Supporting Gen Z teachers’ emotional well-being

Teachers entering the workforce are vulnerable to stress and burnout, especially if their needs for belonging, esteem, safety, and justice are not met.

At a Glance

• Generation Z came of age at an unstable time, leaving them more vulnerable than other generations to stress and burnout as they enter the teaching profession.
• Emotional ecology theory suggests that certain core needs — belonging, esteem, safety, and justice — must be met for well-being.
• Teaching presents challenges to all these core needs, leading some teachers to engage in unhealthy behaviors.
• School leaders can create supportive environments that help meet these core emotional needs.
• Specific self-care strategies can help Generation Z teachers build resilience and promote emotional well-being.

New graduates entering the teaching profession today — primarily members of Generation Z — came of age during the COVID-19 pandemic and an era of low social trust and generational optimism. Instability during their education and formative years left them less resilient than earlier generations. As these new graduates enter the workforce in demanding professions like teaching, these mental health struggles are compounded by the stress of transitioning into professional roles amid ongoing political and economic uncertainty.

Recent studies and reports have highlighted significant mental health challenges among teachers, including Generation Z teachers. A 2024 Pew Research survey revealed that 77% of K-12 public school teachers find their jobs frequently stressful, with 68% describing them as overwhelming (Lin, Parker, & Horowitz, 2024). Additionally, a 2024 survey by the EdWeek Research Center found that 48% of K-12 educators reported that declining mental health, often manifesting as anxiety and depression, has negatively impacted their teaching abilities. Notably, young teachers from Generation Z experienced the highest levels of stress, with two-thirds reporting near-daily panic attacks and other major challenges. Research from the RAND Corporation (2021) also indicates that Generation Z teachers report significantly higher levels of stress than their older colleagues.

While teachers often know they are making a difference even in the face of challenges, self-affirmation is not enough. Without validation from others, self-esteem can diminish.

Schools must recognize the distinct challenges this cohort faces and provide robust support systems, including mentorship programs, a healthy workplace culture, mental health and self-care counseling, and professional development designed to address both instructional and emotional challenges. Supporting these teachers not only benefits their well-being but also fosters a more positive and stable educational environment for their students. To truly support educators, particularly Generation Z teachers, it is essential to understand how both their generational experiences and the pressures of teaching can erode their ability to meet their core emotional needs (Heilman, 2021).

The emotional ecology of core needs

Emotional ecology theory (Heilman, 2021, 2022) emphasizes the balance of core human needs — belonging, esteem, safety, and justice — as essential for emotional well-being. When these needs are unmet or distorted, people might engage in counterproductive or even destructive behaviors.

Each core need can be distorted: A need for love and belonging can manifest as poor boundaries or isolation; a need for esteem may result in perfectionism, success addiction, or giving up too easily. These distorted reactions to unmet needs can appear as a “fight” (or “hyper”) response or as a “flight” (or “hypo”) response (see Table 1). Individuals may swing between the two responses, depending on the situation.

Emotional ecology theory posits that healing occurs when these needs are addressed and balanced. By understanding these core needs and adapting to the workplace to address them, administrators and teachers can balance their emotional landscapes, leading to improved motivation, better teaching, and overall well-being.

Core need	Fight (hyper) reactions	Flight (hypo) reactions
Safety	Novelty-seeking Rash actions Risky behavior Impulsivity Rapid shifting between tasks Overcommitting Lack of attention to detail Inattention to consequences	Avoidance of the unfamiliar Exaggerated fears Learned helplessness Anxiety Micromanaging tasks Compulsive planning Difficulty delegating Hyper-vigilance
Competence/Esteem	Overperforming Impostor syndrome Domination of perceived competitors Narcissism Bullying Arrogance Grandiosity Success addiction	Self-criticism and self-doubt Giving up too easily Avoidance of challenges Learned helplessness Lack of responsibility Social anxiety Self-hatred Self-injury Self-sabotaging success
Justice	Chronic anger Volatility Hypersensitivity Ruminating on mistreatment Absolutist black-and-white thinking Resentment of authority	Apathy Fatalism Unwillingness to work for change Toxic positivity Belief that their mistreatment is unworthy of attention Attachment to authority or rules
Connection	Emotional neediness Anxious attachment style Excessive people pleasing Fears of abandonment and rejection Deep craving for relationships Codependence Weak boundaries Emotional overwork At-risk for substance abuse Overly positive about others	Dismissing-avoidant attachment style Extreme autonomy Boundary over-enforcement Distrust Avoidance of deep or meaningful connections Micromanaging relationships Misanthropic view of others

How teaching can challenge self-esteem

People have a fundamental need to feel valued, worthy, and competent, yet the teaching profession is rife with contexts that can erode teachers’ sense of self-worth. For example, interpersonal conflicts with colleagues, parents, and students; negative performance feedback; and the often-overwhelming demands of the job can leave teachers questioning their competence. Additionally, shifting expectations driven by changing education policies, excessive workloads, and the constant need to stay updated on new educational methods can foster feelings of inadequacy (Heilman, 2022).

