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It synthesizes evidence that the COVID-19 pandemic increased both demoralization and burnout for many teachers. The brief distinguishes burnout as exhaustion of personal and organizational resources from demoralization as loss of intrinsic rewards or perceived ethical compromise. It outlines strategies such as trust-based communication, social and racial justice commitments, protecting teacher time, and trauma-informed or mindfulness supports, alongside cautions against superficial or compliance-driven “wellness” efforts.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/edresearch-for-recovery-brief-19-structural-supports-to-promote-teacher-well-being/583704/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/edresearch-for-recovery-brief-19-structural-supports-to-promote-teacher-well-being/583704.png","ImageObject",300,407,{"name":92,"@type":93},"Connor ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the core distinction between burnout and demoralization?","Question",{"text":112,"@type":113},"Burnout is a temporary state where personal and organizational resources are exhausted in fulfilling professional duties. Demoralization arises when teachers feel unable to access intrinsic rewards, believe they are complicit in wrongdoing, or cannot meet ethical obligations.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did the pandemic affect teacher burnout and demoralization?",{"text":117,"@type":113},"The brief reports growing evidence that the pandemic increased both demoralization and burnout among many teachers. Surveys described rising stress and plummeting morale during the school year.",{"name":119,"@type":110,"acceptedAnswer":120},"What structural strategies are recommended to promote teacher well-being?",{"text":121,"@type":113},"Recommended strategies include fostering mutual trust, respect, and open communication; committing to social and racial justice to affirm educators’ identities; protecting teachers’ time and prioritizing teacher learning; involving teachers in designing learning opportunities; and using trauma-informed and mindfulness supports.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},583704,1792166743,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},687207022233,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","EdResearch  \nFor Recovery  \nSTRUCTURAL SUPPORTS TO PROMOTE TEACHER WELL-BEING  \nOctober 2021  \nDoris A. Santoro | Bowdoin College Olga Acosta Price | George Washington University  \nBrief No. 19  \nThis brief is one in a series aimed at providing K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students during and following the novel coronavirus pandemic. Click here to learn more about the EdResearch for Recovery Project and view the set of COVID-19 response-andrecovery topic areas and practitioner-generated questions.  \n~~  ~~CENTRAL~~ ~~QUESTION~~  ~~  \nWhat does the research say about structural supports that enable teacher well-being?  \nKEY INSIGHTS  \nBreaking Down the Issue  \n Burnout and  demoralization are meaningfully different  \nforms of work  \ndissatisfaction that each affect teachers’ ability to   \ndo their jobs and influence decisions to remain in the profession.  \n System and school conditions contribute to  or buffer against demoralization and  \nburnout in ways that  \ndirectly affect the lives of  both teachers and  \nstudents.  \n Evidence is growing that the pandemic has  \nincreased demoralization  and burnout among many teachers.  \nStrategies to Consider  \nA culture of mutual trust, respect, and open communication among teachers and school leaders allows them to work together to improve practices and solve problems. A schoolwide commitment to social and racial justice and to affirming educators’ identities can help counter the forces that contribute to high rates of burnout and turnover for teachers of color.  \nSchool leaders who protect teachers’time and prioritize teacher learning see higher levels of teacher satisfaction.  \nTeacher involvement in the design and implementation of learning opportunities is essential to effectively improve teacher morale and student achievement.  \nTrauma-informed strategies and mindfulness supports for teachers reduce stress in ways that positively affect both teachers and students. Open communication with educatorsand collecting data on teachers’professional concerns allows school and district leaders to more accurately identify and address the root causes of teachers’dissatisfaction.  \nStrategies to Avoid  \nWellness requires ongoing and long-term schoolwide change and should not be treated as a superficial, siloed, or short-term goal. Although school leaders set the direction in the school, prescribing practices without teacher involvement and monitoring compliance often result in low levels of teacher buy-in and adoption.  \nEdResearch for Recovery-October 2021 1  \nEdResearch  \nFor Recovery  \n~~  ~~BREAKING~~ ~~DOWN~~ ~~THE~~ ~~ISSUE~~  ~~  \nBurnout and demoralization are meaningfully different forms of work dissatisfaction that each affect teachers’ ability to do their jobs and influence decisions to remain in the profession.  \n Burnout is a temporary state where individuals have exhausted their personal and organizational resources in fulfilling their professional duties.  \n Although often portrayed as the capacity for individual resilience, burnout can also be the result of unusually demanding school environments that lack appropriate organizational supports or limits.  \n Teachers face high emotional demands in their daily work that can become increasingly debilitating when rates of student trauma are high.  \n Demoralization is a specific form of dissatisfaction that arises when teachers feel unable to access the intrinsic rewards of their work, believe they are complicit in wrongdoing, or find that they are incapable of meeting their ethical obligations.  \n Demoralization occurs when teachers are expected to teach in ways that violate their understanding of good work.  \n Good work occurs when:  \n teachers uphold the highest standards of the practice;  \n the work serves a social purpose; and  \n teachers uphold ethical expectations for the practice.  \nSystem and school conditions contribute to or buffer against de","cbCaisipLw7fz76P","https://ap.wps.com/l/cbCaisipLw7fz76P","pdf",1236247,"English","# Key Insights\n## Breaking Down the Issue\n## Strategies to Consider\n## Strategies to Avoid","[{\"question\":\"What is the core distinction between burnout and demoralization?\",\"answer\":\"Burnout is a temporary state where personal and organizational resources are exhausted in fulfilling professional duties. Demoralization arises when teachers feel unable to access intrinsic rewards, believe they are complicit in wrongdoing, or cannot meet ethical obligations.\"},{\"question\":\"How did the pandemic affect teacher burnout and demoralization?\",\"answer\":\"The brief reports growing evidence that the pandemic increased both demoralization and burnout among many teachers. Surveys described rising stress and plummeting morale during the school year.\"},{\"question\":\"What structural strategies are recommended to promote teacher well-being?\",\"answer\":\"Recommended strategies include fostering mutual trust, respect, and open communication; committing to social and racial justice to affirm educators’ identities; protecting teachers’ time and prioritizing teacher learning; involving teachers in designing learning opportunities; and using trauma-informed and mindfulness supports.\"}]","EdResearch for Recovery - Brief 19 - Structural Supports to Promote Teacher Well-Being | PDF",1792048125,15]