Analysis: 86% of teachers in a new survey reported some level of burnout, indicating troubling levels of stress and poor mental health in Irish schools
By Sabrina Fitzsimons, Pia O'Farrell and Catherine Furlong, DCU
Teaching in Ireland has a long tradition of being a highly valued profession and a rewarding vocation. That is seen by the continually high numbers entering teacher education courses around the country. But Ireland's teachers are facing a burnout crisis, and it needs to be resolved immediately. Not only are a huge amount of Irish teachers already experiencing burnout, but a large number are also unsure whether or not they will remain in a classroom for the rest of their careers.
Our new study has revealed troubling levels of burnout and poor mental health among Irish teachers. The research, which surveyed over 1,000 teachers across both primary and secondary schools, highlights the urgent need for better support and intervention for educators, who are facing significant challenges in their profession.
These findings have significant implications for teachers, students and the wider school system. While educational settings continue to evolve to become more student-centred, we must now ensure that these environments also support the wellbeing of teachers. Given that children spend more than half of their waking hours in school, with their teachers, the fact that a high proportion of educators in this study are experiencing burnout is deeply concerning. It is incumbent upon the Department of Education and other key stakeholders in the education sector to recognise their duty of care toward teachers.
Why is this important?
The World Health Organisation (WHO) recognises burnout as an occupational issue, caused by prolonged and unmanaged workplace stress. According to the WHO, it has three key features: emotional exhaustion, depersonalisation and reduced personal accomplishment. Its presence is noted across many professions but is most prevalent in people-centred roles that demand high levels of interpersonal and emotional engagement - such as health care, social work, and teaching.
Occupational stress that is left unaddressed can have significant consequences for the individual —for example, poor mental health, absenteeism and intention to leave the profession. For these reasons, burnout has significant implications for the education sector, which is already grappling with attracting people into the profession and, thereafter, retaining them.
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How burned out are Irish teachers?
Our report indicates that burnout is a widespread issue affecting a large proportion of teachers. Some 86% of teachers reported experiencing moderate to high levels of personal burnout, while 85% reported moderate to high levels of work-related burnout. These suggest many teachers are struggling to cope with the demands of their job, which is impacting their mental health and overall well-being.
In terms of self-reported mental health, 28% of teachers rated their mental health as poor or very poor over the past year. This indicates that a substantial portion of the teaching workforce is grappling with significant mental health challenges. When asked about the potential impact of their mental health on their ability to teach, 17% who rated their mental health as poor or very poor also felt that their mental health had negatively affected their teaching and engagement with students.
One of the most striking findings from the research is the lack of training available to teachers in managing their own mental health and well-being. Despite the clear signs of burnout, 83% of teachers indicated that they had not received any formal training at any stage to help them manage their personal well-being or mental health. This gap in training appears to be a critical factor contributing to the high levels of stress and burnout within the profession.
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Our study found that burnout does not seem to be strongly linked to demographic variables, such as age, gender or experience. This suggests that systemic and organisational factors are playing a significant role in the high levels of burnout. Factors such as heavy workloads, unrealistic parental expectations, organisational issues, and challenges in supporting students with special educational needs were identified as contributing to teachers’ stress. Additionally, issues related to school culture, such as high expectations and a lack of support from leadership, may be exacerbating the problem.
When asked about their future in the profession, 42% of teachers reported that they were unlikely to remain in teaching due to the toll stress and burnout has taken on their mental health. This finding highlights a worrying trend, as the teaching profession in Ireland is already facing difficulties in retaining skilled educators.
What can be done to fix the problem?
Teacher burnout is a growing issue that demands attention at both systemic and individual levels. To combat this and prioritise staff retention, educational leaders can start by providing adequate support and resources, such as smaller class sizes and more administrative help which may include teaching assistants.
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In addition to this, the shortcomings in essential services for children and young people needs to be addressed, for example, timely assessments for children with special education needs, adequate numbers of special needs assistants and qualified special education teachers, timely access to speech and language therapists, occupational therapists, educational psychologists and other essential supports.
Teachers should have access to meaningful professional development that helps them grow in their role, not just fulfill requirements. This could include mentoring programmes, workshops and opportunities for inter-professional collaboration with peers and other support agencies.
Creating a positive school culture is key and teachers should feel valued and supported by their peers and school leaders. Encouraging a healthy work-life balance, setting clear boundaries, and fostering opportunities for self-care can help reduce stress. Giving teachers more autonomy and involving them in decision-making can also boost morale and reduce feelings of isolation.
We can create an environment where teachers feel respected, empowered, and supported, thus reducing burnout and stress
While recognising that a limited counselling service is available to support the mental health of teachers, expanding this service to include wellness programmes, helps to create a more sustainable environment. Pre-service and in-service teacher training should include evidence-based mental health training to build resilience and coping strategies. This training must be designed and delivered in a way that facilitates meaningful engagement from teachers, without contributing further to their workload or burnout. School well-being policies must be reviewed and updated to explicitly address the mental health and wellbeing of teachers, not just students.
While improved resourcing and funding for schools is crucial, it's also important to reduce initiative overload and the constant flux of policy changes, which can overwhelm teachers and make their work feel unstable. By addressing these broader issues, we can create an environment where teachers feel respected, empowered, and supported, ultimately reducing burnout and fostering long-term sustainability in education.
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Dr Sabrina Fitzsimons is Co-Director of the Centre for Collaborative Research Across Teacher Education (CREATE) and an Assistant Professor of Education in the School of Policy and Practice at the Institute of Education at DCU. Dr Pia O'Farrell is a lecturer in the School of Policy and Practice at the Institute of Education at DCU. Prof Catherine Furlong is Associate Professor in the School of Policy and Practice at the Institute of Education at DCU.
The views expressed here are those of the author and do not represent or reflect the views of RTÉ
