Education should be about inspiration—sparking curiosity, sharing knowledge, and shaping futures. Whether you’re teaching preschoolers their first songs, guiding teenagers through exams, or mentoring university students on their research journey, the profession starts with passion.
But what begins as a vocation can too easily turn into a heavy burden. Overwork, being overlooked, subtle gaslighting, and the steady erosion of mental health are pushing many teachers and academics to the brink. And in Ireland, as in many countries, the statistics are telling a story that can no longer be ignored.
The Culture of Overwork
For teachers and lecturers, long hours are often expected—and rarely questioned. Lesson preparation, grading, answering emails, writing research papers, applying for grants, attending endless meetings: the list never ends. Many feel there’s no boundary between work and personal life anymore.
A Dublin City University (DCU) study of over 1,000 teachers revealed that 86% reported moderate to high personal burnout, and 85% reported moderate to high work-related burnout. Almost 42% said they were unlikely to remain in the profession long term (The Journal, 2025).
In universities, academics report similar struggles: constant pressure to publish, unmanageable workloads, and insecure contracts (Barry et al., 2021). And in early childhood education, where the work is deeply relational and emotionally intense, staff shortages, poor pay, and heavy emotional labour make burnout almost inevitable (Moloney & Pope, 2021).
Being Passed Over
Hard work doesn’t always translate into recognition. Many educators know the sting of being passed over for promotion or having their contributions sidelined.
In universities, promotions often feel less about merit and more about navigating politics. Years of excellent teaching and mentorship may be overlooked in favour of research income or publication counts (Shahjahan et al., 2022).
In early years education, emotional and relational work—arguably the most important foundation for children’s learning—is undervalued precisely because it’s harder to measure (Urban et al., 2018). For the staff who pour themselves into children’s lives, being unseen or undervalued leaves wounds that don’t heal easily.
Gaslighting in Education
What makes this harder is the subtle gaslighting many encounter.
Teachers who raise concerns about workload are told to “manage their time better.” Academics who speak out about inequities risk being labelled “difficult.” Early years staff who admit to struggling with the emotional toll are made to feel “not resilient enough.”
This isn’t support—it’s dismissal. It shifts the problem back onto the individual, leaving them questioning their own ability rather than recognising the flaws in the system.
In universities, this is compounded by precarious contracts that leave staff feeling disposable while being told they should be “grateful” for the role (Courtois & O’Keefe, 2015). Over time, this constant minimisation chips away at confidence and corrodes mental health.
The Mental Health Cost
The emotional toll is profound. The DCU study found that three in ten Irish teachers rated their mental health as poor or very poor, with many saying burnout had affected their ability to engage with students (Irish Times, 2025).
The symptoms are familiar:
Anxiety about keeping up with never-ending demands. Depression fuelled by being unseen, unheard, and undervalued. Physical strain, from headaches to insomnia to exhaustion. Emotional numbness, where the passion that once fuelled the work begins to fade. Isolation, as many believe everyone else is coping better.
These aren’t just “personal struggles.” They are the predictable outcomes of a system that demands too much and gives too little.
Why People Leave
Given these realities, it’s not surprising that so many educators are thinking of leaving. Almost 42% of Irish teachers say they are unlikely to remain in the profession long term (The Journal, 2025).
Early childhood services are losing staff faster than they can replace them, as many leave for better pay and less emotionally demanding roles (Moloney & Pope, 2021). Universities, too, are facing a quiet exodus as talented researchers and lecturers walk away from careers they once dreamed of (Barry et al., 2021).
The tragedy is that those leaving are often the very people most passionate about education—the ones who entered the profession to make a difference.
A Call to Action
So where does this leave us?
First, we must stop pretending this is an individual problem. Burnout, stress, and attrition aren’t signs of personal weakness—they are signs of a broken system.
Second, institutions need to move beyond token gestures and provide real structural support: manageable workloads, fair pay, recognition of emotional labour, and transparent promotion systems.
And finally, for educators themselves, it’s about solidarity. Sharing stories breaks the isolation that gaslighting breeds. Setting boundaries protects mental health. And in some cases, choosing to walk away is not failure—it’s an act of survival.
Because at the heart of it all, your worth is not defined by league tables, grant income, or institutional politics. Your worth lies in the lives you’ve touched and the knowledge you’ve shared. If the system makes you feel small, it is the system—not you—that is broken.
References
Barry, U., Conroy, M., & O’Keefe, T. (2021). Precarious employment in higher education in Ireland. Maynooth University Courtois,
Irish Times (2025, April 10). High levels of burnout and poor mental health among teachers
Start Strong (2020). Childcare workforce in Ireland: Conditions, challenges and turnover. Oireachtas Report The Journal (2025, April 10). 86% of teachers report burnout, 42% unlikely to stay in profession
Dr M’s thoughts 