Does Emotional Health Impact Teacher Effectiveness?
Emotionally UNhealthy people (like me) can be very effective at doing certain things…BUT…
What do you think? Do you have an answer to that question? Email me if you do. I’d be curious to read your answer.
As for me — ummmm — I’m not sure how I would answer it. I think it’s a complicated question. First, it begs the answer to ‘what does an effective teacher do?’ Additionally, I think different stakeholders (administrators, parents, other teachers, guidance staff, students, etc.) have different views on what effective teachers do.
I DO think it would be easy to argue that emotionally UNhealthy people can be very effective at doing certain things.
Take me for example. Most of my life I’ve generally been emotionally unhealthy. But that didn’t keep me from overworking my ass off and winning state and national teaching awards. So I guess many people would say that I’ve been effective. BUT, during that same teaching career, I’ve suffered burn out, had paralyzing personal crises, and started a years-long journey of seeing professional therapists.
Here is a list (generated by ChatGPT) entitled “Habits Of Emotionally Healthy People.” (Gosh. Double gosh. Yep — loads of unhealth in my life according to this list.)
An emotionally healthy person isn’t perfect, but they’ve cultivated habits that help them navigate life with resilience, authenticity, and relational depth. Here are key habits that emotionally healthy people tend to practice:
1. They Notice and Name Their Emotions
They regularly check in with themselves.
They can identify emotions like anger, sadness, fear, joy, or shame, without dismissing or moralizing them.
They don't say, “I shouldn’t feel this way.” Instead, they ask, “What is this feeling trying to tell me?”
2. They Don’t Minimize or Ignore Pain
They recognize that emotional wounds matter—even if others think they “shouldn’t be a big deal.”
They give themselves permission to grieve losses, acknowledge disappointments, and process wounds rather than stuffing or avoiding them.
3. They Set Healthy Boundaries
They say no without guilt when something violates their values or capacity.
They know their limits, and they protect their time, energy, and emotional space with kindness and clarity.
They understand that boundaries are not rejection—they are a form of self-respect and relational honesty.
4. They Take Responsibility for Themselves
They own their choices, behaviors, and growth.
They don’t blame others for everything, but also don’t take on what isn’t theirs.
They are actively healing their wounds rather than expecting others to heal them.
5. They Practice Vulnerability
They can say, “I’m struggling,” “I was hurt by that,” or “I need help.”
They invite safe people into their inner world and don’t pretend everything’s fine when it isn’t.
6. They Stay Curious, Not Judgmental
Toward others and themselves.
They approach hard conversations and emotions with curiosity rather than defensiveness.
They ask, “What’s going on beneath the surface?” instead of making quick assumptions.
7. They Regulate, Not Suppress
They don’t act on every impulse or feeling, but neither do they shut them down.
They use tools like breathing, reflection, movement, prayer, or therapy to bring their nervous system back to a calm, grounded place.
8. They Live in Alignment with Their Values
They know what matters to them and try to live congruently.
They don’t betray themselves just to gain approval or avoid conflict.
Their integrity brings inner peace—even when it’s hard.
9. They Cultivate Safe Relationships
They are drawn to mutual, respectful, attuned connections.
They recognize unsafe dynamics (e.g., gaslighting, manipulation, chronic invalidation) and don’t normalize or tolerate them.
They choose connection over control.
10. They Make Room for Joy
Emotional health isn’t just about pain—it also includes celebration.
They delight in small pleasures, practice gratitude, and give themselves permission to enjoy life without guilt or shame.
Bonus:
They Are Willing to Grow
Emotional health is a lifelong journey, not a finish line.
They welcome feedback, seek help when needed, and see healing as ongoing—not a sign of failure but of maturity.
Wow. I love that list so much. It is so relieving for me to read even though I continue to need so much growth in these areas.
Sadly, I think some people would say that if I grew these habits into my life that it would make me less of an effective teacher. (They might say I’d become less dedicated — I might make more space in my life for self-care and wouldn’t sacrifice enough for students like more dedicated teachers do.)
