Why This Matters

📌 The Reality of Educator Stress and Burnout
Teaching — in schools and in higher education — has always been demanding. But chronic stress has risen sharply in recent years, not just as a work challenge but as a mental-health issue that affects educators’ well-being, performance, and professional longevity.
According to research, substantial numbers of teachers experience clinically meaningful stress and burnout — with studies reporting burnout rates ranging widely from about 25 % to more than 70 % among educators, depending on how burnout is measured and the population studied. These high levels of stress are associated with symptoms such as emotional exhaustion and reduced personal accomplishment.
In workforce surveys, educators consistently report burnout levels higher than almost all other professions. For example, nearly 44 % of K–12 teachers say they feel burned out “often” or “always,” while about 35 % of college and university faculty say the same.
A separate national-level survey found that over half of K–12 teachers report burnout, and more than 60 % say they experience frequent job-related stress — significantly higher rates than comparable professions.
Moreover, large proportions of educators view burnout as a serious problem — with about 90 % seeing it as at least “somewhat serious” and nearly 70 % describing it as “very serious.”

🧠 Why This Matters for Educators and Students
Burnout isn’t just “feeling tired.” Research shows that when stress moves from acute to chronic:

• Educators are more likely to feel emotionally drained and less effective in their teaching.
• Stress can impact sleep, mood, energy levels, and overall health.
• Chronic stress and burnout contribute to higher turnover and decisions to leave the profession.

These effects ripple outward, affecting classroom climate, collegial support, and even students’ experiences. Professionals in teaching are twice as likely as many other workers to report symptoms like fatigue and disengagement.

💡 What This Signals
Educators enter the profession to support learning and growth — not to be overwhelmed by systems and conditions that erode their well-being.
Burnout is a systemic problem, but there are individual practices that help alleviate stress and strengthen resilience.
It’s this gap — between the stress educators experience daily and the lack of accessible support — that the Grounded Educator Sangha aims to address.