Addressing Teacher Burnout: Insights from Dr. Mark Greenberg

In the wake of the COVID-19 pandemic, educators have faced mounting challenges, including heightened stress and burnout. Dr. Mark Greenberg, Emeritus Professor Of Human Development at Penn State University and the Founding Director of the Edna Bennett Pierce Prevention Research Center, provides a compelling look at how chronic stress impacts educators and the structural changes necessary to support them. His research offers both a sobering reality and actionable hope for the future of education.

The Unique Stressors Educators Face

Teaching is consistently ranked as one of the most stressful professions in the United States, alongsidenursing. The demands of the job—managing classrooms, meeting academic goals, and supportingstudents' emotional needs—are compounded by systemic challenges. “We have to start by just honoring teachers because the job they do is so important to our society and it is very stressful,” Dr. Greenberg says.

The aftermath of COVID-19 has only deepened these challenges. Many veteran teachers left theprofession, while new teachers entered classrooms with inadequate preparation, often having trained via remote platforms like Zoom. At the same time, young children returned to school lacking basic social skills, creating a disconnect between student readiness and classroom expectations.

“It’s a recipe for disaster,” Dr. Greenberg explains. “The hardest time for teachers was not during COVID—it’s really after COVID.”

The Toll of Stress on Educators

Dr. Greenberg’s research underscores the profound physical and mental toll stress takes on teachers. In a study with middle school educators, cortisol levels—a biological marker of stress—were measured throughout the school year.

“Teachers should experience a rapid rise in cortisol levels in the morning, signaling alertness,” Dr. Greenberg shares. “But by May, their cortisol patterns looked similar to those of children in Romanian orphanages, reflecting chronic stress and burnout.”

Encouragingly, his team found that teachers who participated in a yoga-based stress reduction program avoided this decline. These sessions, held before school and lasting just 10–15 minutes, had a measurable impact on both stress levels and teacher well- being.

The Ripple Effect on Students

Teacher stress doesn’t stay confined to the individual—it ripples out into the classroom, affecting student outcomes. Dr. Greenberg highlights this connection: “In our research with the CARE Program, we’ve shown that by supporting teachers, children become more motivated and engaged in the classroom. When teachers are well, students read at better rates and are more successful.”

Conversely, classrooms led by burned-out teachers often see higher stress levels among students. “Children in classrooms with burned-out teachers had elevated cortisol levels themselves,” Dr. Greenberg notes. “It’s not just about academic achievement—it’s about the developing health systems of these children.”

Structural Challenges and Solutions

Dr. Greenberg is adamant that solving the teacher burnout crisis requires systemic changes:

• More Preparation Time: “Teachers in the S. have far less professional development time compared to other countries. In Mexico, for instance, teachers receive 12–15 days per year. In the U.S., it’s often only 4–5 days.”

• Supportive Leadership: “Principals play a critical Teachers who feel supported by their principals and colleagues experience less stress and are more likely to stay in their roles.”
  
  
• Workload Adjustments: “We can’t keep adding responsibilities without removing others. Structural changes like four-day school weeks are worth exploring.”

Creating Sustainable Classrooms

Dr. Greenberg also offers practical advice for teachers navigating these challenges:

• Set Boundaries: “Teachers must carve out time for family, friends, exercise, and Prioritizing sleep and creating a daily routine are critical.”
  
  
• Build Community: “Feeling connected to supportive colleagues and a caring principal can dramatically reduce stress.”

Despite these strategies, Dr. Greenberg emphasizes the need for systemic reform. “It’s not enough to equip teachers with stress management skills. We also must address the structural issues that make teaching unsustainable for so many.”

The Path Forward

Investing in teacher well-being is an investment in the future of education. “When teachers feel supported and are thriving, their students thrive too,” Dr. Greenberg states. “We’re not just improving individual lives; we’re creating a healthier, more effective educational system.”

Supporting teachers isn’t optional—it’s essential. By addressing both systemic and individual challenges, we can create classrooms where both educators and students are empowered to succeed.