Compassion fatigue in the classroom: Is it contributing to the teacher shortage?

Teachers are often the first responders to the emotional and social needs of students, especially those affected by trauma. But who supports the teachers? According to researcher, educator and former teacher Glenys Oberg, compassion fatigue is a growing concern for Australian teachers, particularly in trauma-impacted classrooms—and it’s driving some out of the profession altogether.

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“My research explores compassion fatigue, secondary traumatic stress, and teacher well-being in trauma-affected classrooms,” she says. Based at the University of Queensland, Oberg’s PhD explores how secondary traumatic stress and compassion fatigue contribute to burnout and attrition. “My goal is to offer practical, multi-level strategies that can support teacher well-being and improve retention in the profession.”

What is compassion fatigue?

Compassion fatigue occurs when teachers experience emotional exhaustion from supporting students through distressing or traumatic circumstances. Over time, this can lead to sleep disturbances, anxiety, and decreased job satisfaction. Eventually, Oberg warns, it can diminish a teacher’s capacity to feel empathy and lead to detachment or even cynicism.

“One participant described feeling like she was ‘just going through the motions’,” Oberg explains. “Another said, ‘I’m crying in the car before work and still showing up. But it’s not sustainable.’”

This emotional burden often remains hidden. Teachers may look like they’re coping, but behind the scenes, many are running on empty.

The classroom consequences

When teachers are overwhelmed, the impact ripples out to students. Oberg notes that stress can affect how teachers respond to challenging behaviour: ‘I used to have so much patience,’ one teacher told her. ‘Now I find myself reacting before I’ve even taken a breath.’

Another teacher reported: ‘When behaviour blows up, which it does several times a day, I just don’t know if I have the energy to respond compassionately.’

Compassion fatigue can lead to reactive discipline, inconsistent expectations, and a breakdown in the critical teacher-student connection. Research shows that when teachers are burnt out, student outcomes suffer too—creating a cycle that’s hard to break.

“The research shows that students of teachers experiencing burnout are more likely to display disruptive behaviour, disengage from learning, and underperform academically. Classrooms become less stable, and without adequate support, the cycle continues.” Glenys Oberg

Practical strategies for teachers

Despite the challenges, Oberg believes there are concrete steps teachers can take to protect their well-being:
• Set boundaries: Switch off email after hours, leave marking at school, and protect time for personal life.
• Debrief and reflect: Structured support through supervision or peer discussions can provide a safe space to process emotions.
• Train in trauma-informed practice: This equips teachers to better understand and respond to trauma-related behaviours from students.
• Connect with peers: Peer-led support groups can reduce isolation and remind teachers they’re not alone.
• Celebrate small wins: Focusing on compassion satisfaction—the joy of helping students—can buffer against fatigue.

What schools can do

Change can’t rest on individual teachers alone. “Schools need to build systems that support staff well-being,” Oberg says.

This includes:
• Regular trauma-informed training
• Scheduled peer support and supervision
• Reducing administrative load
• Recognising the emotional labour teachers perform
• Promoting mental health resources before crisis hits

“When these strategies are embedded into school culture, teachers are more likely to feel valued, supported, and able to sustain their careers long-term,” explains Oberg.

A systemic shift is needed

Ultimately, Oberg argues that individual and school-based efforts can only go so far if systemic issues remain unaddressed. “Real change requires structural support,” she says. “Without systemic reform, individual efforts may be quickly eroded. The conditions of the profession must change if we want our teachers to stay well and stay in the classroom.”

Some of the major policy changes required could include:
• Embedding trauma-informed care into initial teacher training. “Pre-service teachers need training in how trauma affects learning, behaviour, and teacher well-being—not just pedagogical theory.”
• Increasing access and funding to school-based mental health professionals. “This reduces the load on classroom teachers and provides students with the specialist support they need, sooner.”
• Recognising compassion fatigue as a workplace health issue. “This includes tracking it through staff wellbeing surveys, incorporating it into staff health policies, and funding relevant interventions.”
• Improving conditions and compensation. “Pay, class sizes, and job security all play a role in teacher stress. Improving these is not only fair—it’s strategic for retention and workforce stability.”
• Establishing national benchmarks for teacher well-being. “Just as we monitor student wellbeing, teacher mental health should be routinely tracked, reported, and responded to at the policy level.”
Without systemic reform, she warns, the profession will continue to lose talented, dedicated educators.

Looking ahead

Oberg is currently working on a guidebook for teachers titled A Compassion-Focused Approach to Trauma-Informed Care in the Classroom, due out in 2026. She’s also exploring moral injury in teaching—when ethical values clash with system pressures, creating deep psychological distress.

“My mission is to continue translating research into action,” Oberg says, “and advocating for emotionally sustainable schools where teachers can do their best work without sacrificing their well-being.”