Summer breaks enhance teachers’ well-being
Summer breaks serve as an optimal period for mitigating teacher burnout, which is characterised by emotional exhaustion, depersonalisation and diminished personal accomplishment
Published: 05:07 PM,Jul 21,2025 | EDITED : 09:07 PM,Jul 21,2025
According to the Organisation for Economic Cooperation and Development (OECD, 2025), teacher burnout is at an all-time high; therefore, the well-being of educators has become a critical area of concern in education systems worldwide.
While summer breaks are traditionally seen as ‘time off', they can be reframed as strategic opportunities for emotional, cognitive and professional renewal. However, there is limited academic research specifically on how teachers use summer for self-care, growth and sustained well-being.
In recent years, the intensification of curriculum demands, the increase in administrative responsibilities and rapid technological advancements have significantly compounded the complexity of the teaching profession. Consequently, teaching is now widely recognised as one of the most emotionally taxing occupations, frequently leading to elevated levels of stress, professional burnout and workforce attrition.
According to a global survey, a substantial proportion of teachers report experiencing emotional exhaustion and a lack of sufficient opportunities for personal recovery throughout the academic year. Although summer breaks are commonly perceived as a passive respite from professional duties, they offer a valuable opportunity for educators to engage in deliberate and structured well-being practices.
Although relatively under-researched, summer breaks have been increasingly recognised for their potential to function similarly to sabbaticals, offering educators critical opportunities for psychological renewal.
Research in educational psychology indicates that structured breaks — those combining restorative and enriching activities — can enhance emotional regulation and professional efficacy. Additional, summer breaks may serve as an optimal period for mitigating teacher burnout, which is characterised by emotional exhaustion, depersonalisation and diminished personal accomplishment.
Empirical studies have consistently linked such burnout to excessive workloads, escalating administrative demands and persistent classroom challenges. To address these issues, evidence-based strategies grounded in occupational stress theory and resilience research have been proposed, emphasising psychological detachment from work — such as disengaging from school-related communication — as essential to emotional recovery.
Additional recommendations include maintaining regular sleep patterns, participating in low-intensity physical activities such as walking or yoga and engaging with restorative natural environments.
Moreover, re-establishing a personal identity beyond the professional role has been advocated as a means of combating emotional fatigue. This process may involve creative pursuits and volunteerism outside the education sector, both of which can foster intrinsic motivation and psychological well-being. Aligned with Stress Recovery Theory, such recovery experiences — characterised by rest, mental detachment, autonomy and mastery — are associated with reduced stress and improved overall life satisfaction.
To conclude, summer break is regarded as a critical period for the implementation of practical strategies. Intentions should be set at the outset through reflective consideration of individual needs, such as rest, personal growth, social connection, or creative engagement.
While summer breaks are traditionally seen as ‘time off', they can be reframed as strategic opportunities for emotional, cognitive and professional renewal. However, there is limited academic research specifically on how teachers use summer for self-care, growth and sustained well-being.
In recent years, the intensification of curriculum demands, the increase in administrative responsibilities and rapid technological advancements have significantly compounded the complexity of the teaching profession. Consequently, teaching is now widely recognised as one of the most emotionally taxing occupations, frequently leading to elevated levels of stress, professional burnout and workforce attrition.
According to a global survey, a substantial proportion of teachers report experiencing emotional exhaustion and a lack of sufficient opportunities for personal recovery throughout the academic year. Although summer breaks are commonly perceived as a passive respite from professional duties, they offer a valuable opportunity for educators to engage in deliberate and structured well-being practices.
Although relatively under-researched, summer breaks have been increasingly recognised for their potential to function similarly to sabbaticals, offering educators critical opportunities for psychological renewal.
Research in educational psychology indicates that structured breaks — those combining restorative and enriching activities — can enhance emotional regulation and professional efficacy. Additional, summer breaks may serve as an optimal period for mitigating teacher burnout, which is characterised by emotional exhaustion, depersonalisation and diminished personal accomplishment.
Empirical studies have consistently linked such burnout to excessive workloads, escalating administrative demands and persistent classroom challenges. To address these issues, evidence-based strategies grounded in occupational stress theory and resilience research have been proposed, emphasising psychological detachment from work — such as disengaging from school-related communication — as essential to emotional recovery.
Additional recommendations include maintaining regular sleep patterns, participating in low-intensity physical activities such as walking or yoga and engaging with restorative natural environments.
Moreover, re-establishing a personal identity beyond the professional role has been advocated as a means of combating emotional fatigue. This process may involve creative pursuits and volunteerism outside the education sector, both of which can foster intrinsic motivation and psychological well-being. Aligned with Stress Recovery Theory, such recovery experiences — characterised by rest, mental detachment, autonomy and mastery — are associated with reduced stress and improved overall life satisfaction.
To conclude, summer break is regarded as a critical period for the implementation of practical strategies. Intentions should be set at the outset through reflective consideration of individual needs, such as rest, personal growth, social connection, or creative engagement.