’t “nice to have” ideas — they are practical strategies that improve performance, relationships and wellbeing.
Research has been undertaken in many classrooms around the world into a phenomenon known as the Pygmalion Effect. The research demonstrates the impact of teachers’ expectations. Teachers’ expectations can dramatically affect students achievement. If a teacher is told that his or her students are bright, the teacher will be more supportive, use more complex vocabulary, teach more challenging material, allow more ‘wait’ time for students to answer questions and provide more thoughtful and useful feedback to the students. In turn, the students receiving this attention will perform to this level.
We all have the same amount of time each day. The real issue isn’t time — it’s energy. When your energy is high, you’re effective, patient and positive. When it’s low, everything feels harder. The key is learning to manage your energy, not just your schedule
Working with parents is an essential part of working in schools, yet conversations can sometimes feel challenging—especially when emotions run high. Assertive communication is a vital skill that helps teachers, leaders and other staff in schools, stay calm, clear and in control, while still building positive relationships.
Working in schools can be tough and seems to be getting even more challenging. Each year things seem to get tougher! Changes in the curriculum, increased accountability, demanding or absent parents, poor student behaviour, changes in society, tightening budgets and a push to do more with less, all contribute to increased pressure in schools. We work with people every day and people are unpredictable
Schools are full of quick decisions—on the run, between classes and often under pressure. Whether it’s responding to student behaviour, interpreting a parent email or navigating the latest initiative, staff in schools, make hundreds of judgments every day. In The Art of Thinking Clearly, author Rolf Dobelli highlights the many mental shortcuts (or “cognitive biases”) that trip us up. Understanding these can help you think more clearly, reduce unnecessary stress and make better decisions.
Working in schools can feel overwhelming. There’s always more to do, more to think about and more to worry over. When things feel hectic, one of the most helpful strategies is to bring your attention back to what you can control. The 3 Circles Framework (popularised by Stephen Covey) is a simple but powerful way to do that. The three circles are: