Teacher Workload Is Destroying Education

It’s the end of the school year. Summer is around the corner. It’s the time of year teachers will get to feel like humans again. We get to unwind, reboot, and even go to the bathroom when we feel like it. Summertime mode is a complete 180-degree from school time mode. Why is that?

Stress

High stakes job demands, limited resources, professional autonomy, negative school climate, feeling their opinions don’t matter, and heightened attention to student test scores contribute to this stress.

I haven’t heard many teachers state, “I don’t have a heavy workload. My district supports me by …”

More than 90% of educators believe the workload in their schools is unmanageable. Their workload can include a substantial volume of planning, grading, administrative duties, and non-teaching tasks.

In the past, I have asked teachers to write down everything on their plate…on a plate. (See what I did there?)

It is apparent that teacher workloads are contributing to high levels of stress in schools. Is our education system exploring ways to support teachers and staff with these high demands? According to Resourceed.prometheanworld.com, under 20% of schools are actively addressing the problem.

Self Care

It’s the new and trendy buzz word being thrown around in education.

Simple suggestions to reduce stress tend to focus on the teachers’ responsibility for self-care (meditation, exercise, take a bath).

These alleviate stress but don’t get to the root. They divert attention away from the systemic stressors that exist in the schools today.

As teachers, we already have to balance work, family, health, friends, and colleagues. Real life being what it is, it’s hard to keep all these balls in the air.

Self-care is not a “nice to have” goal for when you have time to pursue it. Remember Maslow and his hierarchy of needs? He had a good thing going here.

Research shows that failing to address the mental health needs of teachers may affect their ability to address the critical needs of students. Our emotions and stress levels have been found to influence those of students and other teachers. We affect these kids each and every day. Let’s put on the oxygen masks first before putting it on others. Let’s invest in our well-being. Self-care is the foundation that allows a teacher to give their students the focus and energy they deserve.

Self-Care and Our Current Educational System

So how does self-care work with our current educational system? No, it’s not just a yoga class.

We have to start addressing quality over quantity and which one is our goal in education.

Should we spend 2 hours writing extensive lesson plans that will be filed away somewhere or can we use that time to find and set up creative lessons that will engage the students?

What Can We Do?

Question directives, policies, and the reasoning and research behind these systemic decisions. I’m not advocating to rebel against mandates but instead, put in the time to question them. When new initiatives roll in ask which old, unproductive initiatives can roll out. Demand support.

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Math Struggles Ain’t Just About Numbers

Let’s be B.F.F.R—math can stress kids out. You’ve seen it: the frozen-in-place stare, the pencil tapping like it’s sending an SOS, or the classic “I CAN’T DO THIS!” meltdown before even trying. But here’s the thing—most of the time, their struggle isn’t about numbers. It’s about mindset.

What if we borrowed some life coaching techniques to help our students not just survive math but actually thrive in it? Let’s break it down into simple, practical ways you can empower your students without turning into a full-blown therapist.

 Reframe the Narrative (A.K.A. Flip the Script on “I’m Bad at Math”)

Ever notice how kids say “I’m bad at math” like it’s their official personality trait? That belief is holding them back more than any tricky word problem ever could.

How to Do It:

  • When a student says, “I suck at math,” respond with: “You’re still learning. Let’s find a way that makes sense to you.”
  • Introduce the Power of Yet: “You don’t get it… yet. But your brain is working on it!”
  • Share stories of people who struggled with math and overcame it (bonus points if you can find famous athletes, musicians, or influencers).

Remind them that they once thought tying their shoes was impossible, and look at them now—shoe-tying pros. Math is just another skill that takes practice.

Teach Emotional Regulation (Because Frustration Is a Math Blocker)

We can’t expect students to push through challenges if they’re spiraling into math-induced panic mode. When frustration kicks in, their brains hit the “I’m out!” button.

How to Do It:

  • Pause & Breathe: Before jumping to the “I CAN’T,” have students take a deep breath. Try “breathe in for 4, hold for 4, out for 4.” Simple, but it works.
  • Break It Down: Instead of tackling the whole problem at once, ask, “What’s one thing we DO know?” Small wins build confidence.
  • Normalize Struggle: Post a sign in your classroom: “Mistakes Mean You’re Learning.” Say it. Live it. Believe it! As Naruto says.

Set Micro-Goals (Because Big Goals Can Feel Overwhelming)

If a kid already feels lost, telling them “just keep practicing” is like saying, “just climb this mountain real quick.” Instead, break it into steps.

How to Do It:

  • Instead of “Get better at multiplication,” set a goal like: “Practice a doubling/halving strategy.”
  • Use progress charts so students can SEE their growth. 
  • Celebrate the small wins! Even if they only got one more right than last time—that’s growth!

Remind them “If you can memorize every single lyric to that TikTok song, you can 100% remember a few math strategies.” 
Honestly research shows long term memory is activated when we leverage different modalities in our lessons. It’s how the brain learns math.

Shift from Performance to Progress (Because Speed Ain’t Everything)

Fluency is about thinking efficiently, not racing to the answer. The goal isn’t to turn kids into human calculators—it’s to help them use numbers flexibly.

How to Do It:

  • Replace timed tests with strategy-based challenges (ex: “How many ways can you solve 12 × 8?”).
  • Instead of praising fast answers, celebrate smart strategies: “Ooooh, I love how you broke that down!”
  • Remind them that even adults use tools like calculators and sticky notes—real math is about knowing how to approach problems, not just getting the answer instantly.

 Teach Self-Talk (Because Their Inner Voice Matters More Than You Know)

The way kids talk to themselves about math shapes their experience with it. If they constantly say, “I can’t do this,” their brain believes it. Time to switch up the self-talk game.

How to Do It:

  • Teach “I can” statements: Instead of “I don’t get it,” try “I don’t get it YET, but I can figure this out.”
  • Have students write down one math strength (even if it’s “I’m good at counting on my fingers” – that’s a start!).
  • Encourage students to talk to themselves like they’d talk to a friend. Would they tell a friend, “You’re dumb at math”? No? Then don’t say it to yourself either!

Emphasize- “You wouldn’t let your best friend talk trash about you, so don’t let your brain do it either!”

Coaching Math Mindsets for the Win

At the end of the day, teaching math fluency isn’t just about numbers—it’s about helping kids believe they can figure things out. When we shift from just teaching math to coaching their mindset, we create students who are not only fluent in math but confident in life.

So, here’s your challenge: What’s one small move you can try this week? Whether it’s shifting self-talk, celebrating small wins, or breaking down frustration, pick one and run with it.

Oh, and if you want more strategies like these, check out my Figuring Out Fluency series, (Book 1) (Book 2) where we make fluency engaging, empowering, and (most importantly) actually make sense.

And if you want more math mindset strategies, grab my Guide For Teachers To Help Students With Growth Mindset