Interestingly, other people might say that growing these habits into my life would make me more effective. (They would note that I could become more empathetic and more accessible to students who suffer emotional pain. Being more in touch with my own humanity would allow me to teach and influence my human students more effectively.)
Regardless of how emotional health affects teaching, I’m seeing that it does affect my ability to cope with my life’s pressures, which include my professional pressures. I’m becoming a more joyful professional…and that is becoming a sweet treasure to me at least.
#Teacher Pressure
a list of pressures teachers face
What would you add to this comprehensive list of pressures that teachers face?
I’m not sure where to start on writing for this blog because the pressures that teacher’s face are many. ChatGPT comes up with this list of teacher pressures:
1. Administrative & Bureaucratic Pressures
High-stakes evaluations that may not account for challenges like unreliable resources (e.g., technology issues)
Frequent changes in curriculum and policies without adequate training or input from teachers
Standardized testing requirements and the pressure to "teach to the test"
Excessive paperwork and documentation requirements
Large class sizes with limited support
Mandates from district/state/national levels that may not align with classroom realities
Limited autonomy in lesson planning and instructional methods
Pressure to meet unrealistic student performance benchmarks
2. Student-Related Pressures
Managing diverse learning needs, including IEPs, 504 plans, and gifted students
Addressing students’ emotional, psychological, and behavioral challenges
Balancing discipline while maintaining positive relationships with students
Handling student apathy, disengagement, or lack of motivation
Dealing with students facing trauma, poverty, homelessness, or family instability
Differentiating instruction for students at vastly different academic levels within the same classroom
Pressure to ensure all students succeed despite external factors beyond the teacher’s control
3. Parental & Community Expectations
Navigating difficult or uninvolved parents who may blame teachers for their child’s struggles
Managing unrealistic parental expectations (e.g., expecting constant communication, special treatment)
Pressure to be available beyond work hours to respond to emails, messages, and meetings
Facing criticism or scrutiny from the community and social media
Dealing with conflicts between parents, administrators, and school policies
4. Workload & Time Demands
Excessive grading and lesson planning outside of school hours
Required professional development, meetings, and additional duties that cut into planning time
Lack of sufficient time to complete tasks within contracted hours
Managing multiple preps (different subjects or grade levels)
The expectation to sponsor or lead extracurricular activities with little or no additional compensation
Balancing teaching with personal life, family, and self-care
5. Financial & Job Security Concerns
Low pay compared to other professions requiring similar education and responsibility
Out-of-pocket spending on classroom supplies and materials
Uncertain job security due to budget cuts, enrollment changes, or shifting district priorities
Limited financial incentives for experienced teachers compared to other professions
Lack of adequate benefits or salary increases despite increasing demands
6. Emotional & Psychological Stress
Burnout from chronic stress, overwork, and emotional labor
Compassion fatigue from supporting students dealing with trauma and hardship
Lack of mental health support or resources for teachers themselves
Feeling undervalued or unappreciated by administration, parents, or society
Frustration over systemic issues that hinder student success but are out of the teacher’s control
Pressure to maintain a calm, composed demeanor despite personal or professional struggles
7. Societal & Political Pressures
Being expected to address societal issues (bullying, mental health, DEI, civic engagement) without proper training
Navigating political debates over curriculum content (history, sex education, banned books, etc.)
Increased scrutiny from politicians and media, often blaming teachers for systemic failures
The expectation to function as both an educator and a counselor, social worker, or disciplinarian
Fear of school violence, active shooter situations, and lack of safety measures
Being expected to implement policies that conflict with personal or professional ethics
And the list could go on and on.
I’m siting in the corner of a bar (the turkey BLT was amazing — thanks cinder!!) waiting for my daughter to get done with theater practice. And just reading the ChatGPT list makes me feel a bit panicky. My shoulders tense and I clench…shrinking further into the corner of the bar…aching to find a retreat from the daily weight of what I, as a teacher, face.
But I don’t think I want to start this blog by commenting on educational pressures in generalities.
I want to speak on behalf of mySELF — to explore and own my OWN story.
To identify the dynamics in my own personal life that contribute to the pressure that I feel as a teacher.