Teacher Wellbeing: The State of the Nation and The Solutions Our Teachers Want Moving Forward

Teacher wellbeing is not just a personal issue; it’s a professional necessity. It’s closely tied to educator success and student outcomes, and a lack of it is proven to lead to staff burnout, disengagement and attrition. Therefore, it is important that schools as employers actively encourage, nurture and sustain teacher wellbeing to ensure teacher retention, satisfaction and whole school outcomes.

While issues such as workload and student behaviour are often front and centre in discussions around teacher stress, the issue runs much deeper…The most recent literature, as well as the voices of teachers themselves, highlight the need to move beyond resilience training or reactive support. To make lasting change, we must think and work strategically, develop the skills and capacities of our leaders and staff, invest in strong people management practices and foster the social capital that enables school teams to truly thrive. 

The wellbeing of all staff, not just teachers, requires our focused attention. Our teacher wellbeing surveys capture data across the whole school workforce, including leaders, administrative staff and non-teaching roles. This comprehensive picture enables schools to develop a tailored approach to address the unique needs of their people, within their specific context. 

While the challenges are significant, there are solutions. This article explores what the evidence says works, and what thousands of teachers across more than 60 Australian schools are telling us they need. 

Importantly, it reminds us that while we wait for broader system reforms to catch up, schools still have the power to make an impact now. By understanding the real needs of their staff and taking deliberate, strategic action, school leaders can create workplaces worth showing up to each day – where teachers and teams are empowered to do the meaningful, life-changing work they were called to do. 

This article includes:

• A snapshot of the current state of teacher wellbeing in Australia
• Key stressors and risk factors impacting teacher wellbeing
• The ripple effects of poor teacher wellbeing on students, schools and the community
• Data insights from our teacher wellbeing surveys across 60+ schools
• What teachers themselves say they need to feel supported, valued and well
• Evidence-based strategies and school-wide initiatives that work
• How schools can take a strategic, data-informed approach to staff and teacher wellbeing

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The Problem: Why Teacher Wellbeing Demands Urgent Attention

A recent Black Dog Institute survey(2023) of 4,000 Australian teachers revealed some confronting statistics:

• 60% of teacher absences in the previous month were linked to a mental health or emotional problem
• 52% reported moderate to extremely severe symptoms of depression, compared to just 12.1% in the general population
• 46.2% reported symptoms of anxiety, compared to 9% of the general population
• 59.7% reported high stress levels, compared to 11.4% in the general population

Perhaps the most alarming finding from this survey and report is that almost half of Australian teachers are considering leaving the profession within the next 12 months. 

Staff Pulse Index data from 2024, gathered from a representative combined sample of selected High Performance Schools, shows that, on average throughout the year, 68% of staff feel positive about their work-life balance and overall wellbeing, while 32% do not share this positive outlook.

These figures are more than statistics. They represent a workforce under immense strain, a system at risk, and ultimately, a challenge that affects the quality of education our students receive. When teachers are unwell, dissatisfied, demoralised and/or disengaged, students cannot thrive and school outcomes are put at risk.

This picture is echoed in broader research over the past few years. Recent inquiries have shown that educators are not only facing rising stress levels but also feelings of anger, isolation, and disconnection from their work. Australian teachers have lodged more mental health claims with WorkCover than any other profession, including healthcare workers (Lemon & Tuner, 2024). In NSW alone, studies indicate that half of teachers experience psychological distress, while two-thirds endure burnout (Corbett et al., 2023; NSW Public Service Commission, 2022).

The data from our teacher wellbeing surveys paint a similar picture. Across the schools we work with, on average:

• 55% of teachers report feeling stressed, worried, or anxious often
• 53% report feeling burned out
• 30% feel mentally and emotionally unwell
• 32% feel physically unwell

But here’s the critical insight: while these averages are alarming, they hide the nuances that matter most. Every school tells its own story. Our data shows that some schools reveal unique strengths and protective factors, while others highlight specific challenges around teacher wellbeing, mental health, burnout and unique school-specific factors. This is why wellbeing data and teacher voice are essential for each individual school. A teacher wellbeing survey and associated results and trends provide a clear map for leaders to take targeted, meaningful action rather than relying on generic solutions and cookie-cutter approaches. 

