Decuyper, Thomas, Moens, Tuytens & Vanderlinde, Author at EERA Blog

Teacher burnout: Lessons from the aftermath and what helps teachers thrive again

by Decuyper, Thomas, Moens, Tuytens & Vanderlinde | NW 11 Educational Improvement and Quality Assurance, NW 8 Health and Wellbeing Education

Teaching is one of the most rewarding professions, but also one of the most demanding. Across Europe, nearly half of teachers report experiencing high levels of work-related stress (European Commission, 2021). For some, this stress escalates into teacher burnout, a psychological syndrome marked by exhaustion, emotional detachment, and a reduced sense of personal accomplishment (Schaufeli et al., 2020).

Much of the existing research has focused on the causes of burnout before teachers leave the classroom, and on its consequences once they have dropped out (Ahola et al., 2017). But what happens after burnout, when teachers return to work? Too often, the story ends at the point of absence. Yet the period of reintegration can be just as challenging. Understanding this ‘teacher burnout aftermath’ is essential if schools want not only to support teachers effectively but also to retain them in the profession.

Our study into reintegration after teacher burnout

An illustration of a woman under a stormy cloud. She looks worried. An arrow points to a woman in front of a white board, indicating that this image references teacher burnout.

To address this gap, our study explored the experiences of ten teachers who returned to the classroom after burnout. Using semi-structured interviews, we investigated the challenges they faced and the factors that helped them reintegrate successfully. Although the teachers’ experiences varied, several recurring themes emerged.

Barriers teachers encounter

Many participants described workload as the most pressing obstacle to recovery. Administrative and bureaucratic tasks consumed precious energy that could otherwise have been invested in teaching. In some cases, schools placed teachers straight back into full schedules, leaving little room to rebuild their confidence.

Relationships also proved decisive. Strained interactions with colleagues or a lack of understanding from school leaders created additional stress. Some teachers reported feeling they had to “prove” themselves all over again, rather than being welcomed back with empathy. This sense of scrutiny often made the return heavier than expected.

Supportive factors that made a difference

Despite these barriers, teachers also pointed to a range of supportive factors that facilitated their reintegration after teacher burnout.

Positive collaboration with colleagues and school leaders created a sense of safety and belonging. Teachers highlighted the importance of professional support, such as therapy, counselling, or coaching, to help them process their experiences. As one participant explained, counselling helped her set clearer boundaries and avoid slipping back into old patterns.

For many, a genuine passion for teaching was a crucial source of motivation: the classroom itself gave them energy and meaning, even if it sometimes carried the risk of overcommitment. Finally, self-care practices such as adjusting workloads, saying “no” more often, or prioritising rest were described as essential in maintaining balance.

Together, these elements created the conditions for teachers to regain stability and gradually rebuild confidence in the classroom.

A complex balance

One of the most striking findings was the dual role of certain factors. Passion for teaching, for instance, could be both a protective resource and a risk. While it inspired teachers to return, it also tempted some to take on too much too soon, undermining recovery.

This highlights the complexity of teacher burnout aftermath: resources and risks are not separate, but deeply intertwined. A factor that enables reintegration in one context can easily become constraining in another. Successful support, therefore, requires continuous adjustment and awareness, rather than one-off measures.

Personal context matters

The barriers and supportive factors of teacher burnout. Barriers include workload and bureaucracy, full schedules, strained relationships, lack of empathy, and pressure to 'prove'. Supportive factors include collaboration and belonging, professional support, passion for teaching, and self-care – including rest, boundaries, and saying no. A set of arrows is between the columns of Barriers and Supportive Factors, pointing in both directions, to denote the complex balance between these.

The study also revealed the decisive role of personal circumstances. Teachers with supportive families or flexible private responsibilities generally found reintegration smoother. Those facing additional stressors, such as caring duties or financial pressures, often experienced a heavier burden.

This underlines that reintegration after burnout is not a one-size-fits-all process but highly context-dependent. Any support strategy must take account of both the professional and personal dimensions of teachers’ lives.

What schools can do

Our findings point to the critical role of school leadership in enabling successful reintegration. Support cannot rely on individual goodwill alone; it requires both organisation-wide frameworks and tailored measures.

At the organisational level, schools should:

Ensure a realistic workload for returning teachers.
Provide accessible professional support such as counselling.
Develop clear reintegration guidelines across the institution, so teachers know what to expect.

At the individual level, reintegration must move beyond a one-size-fits-all approach. Effective measures include:

Phased returns, where responsibilities are built up gradually.
Flexible scheduling and the reduction of non-core tasks.
Access to psychological support.

According to the teachers we spoke to, these personalised adjustments often made the difference between a sustainable return and a renewed risk of burnout.

Moving forward

Reintegration after burnout should not be seen as a private matter for the teacher to “manage better”.

It is a shared responsibility between the individual, the school, and the wider education system.

Addressing both structural and personal dimensions of the burnout aftermath is essential to protect teachers’ well-being and ensure their long-term retention in the profession.

A graphic showing the support needed on an organisational level vs individual level for a reintegration after teacher burnout. On an organisational level: Realistic workload, professional support, and clear guidelines. On an individual level: phased return, flexible scheduling, and psychological support.

Conclusion

Teacher burnout does not end when a teacher leaves the classroom; in many ways, the story begins there. Returning to work presents its own set of challenges, requiring careful attention, supportive structures, and flexibility. By acknowledging the complexity of the “burnout aftermath” and implementing tailored strategies, schools can help teachers return stronger, healthier, and ready to thrive.

We presented this research at the ECER Conference in Belgrade, and were delighted to share our findings and engage with colleagues on how to better support teachers in their return to the classroom. Supporting teachers after burnout is not only an investment in their well-being but also in the quality and sustainability of education itself.