Wellbeing is often discussed in broad, professional terms, and is writ large in the new Ofsted framework. When we apply that same generic lens to teaching, we risk missing something important. Teaching is not just cognitively demanding - it is emotionally intensive, relational, and deeply human. To truly understand wellbeing in this profession, it needs genuine consideration and focused attention.
Teacher wellbeing matters not only for individual teachers, but for colleagues, students, families, and whole school communities. When teachers are supported to thrive, the impact ripples far beyond the classroom.
Teaching is also one of many emotionally demanding professions where people consistently give to others. Over time, without space to rest and replenish, this emotional labour can lead to compassion fatigue - a state of emotional and physical exhaustion that develops when there is little opportunity to refuel and regenerate.
So what do we really mean when we talk about teacher wellbeing?
Defining Teacher Wellbeing
At its core, teacher wellbeing is about the relationship between how we feel and how we work.
It includes our ability to cope with everyday pressures, feel purposeful and valued, contribute meaningfully, and maintain our emotional, physical, and social health. It is not static - it shifts depending on workload, relationships, support systems, and life beyond school.
It is cyclical. In simple terms:
Our wellbeing affects how we show up at work, and work affects our wellbeing.
How well this cycle is supported - by leadership, systems, and our own practices - determines whether it becomes sustainable or exhausting.
Looking Beneath the Surface
To understand teacher wellbeing more clearly, it helps to break it down into three interconnected areas. Each one matters, and responsibility for them is shared between individual teachers, school leadership, and wider systems.
1. Emotional Wellbeing
Emotional wellbeing is about how able we feel to manage our emotions, handle stress, and stay regulated - especially in the face of the many emotions children bring into our classrooms.
The same situation can be met with warmth one day and frustration the next. Often, the difference isn’t the child or the circumstance - it’s our emotional capacity in that moment.
When emotional wellbeing is supported, we are more likely to respond thoughtfully rather than reactively.
With the new Ofsted framework in mind, consider:
- How effectively does our school support staff in developing and sustaining strategies for emotional regulation in challenging situations?
- How well do we understand which practices, conditions, or supports enable teachers to respond positively under pressure?
- How aware are we of predictable points across the school year when emotional regulation becomes more challenging for staff?
- What proactive measures are in place during these periods to support both staff wellbeing and positive experiences for pupils?
2. Psychological Wellbeing
Psychological wellbeing relates to feeling valued, trusted, and purposeful in your role. It’s about having a sense of autonomy, growth, and meaning in your work.
Many teachers entered the profession driven by passion - for a subject, for working with children, or for making a difference. Psychological wellbeing depends on staying connected to that purpose, rather than feeling pulled away from it by pressure or systems.
Questions we should ask with the new Ofsted framework in mind include:
- How effectively does our school enable teachers to maintain a strong sense of professional identity, purpose, and growth?
- Which aspects of workload, policy, or practice risk distancing teachers from this purpose, and how are these addressed?
- How well balanced are accountability and autonomy within teaching roles?
- To what extent does our culture reflect shared decision-making and professional trust?How systematically do we identify, develop, and utilise staff strengths?
- How are teachers’ expertise and interests made visible and valued within the wider school community?What opportunities exist - or could be created - to strengthen teacher voice and autonomy within the role?
3. Social Wellbeing
Social wellbeing is about belonging. It’s knowing you are supported by the right people and that you are part of a community where you matter. To explore belonging further, read our blog ‘Attendance Reimagined: Creating Schools Where Every Child Can and Will Belong’.
It’s important to acknowledge that belonging looks different for everyone, but it is underpinned by the same principle, neatly summed up by Dan Siegel:
The 'me' finds purpose and joy in life by being part of a 'we’.
Ask yourself:
- How effectively does our school foster a culture of mutual support and collaboration among staff?
- What structured and informal opportunities exist for staff to support one another professionally and emotionally?
- How well are collaborative practices with children and young people encouraged to build positive, relational learning environments?
- To what extent do staff experience a genuine sense of belonging within their teams and the wider school community?
Why Teacher Wellbeing Matters
Teacher wellbeing doesn’t just affect teachers. It shapes classroom atmosphere, student engagement, relationships, and decision-making.
When wellbeing is supported, teachers bring more energy, flexibility, and emotional regulation into their classrooms. When it isn’t, classrooms can feel tense and reactive.
The Ripple Effect
You stay late marking because it feels productive. You skip another gym session, your evening meditation or that catch-up phone call with your sister…The task gets done, but you don’t rest. The next day, your lower energy affects the classroom atmosphere. Student engagement dips. Emotional regulation becomes harder. Decisions feel heavier. By the evening, you’re working again - feeling drained and wishing the day had gone differently.
The work was completed, but the cost was high.
So, What Can We Do?
Teacher wellbeing is complex and personal, and responsibility is shared. While workload may not change overnight, meaningful support can still make a difference.
When teachers are supported to thrive, the impact reaches far beyond the individual - into classrooms, relationships, and school culture.
For all school staff, the first thing to do is read our January Muse (available to all Motional users) for a small activity that helps you acknowledge your own responsibility and find some small ways to support your day-to-day emotional wellbeing.
For leaders, it starts with a conversation. How are your team members actually doing? What (unconditional) support do they need right now? Do you encourage your teachers and team to have a wellbeing commitment as part of their appraisal? Is this something you can begin? Be ready to support them to keep it up and show that your teacher’s wellbeing is actually a top priority for you.
For us, well, we're developing the Motional offer to include wider consideration of staff wellbeing and, crucially, exciting developments to reduce staff workload!
