Practical Self Care In School (Without the Guilt)
Teaching is widely recognised as one of the most demanding caring professions. Research consistently shows that teachers are at higher risk of stress, burnout and emotional exhaustion. While educators dedicate themselves to supporting pupils, prioritising their own psychological health is essential both ethically and professionally.
Classic self care advice such as retreats, yoga classes or spa days often feels out of reach for staff managing heavy workloads, complicated schedules, and limited time. On top of this, a culture of guilt can leave teachers uneasy about taking time for themselves, especially when colleagues are also under strain.
Mental Health First Aid (MHFA) reframes self care as a shared and practical responsibility. Evidence shows MHFA interventions improve staff confidence, reduce stigma and strengthen the ability to support both themselves and others. The focus is not on adding another task but on embedding psychologically sound practices into everyday school life.
Spotting Early Signs
Psychological research identifies clear early warning signs of burnout in teachers, including chronic exhaustion, irritability, difficulty concentrating and a sense of ineffectiveness. Christine Maslach’s research on burnout highlights the value of early identification using validated tools such as the Maslach Burnout Inventory, which can track symptoms before problems escalate.
MHFA recommends structured approaches such as peer check-ins and systematic wellbeing assessments. For example, a weekly buddy system where colleagues rate mood or energy levels on a simple scale (“How are you today, from 1 to 10?”) can create regular, measurable opportunities for support. Evidence shows that these structured social interventions encourage early recognition and collective problem solving.
Peer Support in Practice
Peer support programmes in schools are linked to reduced anxiety and stress, with systematic reviews noting the positive effects of mentoring and peer-led groups. These interventions build resilience by offering shared experiences, instilling hope and normalising difficulties.
What works best are structured and goal-oriented activities. Examples include peer mentoring, co-reflection sessions after challenging lessons and regular opportunities for staff to exchange coping strategies. These provide continuity and depth, making them more effective than ad-hoc or casual debriefs.
Micro Breaks and Recovery
Extended breaks are often unrealistic in school settings, but recovery science shows that mini restorative practices have a powerful impact. Even short bursts of physical activity, brief mindfulness exercises or scheduled three-minute pauses can recharge energy and sharpen focus.
Practical examples include standing meetings, group breathing exercises between classes or a short lunchtime walk with colleagues. Systematic reviews confirm that these structured micro breaks are more effective than unplanned downtime and contribute to long-term resilience.
The Role of Leadership
Leadership is central to staff wellbeing. Research finds that when school leaders acknowledge stress, model boundaries and make wellbeing a visible priority, teacher outcomes improve. The benefits include lower burnout, greater job satisfaction and reduced absence.
Practical steps include beginning meetings with short check-ins, regularly addressing workload pressures and openly supporting self care initiatives such as flexible scheduling or planned wellbeing activities. What matters most is consistency: creating a culture where teacher wellbeing is openly valued.
From Individual Efforts to Whole-School Practice
Evidence shows that wellbeing strategies are most effective when they shift from individual responsibility to collective culture. Making wellbeing a regular agenda item, introducing peer mentoring systems and celebrating professional successes as a team all help to build this shared approach.
One example is the “Friday Five”. At the end of the week, each staff member shares one positive pupil interaction, one personal achievement and one plan for the weekend that will support their recovery. Research indicates that structured reflections like these strengthen morale and collective resilience.
Actionable Evidence-Based Tips
Formalise peer buddy systems with scheduled weekly check-ins
Integrate micro breaks into the school day, such as short walks, mindfulness or standing meetings
Encourage leadership to model healthy boundaries, discuss wellbeing openly and provide flexible supports
Shift from individual to collective responsibility by embedding wellbeing into agendas and group rituals
Final Thoughts
Teachers cannot support pupils effectively if they are running on empty. Research shows that practical, structured approaches to self care, backed by peer support and leadership, are both realistic and effective. MHFA principles help schools to embed these practices into their culture, creating healthier staff teams and more positive learning environments.