The Cost of Ignoring Teacher Wellbeing

When teacher wellbeing is overlooked, the effects extend far beyond the staffroom. The consequences ripple through classrooms, schools, communities, and even worldwide. 

Students feel it first

Research continues to show that student wellbeing and achievement are closely tied to teacher wellbeing. When teachers are stressed or burnt out, students experience increased stress levels (Oberle & Schonert-Reichl, 2016), reduced motivation (Shen et al., 2015), and lower academic and behavioural outcomes (McCallum, 2021; McCallum & Price, 2010; Wentzel, 2010).

What’s more, teacher burnout and attrition have a direct, detrimental impact on students’ educational outcomes, including academic performance, test scores and overall wellbeing  (Herman et al., 2018; von der Embse et al., 2016). Teachers who are overwhelmed or exiting the profession simply can’t provide the consistent, high-quality support students need to thrive. Emotional exhaustion in teachers also reduces their classroom effectiveness and ability to connect with students (Aloe et al., 2014; Oberle & Schonert-Reichl, 2016). 

In short, when teachers struggle, students often do too.

Beyond the school gates, the effects extend to families and the broader economy. As Lemon and Turner (2024) note, teacher wellbeing also impacts “the emotional wellbeing and economic productivity of parents”. This is not just an education issue – it’s a societal one. 

We’re losing our workforce

Poor teacher wellbeing is now one of the leading drivers of attrition. According to findings by Goddard and Goddard (2006), there is a strong association between intention to leave the profession and teacher burnout, and subsequently high rates of attrition among early-career teachers across numerous countries worldwide. However, since the onset of the pandemic, we are losing teachers at all levels of their careers at a rate faster than ever before. A 2019 study of over 2,400 Australian teachers found that more than half planned to leave the profession within the next 10 years. Burnout, exhaustion, and disillusionment are pushing educators out, and the effects are already showing.

Australia is now facing a critical teacher shortage. UNESCO (2023) estimates that 44 million new teachers will be needed globally to meet education demands. Locally, modelling of teacher supply and demand shows that the teacher supply gap in Australia is widening (Monash University, 2024). This shortage is recognised as a significant risk to improving student outcomes, both now and in the future. 

Behind the data are people

It’s easy to talk about numbers, but this is fundamentally a human issue. Our teachers and school staff are not just professionals – they’re also parents, carers and friends. And right now, they’re emotionally exhausted. The personal toll of the job is higher than ever. Chronic stress, burnout and emotional fatigue are leading to reduced job satisfaction, lower self-efficacy and accomplishment, and rising attrition rates.

The system (and society) may view teachers as essential to delivering student and school outcomes, but we must remember, they’re people first.

We’ve known this for years

This isn’t a new conversation. Yet despite rising awareness, the gap between intention and meaningful action remains wide. If we’re serious about improving outcomes for students, we must get serious about the wellbeing of the people who teach and support them every day. That means shifting from reactive, surface-level responses to strategic, data-informed approaches that honour the complexity and humanity of our workforce.

What is leading to the teacher wellbeing crisis?

To unpack this issue at a teacher level, we must broaden our understanding of teacher wellbeing. Teacher wellbeing encompasses both their sense of personal wellbeing and their workplace wellbeing. It is essential that in education, we extend our conversation to one that acknowledges and addresses staff stressors and risk factors associated with the workplace, including teacher roles and leadership. It is unfair to attribute the “wellbeing crisis” solely to a lack of teachers’ personal wellbeing and their lives outside of work, and then shrugging our shoulders and dismissing concerns with the rationale that “the pressures are simply part of the job.” 

