Feeling Exhausted? Try These 5 Simple Energy Boosters for Teachers

5 Simple Energy Boosters for Teachers

As teachers, we pour so much energy into supporting, inspiring, and guiding our students every day. Between managing classrooms, designing engaging lessons, and being there for students who need us most, the emotional and physical demands are high. All that giving can leave us feeling depleted and worn down if we’re not careful. That’s where energetic resilience—the intentional practice of managing and replenishing our energy—becomes essential. Research increasingly highlights the benefits of fostering resilience, helping us stay focused, present, and balanced, even on the busiest days (Howard & Johnson, 2020; Jennings & Greenberg, 2009). By nurturing our energetic resilience, we not only protect ourselves from burnout but also keep our passion for teaching alive.

This post explores research-based practices to cultivate energetic resilience, ensuring that we can stay connected, grounded, and empowered in our teaching journey. Let’s dive in!

1. Start with Daily Self-Check-Ins

A simple, effective strategy to cultivate energetic resilience is the practice of regular self-check-ins. Studies show that when we build self-awareness, we’re better equipped to handle stress and make mindful choices throughout our day (Roeser et al., 2013). Each morning, take a few moments to “scan” your mental and emotional state. Ask yourself: “How am I feeling today? Are there areas of tension, or are certain tasks or thoughts weighing on me?” Research suggests that these brief moments of mindfulness can significantly lower stress levels and boost overall well-being (Schonert-Reichl, 2017).

Mindfulness Tip:

If you notice any signs of tension, consider adding a small adjustment to your day. Maybe it’s a few minutes for deep breathing or an evening walk to help release stress. Evening check-ins can be just as beneficial: reflecting on your day, acknowledging your accomplishments, and letting go of stress can improve both your resilience and your restfulness.

2. Set Mindful Boundaries

Setting clear boundaries is essential for conserving our energy and maintaining work-life balance. According to Bernard et al. (2021), teachers who set boundaries between work and personal time experience less burnout and a higher sense of fulfillment. For many of us, it’s tempting to take work home, but establishing defined start and end times for our workday is crucial for our mental well-being. If work stress starts to spill into personal time, use it as an opportunity for reflection. Ask yourself: “Am I taking on too much? Do I need to adjust my commitments?”

Boundary-Building Tip:

Identify one work boundary you could set, whether it’s not checking email after a certain hour or setting aside a break in the middle of the day. By protecting this time, you give yourself the chance to recharge, and over time, this balance can help prevent burnout (Bernard et al., 2021).

3. Reflect on Your Routine

Reflection is another powerful tool for building resilience. Research shows that teachers who regularly reflect on their routines are better equipped to recognize stressors and adapt to challenges (Collie et al., 2020). After particularly tough days, take a few minutes to reflect on what might have drained you. Was it an intense staff meeting? A packed schedule? Identifying these stress triggers enables you to think about ways to handle similar situations differently in the future.

Reflection Practice:

Try noting one or two challenging moments at the end of each day. Consider what may have made them difficult and how you might adjust your approach next time. Over time, these small reflections will build up, adding new tools to your “resilience toolkit” and helping you manage stressors with greater ease.

4. Prioritise Self-Care with Intention

Self-care is often seen as a luxury, but in truth, it’s an essential foundation for energetic resilience. Research confirms that consistent self-care improves mental and emotional well-being, helping teachers sustain energy and focus (Neff & Germer, 2013). To make self-care effective, it’s helpful to build it into your routine in a sustainable, intentional way. This could mean spending time on a hobby, going for a walk with a friend, or simply taking a quiet moment with a cup of tea.

Self-Care Practice:

Consider self-care as a “renewal” rather than just downtime. When we see these moments as an investment in our energy and resilience, we’re more likely to make them a priority. By committing to small, regular self-care activities, we ensure we’re recharged and ready for the demands of the classroom—even on the busiest days.

5. Practice Positive Energy Rituals

Positive energy practices are essential for maintaining an optimistic mindset. Research from positive psychology suggests that cultivating gratitude and engaging in short mindfulness breaks can significantly impact our resilience (Fredrickson, 2013). Each day, jot down a few things you’re grateful for, no matter how small. This practice helps shift your focus from stress to positivity, which is especially valuable on challenging days. Another quick energy ritual is visualization: take a few moments to visualise a calm, productive day. This practice can bring a sense of purpose and mental clarity.

Positive Rituals Tip:

Short breaks for deep breathing, visualisations, or gratitude reflections can help re-centre and calm both mind and body. Teachers who incorporate positive energy practices report higher levels of job satisfaction and lower stress levels (Davidson & McEwen, 2012). These little “resets” can make a big difference in helping us stay grounded and energised throughout the day.

Embracing Energetic Resilience for a Sustainable, Joyful Teaching Life

Building energetic resilience isn’t solely about managing stress; it’s about crafting a teaching life that is sustainable and deeply fulfilling. By staying attuned to ourselves, setting mindful boundaries, and prioritising renewal, we ensure we can give our best to our students without compromising our wellbeing. Recent research underscores that teachers who practice these habits are better able to stay resilient, engaged, and inspired in their work (Howard & Johnson, 2020; Steger, 2018).

As educators, we’re not just passing on knowledge; we’re shaping lives, building connections, and creating meaningful experiences. By embracing energetic resilience and adopting these energy boosters for teachers, we can protect our passion for teaching and maintain a joyful, purpose-driven approach to our work. Let’s teach with heart, and remember to keep our own well-being at the center of this journey.

With gratitude,

Liz 💛

Join The Quiet Teacher community and grab my free guide—8 Essential Steps to Declutter Your Classroom—and start simplifying your life today! See below.

References

• Bernard, M. E., Stephanou, A., & Urbach, D. (2021). Teacher well-being and its impact on teaching effectiveness: A path analysis model. Journal of Educational Psychology, 113(5), 965–983.

• Collie, R. J., Shapka, J. D., & Perry, N. E. (2020). School climate and social-emotional learning: Predictors of teachers' sense of self-efficacy, burnout, and job satisfaction. Teaching and Teacher Education, 94, 103–123.

• Davidson, R. J., & McEwen, B. S. (2012). Social influences on neuroplasticity: Stress and interventions to promote well-being. Nature Neuroscience, 15(5), 689-695.

• Fredrickson, B. L. (2013). Positivity: Groundbreaking Research Reveals How to Embrace the Hidden Strength of Positive Emotions. Crown.

• Howard, S., & Johnson, B. (2020). Resilient teachers: Resisting stress and burnout. Social Psychology of Education, 23(2), 453–466.

• Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491–525.

• Neff, K. D., & Germer, C. K. (2013). A pilot study and randomized controlled trial of the mindful self-compassion program. Journal of Clinical Psychology, 69(1), 28–44.

• Roeser, R. W., Schonert-Reichl, K. A., Jha, A., Cullen, M., Wallace, L., Wilensky, R., ... & Harrison, J. (2013). Mindfulness training and teachers' professional development: An emerging area of research and practice. Child Development Perspectives, 7(3), 218-225.

• Schonert-Reichl, K. A. (2017). Social and emotional learning and teachers. Future of Children, 27(1), 137–155.

• Steger, M. F. (2018). Meaning in life and well-being across the lifespan. International Journal of Wellbeing, 8(1), 1-15.