Summary & Key Highlights

In today’s education system, chronic stress and increasing demands have become part of the daily reality – not only for teachers but for staff working in many different roles in schools. Heavy workloads, administrative pressures, student needs, and staffing shortages contribute to rising levels of burnout. While educators are often encouraged to remain positive and resilient, not all approaches to achieving positivity are helpful.

This research study highlights the difference between resilience-based optimism and toxic positivity. While resilience-based optimism acknowledges both challenges and benefits in a realistic and balanced way, toxic positivity involves the dismissal of real challenges in favor of forced, unrealistic optimism. When teachers express stress, frustration, or exhaustion, they sometimes hear messages like:

“Just stay positive—everything will work out.”

“We’re all in the same boat, so let’s push through.”

“Good teachers don’t let the stress get to them.”

Despite being well-intended, these responses invalidate the realities of schools, leaving individuals feeling unheard, unsupported, and more isolated.

Key Takeaways for Schools & Leaders

• Avoid Toxic Positivity: Encouraging teachers to stay positive without addressing systemic stressors leads to suppressed emotions and disengagement.

• Encourage Balanced Responses: A resilient school culture acknowledges both the stretches and the strengths that come with the profession.

• Create Whole-School Support Systems: Providing mentorship, mental health resources, and manageable workloads to sustain long-term well-being.

• Recognize the Impact of Chronic Stress: Burnout isn’t just an individual issue—it’s a workplace issue. Schools must actively reduce stressors rather than expecting teachers to simply cope.