While teachers often know they are making a difference even in the face of these challenges, self-affirmation is not enough. Without validation from others, self-esteem can diminish. Even when most students are thriving, negativity bias can lead teachers to focus on the few students who misbehave or struggle. New teachers need mentors to help them keep their challenges and successes in perspective. Otherwise, negative experiences can overshadow good days, good students, and positive progress.

How teaching can undermine feelings of belonging

Collegial relationships among teachers are vital for promoting a collaborative and positive school environment. Social acceptance and support are especially important for new teachers. Strained social relationships contribute to a harmful work atmosphere.

According to the 2017 Educator Quality of Work Life Survey by the American Federation of Teachers and the Badass Teachers Association, educators face workplace bullying at a rate more than three times higher than other professions. A 2020 study found that approximately 25% of teachers reported workplace bullying, including verbal abuse, professional undermining, and social isolation (Smith & Smith, 2020). Bullying can significantly affect both the targets and the broader school community, resulting in emotional distress, decreased job satisfaction, and burnout (D’Cruz & Noronha, 2017; Kendall & McMurray, 2020). The Workplace Bullying Institute reports that 62% of bullying victims leave their job within two years (Namie, 2024).

A well-structured, supportive environment can meet teachers’ core emotional needs, transforming stressors into opportunities for growth and fulfillment.

The presence of cliques can further erode a sense of belonging and community, leaving some teachers feeling like outsiders in their own workplace and creating social anxiety even among teachers who are not excluded or bullied (Heilman, 2018; Klein, 2019; Twemlow, Fonagy, & Sacco, 2004).

While everyone needs to feel they belong at work, Generation Z is at especially high risk of suffering in the face of social tension or bullying. As a generation, they already grapple with unmet needs for belonging, social anxiety, and loneliness, exacerbated by the rise of social media. Weakened social bonds during the pandemic and the pervasive use of smartphones and social media platforms led to a decrease in face-to-face interactions, creating a generation that is highly connected digitally yet emotionally isolated (Vogel et al., 2023; Wiederhold, 2025).

How teaching can feel unsafe

Safety, both emotional and financial, is a central concern for teachers. Financial instability, due to low pay and economic stress, creates a pervasive sense of insecurity. According to the Economic Policy Institute (Allegretto, 2023), public school teachers in the U.S. earn 26.4% less in weekly wages than their non-teaching peers with similar education and experience. This wage gap, often referred to as the “teacher pay penalty,” forces many educators to take on second jobs or reduce essential living expenses, further contributing to their stress and dissatisfaction (Roberts & Singleton, 2023). Generation Z faces high rates of inflation and high student loan debt in addition to low teacher salaries.

In the framework of emotional ecology, safety encompasses not just physical security, but also psychological and emotional predictability. A lack of emotional safety can undermine a teacher’s ability to manage their classroom effectively and navigate interpersonal dynamics. Research reveals that environments where teachers feel unsupported or disrespected often lead to feelings of powerlessness and emotional harm (Klein, 2019). These unmet needs leave teachers feeling vulnerable, unsupported, and uncertain about their roles.

How teaching can feel unjust

The perception of injustice within the school environment further exacerbates teachers’ emotional vulnerability. When teachers face unfair policies, inconsistent expectations, or unequal treatment, the feelings of injustice can fuel resentment and demoralization (Kendall & McMurray, 2020). Teachers also experience injustice when state, district, and school policies fail to align with the realities of the classroom, especially when those policies are introduced without teacher input. This lack of agency can lead to feelings of frustration and disempowerment (Ingersoll, 2003).

The impact of perceived injustice is most damaging when it remains unaddressed. For example, unresolved conflicts with colleagues or administrators can breed a sense of powerlessness, with teachers feeling their voices are ignored and their contributions are undervalued. If professional development opportunities are inequitably distributed, with some teachers receiving preferential access, feelings of demoralization are even greater. For this reason, administrators have a responsibility to make ethical and fair personnel decisions (Strike, Haller, & Soltis, 2014). 

Breaking the cycle

To break the cycle of stress and burnout, schools must prioritize creating emotionally safe and just environments. Gen Z teachers, even more than their predecessors, need environments that promote self-esteem, belonging, safety, and justice. Because fight-or-flight responses to unmet needs can become deeply ingrained, it is crucial to practice new habits consistently over time to help rewire stress responses, build emotional resilience, and shift from reactive patterns to healthy emotional regulation and intentional action. A well-structured, supportive environment can meet teachers’ core emotional needs, transforming stressors into opportunities for growth and fulfillment.

