What Keeps Teachers Up at Night—and What School Leaders Can Do About It

Summary for Educators

Based on:

Original Article: The Worries That Keep Teachers Up at Night, and How to Manage Them
Author: Miriam Plotinsky
Source: Edutopia | October 14, 2026
Original Article: https://www.edutopia.org/article/common-teacher-worries-how-manage-them

THE BIG IDEA

Teacher anxiety doesn't disappear with experience. But preparation, supportive relationships, and practical strategies can make even the most stressful school situations manageable.

Even veteran teachers sometimes lie awake worrying about unruly students, confrontational parents, overwhelming workloads, or unexpected changes in school leadership.

In her Edutopia article, experienced educator Miriam Plotinsky identifies four recurring sources of teacher anxiety and offers practical ways to address them.

Her central argument is simple: Worrying about problems does little to solve them. Developing thoughtful responses before difficulties arise helps teachers regain a sense of control.

Rather than attempting to eliminate uncertainty, educators can anticipate challenging situations, establish productive routines, and strengthen professional relationships.

For principals and other school leaders, the article offers an important reminder: A supportive school environment doesn't eliminate every source of stress, but it can prevent ordinary workplace challenges from becoming overwhelming.

KEY TAKEAWAYS

1. Student Misbehavior Often Reflects an Unmet Need

Few experiences frustrate teachers more than a classroom that seems out of control.

Plotinsky encourages educators to approach disruptions with curiosity rather than anger.

Instead of immediately imposing consequences, teachers should investigate patterns:

• When does the disruption begin?

• Which students are involved?

• What instructional activities are occurring?

• Could confusion, boredom, or frustration be contributing?

Understanding the circumstances surrounding misbehavior helps teachers respond strategically.

When students refuse assignments, teachers should avoid confrontational power struggles. Offering reasonable choices and calmly explaining the consequences can preserve relationships while maintaining expectations.

Leadership implication: Principals should provide coaching and opportunities for collaborative problem-solving rather than treating every classroom management difficulty as evidence of ineffective teaching.

2. Overwhelming Workloads Require Better Systems

Teachers frequently struggle with an endless combination of grading, lesson preparation, paperwork, emails, and family communication.

The problem isn't simply having too much work. It's the feeling that the work will never be finished.

Plotinsky recommends task batching: setting aside specific blocks of time for particular responsibilities.

For example, rather than checking email constantly, teachers might establish two designated periods for responding to messages.

The same principle applies to grading and administrative paperwork.

Teachers also benefit from distinguishing genuine emergencies from requests that merely appear urgent.

Leadership implications: Administrators should protect planning time, minimize unnecessary paperwork, establish reasonable communication expectations, and examine whether new initiatives create avoidable burdens.

3. Leadership Changes Can Create Significant Anxiety

A new principal or assistant principal can introduce uncertainty even in a successful school.

Teachers may wonder whether established practices will be respected, whether expectations will change, or whether increased supervision will undermine their professional autonomy.

Plotinsky describes how micromanagement—including unnecessary demands for daily lesson plans—can damage relationships.

She recommends proactive communication, respectful requests for clarification, and opportunities for teachers to contribute to professional learning.

Leadership implication: New administrators should listen before making sweeping changes, clearly explain their expectations, and demonstrate confidence in teachers' professional judgment.

Trust develops through consistent behavior, not simply reassuring statements.

4. Difficult Parent Relationships Improve Through Proactive Communication

Confrontational parent meetings can leave teachers anxious about future interactions.

Plotinsky discovered that communicating positive news before problems emerged helped transform relationships with families.

Regular newsletters, positive phone calls, and information about classroom learning can reduce misunderstandings.

Families who understand what their children are learning are better positioned to support them.

Leadership implication: Principals should establish clear communication protocols, support teachers during difficult conferences, and encourage positive family outreach throughout the year—not only when problems arise.

5. Preparation Reduces the Fear of Uncertainty

Teachers cannot anticipate every classroom disruption, demanding parent, or unexpected administrative request.

However, they can develop responses to situations they encounter repeatedly.

Preparation helps educators remain composed and make better decisions.

Having a plan for handling work refusal, responding to challenging emails, or addressing unclear directives can reduce the emotional burden associated with these experiences.

Leadership implication: Faculty meetings and professional development should include realistic scenarios, collaborative problem-solving, and opportunities to practice difficult conversations.

WHY IT MATTERS

Teacher well-being is not simply an individual responsibility.

Although Plotinsky focuses primarily on strategies teachers can use themselves, her observations have significant implications for school leadership.

Administrators influence workload expectations, communication practices, professional autonomy, and the support teachers receive when problems arise.

When teachers fear being criticized for classroom difficulties, are overwhelmed by unnecessary demands, or are unsupported during parent conflicts, everyday challenges can become persistent sources of anxiety.

Conversely, schools that emphasize trust, preparation, collaboration, and practical assistance are better positioned to create a healthy professional culture.

The goal isn't a stress-free school. It's a school where teachers know they won't have to face difficult situations alone.

LEADERSHIP ACTION STEPS

1. Conduct a Teacher Stress Audit

Ask faculty members to identify their three greatest sources of work-related anxiety. Look for recurring concerns and identify practical changes the administration can make.

2. Protect Teachers' Time

Review meeting schedules, paperwork requirements, email expectations, and planning periods. Eliminate activities that consume time without contributing meaningfully to student learning.

3. Establish Classroom Management Support, Teams

Create opportunities for teachers to discuss challenging student behaviors confidentially with experienced colleagues, counselors, and administrators.

4. Strengthen Parent Communication Protocols

Develop clear procedures for handling difficult interactions with parents. Ensure teachers know when and how administrators will intervene and provide support.

5. Build Trust Through Visible Leadership

Visit classrooms to understand teachers' needs rather than evaluate performance. Ask what obstacles administrators can remove and follow through on reasonable requests.

LEADER REFLECTION

What are the three things most likely to keep teachers in your school awake at night—and how many of those worries could be reduced by changes in your own leadership practices?

A powerful question for your next faculty meeting might be:

What's one thing we could change that would make your professional life less stressful without compromising student learning?

Sometimes the most effective leadership improvement begins with listening.

Original Article

Source: Miriam Plotinsky, The Worries That Keep Teachers Up at Night, and How to Manage Them, Edutopia, October 14, 2026.

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Prepared with the assistance of OpenAI's AI software. (2026). ChatGPT (5.2) [Large language model]. https://chat.openai.com