Over the past few years, the literature has outlined the leading teacher stressors, risks and reasons for wanting to or leaving the profession. These have been broken down below:

Overall, the recent literature and our teacher wellbeing survey data show that the following stressors impact teacher wellbeing and require the attention of the system and schools:

• Excessive and unmanageable workload: Driven by long working hours, insufficient planning time, administrative overload, increased reporting requirements, and the compounding impact of teacher shortages.
• Student behaviour and complex needs: Rising disruptive behaviour, growing student wellbeing challenges and additional/complex learning needs place additional strain on teachers, especially without adequate support or training in positive behaviour approaches, trauma-informed practice, and inclusive strategies.
• Poor communication and limited consultation: Inconsistent, unclear, or poorly managed communication systems, combined with limited opportunities for teacher input into decisions and school change, contribute to frustration, disengagement, and mistrust.
• Lack of relevant, ongoing professional development: Insufficient access to meaningful learning opportunities, such as coaching, mentoring, goal setting, and constructive feedback, reduces teacher efficacy, motivation, and engagement.
• Policy and curriculum pressures: Frequent changes in educational policy, curriculum expectations, and compliance requirements (especially in conjunction with limited opportunities for consultation and involvement in changes) create uncertainty and add to cognitive load.
• Emotional strain and burnout: Escalating stress, exhaustion, and emotional detachment affect physical, mental, and emotional health. Without proactive support and wellbeing strategies, these pressures risk attrition and reduced effectiveness.
• Workplace relationships and psychological safety: Conflicts with colleagues or parents, feelings of being undervalued, and lack of trust or recognition amplify stress and erode a sense of belonging within the school community.

Know your numbers and your people

It is important to note that every school’s data tells its own unique story. Our teacher wellbeing surveys help schools identify the top stressors affecting staff across the entire school, breaking down information across roles and/or subgroups of staff.

What we can do about it…

Despite alarming statistics, teacher wellbeing in Australia remains underexplored, too often framed as a “problem story” rather than a call to action. As the conversation evolves, solutions must be practical, evidence-informed, and context-driven.

Some current literature is beginning to explore the truth behind what schools and the system need to do to improve teacher wellbeing to ensure positive outcomes for our students, as well as the teachers and their families.

The current literature is pointing to approaches, initiatives and focus areas that teachers really need and want:

Suggested solutions to improve staff and teacher wellbeing in our schools

If we want to improve the mental health and wellbeing of our teachers, staff and community, as well as promote teacher retention and build staff morale, satisfaction, and engagement, we must take a data-backed and systematic approach to assessing teacher wellbeing in our individual schools and at a system level.

Key Findings and Recommendations

Drawing on both the literature and averages from our teacher wellbeing survey across 60+ schools, the following priorities emerge for schools, and for the education system more broadly, to strengthen and sustain teacher wellbeing:

1. Streamline and optimise teacher workload: Review workload expectations and administrative demands, reduce unnecessary tasks, and streamline workload practices (e.g., planning, assessment, data collection, communication, etc). Prioritise uninterrupted collaborative planning time and explore flexible work options (i.e. flexibility during free periods, additional non-contact time, scheduled early finishes/start times etc). Equip teachers with strategies for time management and productivity.
2. Systemise student behaviour and wellbeing practices: Implement consistent school-wide systemised approaches to behaviour and wellbeing, underpinned by relationships, positive behaviour strategies, trauma-informed practices, restorative approaches, and explicit and in-context social-emotional learning opportunities
3. Help teachers meet diverse student needs in inclusive and adaptive ways: Provide targeted support for teachers to differentiate and support students with varied and/or complex needs and ensure ongoing access to coaching, mentoring, and professional development to ensure classroom application and recognised supports
4. Improve communication systems: Develop clear, consistent, and transparent communication processes and practices that reduce uncertainty, foster trust and keep teachers and staff informed about decisions, expectations, and changes
5. Embed meaningful consultation: Offer regular, multi-modal opportunities for staff to provide input on school priorities, change initiatives, and decisions that affect their work. Ensure that the feedback loop is closed and staff are updated on outcomes following these consultative opportunities
6. Strengthen teacher engagement and professional identity: Use leadership-led practices to re/build teacher professional identity, such as regular goal setting, feedback, coaching and mentoring practices and targeted professional development to help teachers connect with purpose, meaning, and accomplishment in their work
7. Develop leadership capability: Invest in building leaders’ skills in transformational and authentic leadership, with a strong emphasis on relational trust, clear and consistent communication, developing relevant personal attributes (soft skills), and emotional intelligence. Encourage regular wellbeing and professional check-ins that prioritise people, not just performance or student outcomes. Ensure this can happen with a focus on leader wellbeing to prevent compassion fatigue so they can effectively support staff, students and the community
8. Foster a supportive, safe culture to bolster our teachers’ collective efficacy: Create conditions where teachers feel psychologically and physically safe, supported by high-performance teams, collaborative relationships, recognition and appreciation of contributions, and a staff and school culture that values care and connection
9. Build staff skills in attending to their personal and professional wellbeing: Provide encouragement and opportunities to develop understanding and skills in the different dimensions of their wellbeing, the application of adaptive coping strategies and building on their wellbeing resources to enhance and evolve their resilience
10. Adopt a strategic approach to staff wellbeing: Ultimately, for our efforts to support staff to be impactful, we must move beyond ad hoc initiatives to a whole-school strategy that includes surveying our staff, scanning and reviewing wellbeing data and embedding a tailored and an actionable Staff Wellbeing Framework and Wellbeing Action Plan to ensure consistency and longevity of our approach.