Esteem: Building confidence through support and recognition

Positive feedback from administrators, colleagues, and students is crucial for boosting teachers’ self-esteem, especially for Gen Z educators in the early stages of their careers. When their efforts are recognized, teachers feel appreciated, which strengthens their confidence and dedication. For Gen Z teachers, who have been shown to experience higher levels of stress compared to older colleagues (RAND, 2021), peer support, resource sharing, and constructive feedback can create a collaborative atmosphere that bolsters their confidence.

Creating conditions for success can also fuel new teachers’ feelings of confidence and esteem. Schools that provide clear role expectations, manageable workloads, and the necessary resources enable educators to focus on high-quality instruction without feeling overwhelmed. Gen Z teachers, who often missed out on critical in-person training, benefit greatly from professional development opportunities and mentorship programs that help them refine their teaching strategies and classroom management skills. Success in these areas leads to a renewed sense of pride and competence, essential for preventing burnout.

Belonging: Fostering professional camaraderie

A sense of belonging is built on meaningful connections among educators. For Gen Z teachers, who experienced isolation during their formative years, feeling part of a professional community is vital. Schools that encourage teamwork, collaborative lesson planning, and regular social interactions create an environment where teachers feel connected and supported. Effective leadership plays a key role in fostering this sense of belonging. When administrators are approachable, communicative, and invested in staff well-being, teachers are more likely to form strong professional relationships and feel valued within the school community.

For Gen Z teachers, who experienced isolation during their formative years, feeling part of a professional community is vital.

Inclusivity is also crucial in creating a sense of belonging. Schools that actively prevent cliques and address conflicts and bullying foster a harmonious atmosphere where every teacher feels respected and valued, reinforcing the emotional support necessary for sustaining a career in education.

Safety: Financial and emotional security

Competitive salaries and benefits such as health insurance, retirement plans, and paid leave provide the financial security teachers need to focus on their work without constant stress about whether their basic needs will be met. This is particularly important for new teachers entering the profession during uncertain economic times.

Emotional safety is equally critical. Schools that prioritize a positive work environment free of harassment and excessive pressure offer the emotional security teachers need for long-term success. For Generation Z teachers, who are more likely to experience anxiety and burnout, schools must offer clear communication, effective conflict resolution, and access to mental health resources.

Principals who offer emotional support can be particularly effective in reducing stress and increasing emotional safety at school (Berkovich & Eyal, 2018). At the same time, research indicates that teachers most frequently turn to their peers for emotional support, with principals being a secondary, but critical source of assistance (Tatar, 2009). This highlights the importance of a supportive leadership structure that also provides space for teacher interaction.

Justice: Ensuring fairness and empowerment

Schools maintain justice through transparent decision making, equitable resource distribution, and consistent policies. Gen Z teachers, who highly value fairness and transparency, feel empowered when they are included in decisions that affect their work. For example, schools that involve teachers in curriculum development and provide equitable opportunities for professional growth foster a collaborative and just environment. Additionally, addressing discrimination and promoting fairness builds trust and loyalty, making teachers feel secure in their roles.

Equitable professional development opportunities prevent favoritism and ensure that all teachers, regardless of their experience level, have the tools and support they need to succeed. By prioritizing justice, schools not only create a more ethical workplace but also improve teacher retention and morale. 

Emotional health and self-care strategies

Schoolwide support and a workplace climate that supports teachers’ esteem, belonging, safety, and justice needs are essential to the well-being of Generation Z teachers. But they may also benefit from learning specific self-care strategies (Agyapang et al., 2022). By incorporating these strategies into their daily lives, Gen Z teachers can better manage the challenges of their profession while maintaining a sense of well-being and fulfillment.

Work-life balance

Establishing professional boundaries helps prevent burnout. Teachers should set clear limits on their availability outside of work hours, by, for example, not responding to emails after a certain time or refraining from taking work home. Administrators should support teachers by not contacting them outside work hours and creating time in the schedule for planning.

Engaging in creative outlets outside of work can provide a much-needed emotional release. Activities like painting, writing, playing music, or gardening offer opportunities for self-expression and relaxation. Adequate sleep is also crucial for maintaining emotional health. Good sleep hygiene, such as maintaining a consistent sleep schedule and creating a restful sleep environment, is essential.

Positive relationships

Supportive relationships with colleagues, friends, and family provide a space for sharing experiences, venting frustrations, and receiving encouragement. Participation in professional learning communities or informal support groups within the school can foster camaraderie and reduce feelings of isolation.

