Carrying the Classroom: Why Teacher Mental Health Deserves the Same Care as Student Well-Being
February 4, 2026 2026-02-04 14:24Carrying the Classroom: Why Teacher Mental Health Deserves the Same Care as Student Well-Being
Carrying the Classroom: Why Teacher Mental Health Deserves the Same Care as Student Well-Being
By Siddarth Suresh
Across Georgia, conversations about mental health often focus on students, but the well-being of teachers is frequently overlooked. Educators are expected to serve not only as instructors, but also as mentors, emotional supports, and crisis responders for their students. Nationally, teachers report higher levels of stress and anxiety than many other professions, a trend that has intensified since the COVID-19 pandemic (CDC, 2023). In Georgia, where schools continue to face staffing shortages and limited behavioral health resources, teacher mental health has become an urgent community concern.
Behavioral health challenges among educators matter because they directly affect classroom environments and student outcomes. According to the National Alliance on Mental Illness, untreated stress and burnout can increase the risk of anxiety, depression, and emotional exhaustion, especially in high-pressure helping professions like teaching (NAMI, 2024). Resources such as the 9-8-8 Suicide and Crisis Lifeline, available statewide in Georgia, play a critical role in providing immediate, confidential support for anyone experiencing emotional distress, including educators. Increasing awareness of these services is essential to building healthier schools and stronger communities.
Burnout in the Profession
Teacher burnout has become one of the clearest indicators of declining mental health in education. Burnout is characterized by chronic stress, emotional exhaustion, and a reduced sense of accomplishment, all of which are increasingly reported by educators nationwide (World Health Organization, 2019). A 2022 survey by the National Education Association found that more than half of teachers considered leaving the profession earlier than planned due to stress and mental health strain, a pattern reflected in Georgia’s ongoing teacher shortage.
In Georgia, burnout is often exacerbated by large class sizes, insufficient staffing, and the emotional toll of supporting students facing their own mental health challenges. When educators lack access to adequate behavioral health support, stress can compound over time, increasing the risk of anxiety and depression (NEA, 2022). Mental health professionals emphasize that early intervention is key, and crisis resources like 9-8-8 provide a vital safety net for teachers who may be overwhelmed or unsure where to turn. Addressing burnout is not just about retention; it’s about protecting the mental health of the people responsible for educating Georgia’s future.
Gen Z Teachers and a New Mental Health Reality
A growing number of teachers entering Georgia classrooms belong to Generation Z, a generational cohort that tends to speak more openly about mental health than previous generations. Many Gen Z educators emphasize boundaries, work-life balance, and emotional well-being, but often find those values difficult to maintain within traditional school systems. In fact, according to Gen Z Innovation Academy (IA) instructor Ms. Barber, “Of course, I’ve found that centering myself in my personal life through hobbies like running help me in the process, but working on maintaining my work-life balance and mental health is a balancing act in my many roles including teacher, supporter, and person.”
Despite increased awareness, younger teachers still face stigma when seeking behavioral health support. Some worry that admitting mental health struggles could affect job security or professional credibility. Advocates argue that normalizing mental health conversations and promoting resources like 9-8-8 can help shift school cultures toward prevention rather than crisis response.
Veteran Educators and Silent Strain
Older and veteran teachers often experience mental health challenges differently. Many entered the profession at a time when discussing emotional distress was discouraged, leading some to internalize stress rather than seek help. Years of accumulated pressure, combined with changing educational demands, can take a significant toll. Veteran IA research teacher Mr. Robinson reflected, “When I was a younger teacher, I often felt like my emotions were often tangled with those of my students, but over the years, I’ve learned how to separate my personal and work life. When I’m at school, it’s really important for me to show up as the best version of myself, so students can also feel like the best versions of themselves.” He further noted that without his personal downtime and strong relationships with family and friends, it would be “harder to maintain his best self at school.”
For these educators, access to confidential, judgment-free behavioral health services is especially important. The 9-8-8 Suicide and Crisis Lifeline provides immediate support without requiring individuals to navigate complicated systems, making it a critical resource for teachers who may otherwise avoid reaching out.
Conclusion
Addressing teacher mental health requires both systemic change and community awareness. Schools can support educators by expanding access to counseling, reducing stigma, and ensuring staff are informed about crisis resources. Community-wide understanding of behavioral health services, including 9-8-8, strengthens the safety net for educators at every stage of their careers.
Teachers shape the future of Georgia’s students every day. Supporting their mental health is not optional; it is essential. When educators are cared for, classrooms become healthier spaces for everyone.
Endcard
If you or someone you know is experiencing emotional distress or a mental health crisis, help is available. Call or text 9-8-8 to reach the Suicide and Crisis Lifeline, available 24/7 across Georgia. You can also chat via 988lifeline.org for free, confidential support.
References
Centers for Disease Control and Prevention. (2023). Mental health and well-being among workers. U.S. Department of Health and Human Services.
https://www.cdc.gov/mentalhealth/workplace/index.htm
National Alliance on Mental Illness. (2024). Mental health in the workplace.
https://www.nami.org/Your-Journey/Identity-and-Cultural-Dimensions/Mental-Health-in-the-Workplace
World Health Organization. (2019). Burn-out an “occupational phenomenon”: International Classification of Diseases.
https://www.who.int/news/item/28-05-2019-burn-out-an-occupational-phenomenon
National Education Association. (2022). Poll results: Stress and burnout pose threat of educator shortages.
https://www.nea.org/resource-library/stress-and-burnout-pose-threat-educator-shortages