Apply strategic initiatives backed by data and staff voice

Using a teacher wellbeing survey designed to assess the overall wellbeing of teachers and staff, their burnout risk and perceptions of the school’s approach to wellbeing, we can uncover a strategic direction directly relevant to the teachers and staff in each school. 

Key Takeaways for Schools and the System

Inside the literature and in our data collection, the message is clear: what teachers don’t want is another surface-level, tokenistic gesture – irrelevant professional learning, empty promises, or being told to fix their personal wellbeing on their own. 

What they need is a strategic, school-wide approach, supported by data and solidified with a plan that fosters clarity, accountability, meaningful progress and a genuine commitment to change. 

Teachers want to feel valued, recognised, heard, supported and engaged. They want to be part of a connected and collaborative team – one built on professional communication, mutual respect and a shared drive to achieve meaningful outcomes. 

They want to work efficiently and purposefully, spending their time where it matters most: with their students, making a difference. Instead, too many are weighed down by the mounting and sometimes unnecessary compliance requirements,, excessive administrative work and constant red tape. 

Finally, they want strong, supportive leaders who keep them informed, follow up, check in and truly show that they care.

Teacher wellbeing is simultaneously individual and systematic. While there are complex systemic barriers that impact the profession, schools have the power to take action. By listening to their people and responding with thoughtful data-informed strategies, schools can build environments where staff and teacher wellbeing, engagement and growth are valued just as much as student outcomes. The transformation begins when we work alongside our teachers. 

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Uncover What Your Teachers and Staff Need to Stay Well at Work With Our Teacher Wellbeing Surveys

Gain clear, actionable insights into how your teachers and staff are really doing, and what they need to feel supported, engaged and well.

Our customisable Teacher Wellbeing Survey explores key areas including overall staff wellbeing, burnout risk, perceptions of workplace wellbeing, school culture, and the effectiveness of school leadership and wellbeing initiatives.

Choose from three flexible options:

DIY Staff Wellbeing Survey: Get a clear picture of your staff’s current wellbeing and uncover areas of celebration or improvement with our ready-to-use survey.

Staff Survey + School Comparison Report: Everything in the DIY package, plus a visual report comparing your school’s data against others, highlighting your unique challenges and shared strengths.

Staff Survey + School Comparison Report + Data Analysis and Recommendation Report: Receive expert-led analysis, comparisons to national data, and tailored recommendations to support a whole-school wellbeing strategy with confidence.

Explore our teacher wellbeing survey packages here

References: 

Aloe, A. M., Amo, L. C., & Shanahan, M. E. (2014). Classroom management self‐efficacy and burnout: A multivariate meta‐analysis. Educational Psychology Review, 26(1), 101–126. https://doi.org/10.1007/s10648-013-9244-0 

Black Dog Institute. (2023). Teacher mental health and burnout could halve the workforce: Survey of 4,000 Australian teachers. https://www.blackdoginstitute.org.au

Corbett, M., et al. (2023). Teacher wellbeing report – NSW data.

