[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-585748-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-585748-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","addressing-educator-burnout-and-demoralization-actions-for-administrators","Addressing Educator Burnout and Demoralization - Actions for Administrators","","A strategy resource for school administrators addressing educator burnout and demoralization intensified by the COVID-19 pandemic. It outlines practical actions to respond to staff needs through listening, follow-up systems, and timely check-ins that improve morale. The guide emphasizes making well-being a policy priority by setting work-life boundaries, increasing planning capacity based on staff bandwidth, and creating gratitude practices. It also highlights important considerations, including equity impacts, career-stage differences, and a trauma-informed leadership approach, with supporting resources.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/healthcare/","Healthcare",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/addressing-educator-burnout-and-demoralization-actions-for-administrators/585748/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/addressing-educator-burnout-and-demoralization-actions-for-administrators/585748.png","ImageObject",300,407,{"name":42,"@type":43},"Riley West","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":22},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"How should administrators respond to staff needs to reduce burnout and demoralization?","Question",{"text":62,"@type":63},"Administrators should listen to educators, ask what they need, and set up a clear system for response and follow-up. Follow-up can include emails or forms to capture concerns, along with in-person follow-up.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What boundaries can schools set to protect educators’ well-being?",{"text":67,"@type":63},"Set policies that create clear separation between school and home, such as encouraging educators to stop responding to parents or guardians after 5 pm on weekdays and during weekends. Administrators should model the same boundaries themselves.",{"name":69,"@type":60,"acceptedAnswer":70},"How can administrators adjust priorities based on educators’ available bandwidth?",{"text":71,"@type":63},"Because pandemic stress increased additional duties and reduced time for lesson planning and grading, administrators should create policies that increase planning capacity during school hours. One example is providing one day off per week for duties like recess, bus, or lunch monitoring so staff can use the time for planning and grading.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},585748,1792667914,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":107,"slug":108},7,40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},8,"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":106,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":22,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":30,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":110},1099523885074,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Addressing Educator Burnout and Demoralization:  \nACTIONS FOR ADMINISTRATORS  \nEducators and school administrators have met the COVID-19 pandemic with tremendous resilience. That resilience, however, has come with challenges, including burnout (exhaustion from high demands and insufficient bandwidth) and demoralization (dissatisfaction due to moral and ethical challenges) . Educators must often address their own hardships, and administrators struggle to find guidance on alleviating burden and improving morale among staff. We interviewed new and experienced educators and administrators in rural and urban settings to gather examples of effective efforts to address such challenges. This resource provides administrators with strategy-based actions to support the well-being of educators.  \nRESPOND TO THE NEEDS OF STAFF  \nListen to educators because they want to be heard and supported. Ask educators what they need and develop a system for response and follow-up. Responses may include sending emails or creating a Google form to capture educators’concerns. Follow up in-person with educators. Attentive and responsive administrators will make a difference for staff.  \nExample from the Field  \nUtilize quick check-ins to improve morale among educators and pay attention to the school community. Check-in questions could include  \n• How did the conversation go,  \n• Are you feeling better about the situation,  \n• Are you feeling any differently today, or  \n• Did the situation improve?  \nNOTE: Make sure these check-ins occur within 24–48 hours of the initial response.  \n|  |  |\n| --- | --- |\n|  MAKE STAFF WELL-BEING A PRIORITY\u003Cbr>Recognize and address educators who are feeling demoralized and overworked. Advocate for the well-being of educators by setting policies that create boundaries between school and home. Such policies can help educators balance work and life.\u003Cbr>Policy Example\u003Cbr>Encourage educators to set times when they are not available. For example, educators are not expected to respond to communication from parents or guardians after 5 pm on weekdays and during weekends. Encourage educators to \"log off\" during these time frames.\u003Cbr>Effectively communicate and reinforce these boundaries to students and their families. Administrators should model the policy themselves: If educators are not expected to respond to students and their families on weekends, they should not be expected to respond to administrators on weekends either. NOTE: Educators may feel stressed to leave emails or calls unanswered. Work with staff to set boundaries that work for them. |  |\n\nASSESS AND ADJUST PRIORITIES ACCORDING TO THE BANDWIDTH OF STAFF  \nEducators have taken on additional roles in the school system because of pandemic-related stressors. As a result, they have lost time previously dedicated to lesson planning and grading. Establish policies to increase planning capacity during school hours. Such policies will help to prevent educators from working too much after school and on weekends. The additional time will also give staff the opportunity to reset or regulate.  \nPolicy Example  \nEducators get 1 day off per week for such duties as recess, bus, or lunch monitor. Instead, staff can use the time gained as planning and grading time. Even these smaller moments can support well-being.  \nTAKE OPPORTUNITIES TO SHOW GRATITUDE  \nCreate opportunities to celebrate the successes of staff. These moments boosts morale and can contribute to a positive school culture, for example:  \n• Interpersonal Gratitude: Create gratitude or celebration bulletin boards in a staff lounge or common space where educators can write small wins or show appreciation to other staff.  \n• Intrapersonal Gratitude (Example from the Field): Provide gratitude journals for staff to use during meetings and provide time during meetings for staff to pause and reflect on their positive experiences and feelings.  \nAdministrators can check the websites of education and health agencies in their stat","cbCaiiVv3G9zSRVr","https://ap.wps.com/l/cbCaiiVv3G9zSRVr","pdf",501543,"English","# Respond to the Needs of Staff\n## Example from the Field\n# Make Staff Well-Being a Priority\n## Policy Example\n# Assess and Adjust Priorities According to the Bandwidth of Staff\n## Policy Example\n# Take Opportunities to Show Gratitude\n## Interpersonal Gratitude\n## Intrapersonal Gratitude\n# Important Considerations\n## Equity and Workforce Differences\n## Trauma-Informed Approach\n# Resources","[{\"question\":\"How should administrators respond to staff needs to reduce burnout and demoralization?\",\"answer\":\"Administrators should listen to educators, ask what they need, and set up a clear system for response and follow-up. Follow-up can include emails or forms to capture concerns, along with in-person follow-up.\"},{\"question\":\"What boundaries can schools set to protect educators’ well-being?\",\"answer\":\"Set policies that create clear separation between school and home, such as encouraging educators to stop responding to parents or guardians after 5 pm on weekdays and during weekends. Administrators should model the same boundaries themselves.\"},{\"question\":\"How can administrators adjust priorities based on educators’ available bandwidth?\",\"answer\":\"Because pandemic stress increased additional duties and reduced time for lesson planning and grading, administrators should create policies that increase planning capacity during school hours. One example is providing one day off per week for duties like recess, bus, or lunch monitoring so staff can use the time for planning and grading.\"}]","Addressing Educator Burnout and Demoralization - Actions for Administrators | PDF",1792055737]