Because new teachers are at risk of being people pleasers, they need help to recognize unhealthy relationships. Relationship reality checks can help teachers identify toxic traits, such as negativity, controlling behavior, or lack of support. To engage in a reality check, draw a line down the middle of a piece of paper to create two columns. On one side, list the negative behaviors a person exhibits, and on the other, list the positive behaviors. Writing down positive and negative behaviors allows for clearer decision making about whether the relationship is beneficial.

Self-compassion

Teachers often set high expectations for themselves and can be their own harshest critics. Speaking kindly to oneself helps counteract the negative effects of stress and fosters a positive, balanced perspective on teaching.

Teachers who struggle with shame and harsh self-judgment can benefit from cognitive restructuring. This involves recognizing negative self-talk and deliberately replacing it with affirming and realistic thoughts. For example, instead of thinking, “I’m a failure because I couldn’t manage that class,” a teacher might think, “I’m doing my best, and I can learn from this experience to improve.” Over time, this practice can diminish the inner critic’s influence.

Careful use of social media

For many people, social media can be a source of anxiety or distraction. Deleting distracting apps and stress-inducing accounts and adding emotionally supportive media can help teachers combat overwhelm, maintain mental well-being, and stay focused on their personal and professional lives. Some may find it beneficial to fast from social media by stepping away for a set period of time (perhaps one day a week or a week or two each year). By prioritizing self-care through social media fasts and mindful technology use, teachers can model healthy boundaries for their students and promote a balanced approach to digital engagement.

Managing anxiety

Gen Z teachers often struggle with anxiety. Setting aside a designated time each day to address worries can reduce the mental burden of constant rumination and allow teachers to stay present and engaged in their work. This “worry later” strategy promotes emotional regulation and prevents worries from interfering with daily responsibilities.

In addition to traditional to-do lists, teachers can list all the things they accomplish each day on a “done list.” This strategy reduces anxiety by providing teachers with a tangible record that they are making headway, even on the most hectic days. This practice is particularly helpful when teachers feel overwhelmed by endless demands.

Journaling

Another effective method to reduce anxiety and to increase optimism is the use of gratitude journals. By taking a few minutes each day to write down things they are grateful for, teachers can rewire the brain to recognize and appreciate the good, which can counterbalance the inevitable challenges of the teaching profession.

Reflective journaling is another effective tool for emotional processing. By taking time to reflect on the day, explore feelings about challenging situations, and identify patterns in emotional responses, teachers can gain valuable insights into their triggers and develop strategies for managing stress more effectively. This practice complements gratitude journaling by providing a space for deeper self-reflection and emotional exploration.

Meditation

Mindfulness and meditation are powerful tools for staying grounded amid the chaos of the classroom. Integrating techniques like deep breathing exercises, body scans, or guided imagery into daily routines can help teachers reduce stress and maintain a calm, clear mind, even during the most challenging days. Taking just a few minutes each day can help teachers respond to stress with greater resilience and clarity.

Physical activity

Regular exercise not only boosts mood through the release of endorphins but also helps manage anxiety and improve sleep quality. Whether it’s a brisk walk during a lunch break, a yoga session after school, or a quick workout in the morning, incorporating physical activity into daily life can make a significant difference in emotional health.

Time management

Developing strong time management techniques can alleviate much of the day-to-day stress that teachers face. Blocking out time to complete tasks and breaking tasks into smaller manageable steps can help teachers feel more in control of their workload. The Eisenhower matrix can help teachers prioritize their tasks. The urgent and important tasks come first, the important but not urgent tasks can be scheduled for later, the urgent but not important tasks might be delegated to someone else, and the not important or urgent tasks can be set aside.

Avoiding procrastination is another crucial strategy, and one effective approach is the “Eat That Frog” method (Tracy, 2001). The concept is simple: Start the day by tackling the most challenging or least appealing task first (the “frog”). Doing so can reduce the stress and anxiety that comes with looming tasks and create a sense of accomplishment early in the day. This not only boosts productivity but also frees up mental energy for more enjoyable or creative activities.

Professional support

Sometimes the emotional demands of teaching may require professional support. Encouraging teachers to seek counseling or therapy when needed is important for addressing deeper emotional challenges. Access to mental health resources, whether through school-provided services or external therapists, provides teachers with the tools to manage their emotional health effectively.

A path to sustainable teaching

Ultimately, by recognizing the importance of meeting Gen Z teachers’ core emotional needs, and engaging them in dialogue about mental health, self-care, and school climate, schools can create a more sustainable and fulfilling teaching profession. This not only improves the well-being of educators but also enriches the educational experiences of students, creating a ripple effect that benefits both current and future generations.

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This article appears in the Fall 2025 issue of Kappan, Vol. 107, No. 1-2, pp. 13–18.