Corbett, M., et al. (2024). Teachers’ experience, needs, and recommendations for promoting their health and wellbeing in Australia. Australian Journal of Education. https://doi.org/10.1177/00049441231234567 

Herman, K. C., Hickmon‐Robbins, C., & Reinke, W. M. (2018). Teacher stress and students’ classroom behavior: Implications for teacher‐student interactions. Journal of School Psychology, 70, 1–15. https://psycnet.apa.org/record/2018-12396-003 

High Performance Teams (2024). Staff & Student Pulse Index 2024: Representative combined sample from selected High Performance Schools (Update 11/2024) https://www.hptschools.com/_files/ugd/3d9c4e_d45c698a77af4067aa459cede01edcd2.pdf

Lemon, N., & Turner, K. (2024). Unravelling the wellbeing needs of Australian teachers: A qualitative inquiry. Australian Educational Researcher. Advance online publication. https://doi.org/10.1007/s13384-023-00687-9 

Longmuir, F., et al. (2022). Teacher workload and emotional exhaustion: The impact on wellbeing. Teaching and Teacher Education, 113, 103668. https://doi.org/10.1016/j.tate.2021.103668 

McCallum, F. (2021). Teacher wellbeing: A review of the literature and implications for policy and practice. Australian Journal of Teacher Education, 46(5), 1–18. https://doi.org/10.14221/ajte.2021v46n5.1 

McCallum, F., & Price, D. (2016). Nurturing wellbeing development in education: From little things, big things grow. Routledge. https://doi.org/10.4324/9781315760834 

McDonough, S., & Lemon, N. (2022). Stepping into a shared vulnerability: Creating and promoting a space for self-care and wellbeing in higher education. In N. Lemon (Ed.), Creating a place for self-care and wellbeing in higher education (pp. 87–104). Routledge. https://doi.org/10.4324/9781003048341 

Monash University. (2024). Teacher shortages in Australia: The growing crisis. https://www.monash.edu

NSW Public Service Commission. (2022). Workforce psychological health data.

Oberle, E., & Schonert-Reichl, K. A. (2016). Stress contagion in the classroom? The link between classroom teacher burnout and morning cortisol in elementary school students. Social Science & Medicine, 159, 30–37. https://doi.org/10.1016/j.socscimed.2016.04.031 

Parliament of Australia. (2019). Teacher wellbeing recognised as a national concern. https://www.aph.gov.au

Shen, B., McCaughtry, N., Martin, J., Garn, A., Kulik, N., & Fahlman, M. (2015). The relationship between teacher burnout and student motivation. British Journal of Educational Psychology, 85(4), 519–532. https://doi.org/10.1111/bjep.12089 

UNESCO. (2023). Teacher shortages threaten education globally. https://www.unesco.org/en/articles/global-report-teachers-what-you-need-know 

University of New South Wales. (2024). Boosting teacher wellbeing at the start of term helps combat attrition and burnout. https://www.unsw.edu.au

Vo, P., Lemon, N., & McDonough, S. (2024). Australian teachers’ conceptualisations of wellbeing at work. Australian Journal of Education. https://doi.org/10.1177/00049441231234568 

von der Embse, N. P., Sandilos, L. E., Pendergast, L. L., & Mankin, A. (2016). Teacher stress, teaching-efficacy, and job satisfaction in response to test-based accountability policies. Learning and Individual Differences, 50, 308–317. https://doi.org/10.1016/j.lindif.2016.08.001 

Wentzel, K. R. (2010). Students’ relationships with teachers as motivational contexts. Handbook of Motivation at School (pp. 301–322). Routledge. https://www.researchgate.net/publication/284337741_Students’_relationships_with_teachers_as_motivational_contexts 

Zee, M., & Koomen, H. M. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research. Review of Educational Research, 86(4), 981–1015. https://doi.org/10.3102/0034654315626801