What do you do if your self-care routine is not preventing burnout as an educator?

When an educator's self-care routine is not sufficient to prevent burnout, it's important to reassess and adjust the approach. Incorporating strategies such as setting boundaries, creating a schedule that includes breaks, and disconnecting from work-related communication outside of school hours can be beneficial. Seeking support from colleagues, participating in professional development, and focusing on personal achievements can also help in managing stress and preventing burnout. It's crucial to recognize the signs of burnout early and take proactive steps to address them, ensuring a healthy balance between work and personal life.

If my self-care routine is ineffective in preventing burnout as an educator, I would conduct a thorough self-assessment to identify areas of improvement. This may involve seeking guidance from a mentor or counselor, adjusting my workload or priorities, practicing mindfulness and stress-management techniques, and ensuring a healthy work-life balance. Additionally, I would prioritize self-reflection and continuous learning to develop resilience and coping strategies in managing the demands of my profession.

As a school leader during the pandemic, I've faced the challenge of burnout, even with a self-care routine. If the routine isn’t enough, I ensure it’s scheduled into my day like any other critical task, making it non-negotiable. I also rely on accountability partners—colleagues and friends who check in, helping me stay committed. If these steps aren't sufficient, I don’t hesitate to consult with a doctor or therapist to discuss my needs. This combination of structured self-care, community support, and professional advice has been essential in managing my well-being and sustaining my ability to lead effectively.

The answer is not just in self-care. It is in mindset. We K-12 teachers must employ a certain thought process on the job when handing the perils of the industry, battling challenges, and lifting ourselves up during difficult school years. This necessitates intentional objectivity, reduced negative self-talk, and developing new skills that will challenge old habits. "Burnout" is a term I use as well, but it's important to identify what we're really taking about. Teachers who are at the brink of quitting are not in the same category of teachers who are struggling to cope with administrative targeting, or teachers who are emotionally depleted. Trauma is also different than burnout. We have to change how we THINK to avoid burnout. That's #1.

If we already incorporated a self care practice that is helpful, we need to take a hard look at and reflect on everything else that is going on in our professional life. But it’s hard to do it on your own. I will encourage everyone to seek support from someone trusted at work or from an outside therapist. Sometimes a distance is necessary to see more than we see.