With the 2026 school year underway, Australia’s teaching workforce have hit the ground running, but amid the lesson planning, P&C meetings, staff huddles and student wellbeing check-ins, many educators feel like they’re already running on empty this term alone with little respite.
A recent report found that more than two-thirds (68.8%) of teachers describe their workload as “largely or completely unmanageable”, with a staggering 90% reporting “severe stress”. Research shows the stakes of this crisis are high for both educators and the trajectory for student outcomes across Australia.
UNSW research published in 2025 revealed that poor teacher mental health is linked to lower student achievement and reduced classroom quality, highlighting that teachers’ wellbeing impacts both students’ academic results and wellbeing.
For a teacher feeling overwhelmed at the onset of Term 1, one expert says the answer isn’t doing more – it’s doing what matters most: prioritising high-impact teaching, streamlining routines, and using smart tools to cut admin, not add to it.
What gets measured gets managed
Kelly Hollis is Australian Curriculum expert at Education Perfect, a leading learning, assessment and analytics platform for years K-12 in Australian and New Zealand.
She said that as teachers readjust to the classroom in Term 1, establishing a clear, shared baseline for student learning is critical.
“At the start of the school year, clarity matters. A consistent view of where students are at academically means gaps surface early, while they’re still manageable,” Hollis told The Educator.
“Reviewing 2025 learning data can help teachers identify and really pinpoint which concepts students have mastered, and those that need reinforcement, particularly with NAPLAN on the horizon.”
Hollis said the challenge is doing this in a way that doesn’t add extra stress to an already busy workload.
“So, instead of more data it’s about focusing on the right data – context that translates directly into action,” she said. “Used well, this data allows teachers to prioritise their time and tackle the year ahead with confidence, knowing they are addressing the areas that will have the greatest impact on student learning.”
Reflect on what works, and what doesn’t
Hollis said the start of a new school year often brings pressure to “reset” everything, but the real task is separating what actually supports learning from what has become routine or habit.
“Teachers who take the time to pause and reflect, can streamline their classrooms and focus on high impact strategies rather than needing to rebuild,” she said. “This might involve changes as simple as reorganising resources so they are easier to access or simplifying wall displays to better support learning.”
Equally important, said Hollis, is internally setting clear expectations early to prevent student’s Term 1 behavioural spikes.
“By stripping back unnecessary routines and doubling down on what genuinely works, teachers can create a more productive classroom environment,” she said. “A reflective approach helps teachers prioritise their energy and start the year with practices that truly support students and make teaching more manageable.”
Navigating technology with purpose
With the integration of technology, particularly AI, becoming increasingly common to support teachers’ day-to-day work, it’s important to understand how to use it in a way that actually supports teaching and better learning outcomes, said Hollis.
“Screen time can be problematic, or it can be transformational to learning–it very much depends on the efficacy of learning tools being used,” she said. “Teachers benefit most when they use AI with a clear purpose, focusing on curriculum-aligned, safe, and meaningful applications that support learning rather than adding extra tasks.”
Hollis said this might include monitoring student understanding or providing timely feedback on concepts that students find challenging.
“Specialised AI learning platforms can highlight which areas students are struggling with, allowing teachers to plan lessons that target those gaps, revisit content where needed, or off er extra practice,” she said.
“Beyond this, AI can automate routine tasks like tracking progress or providing feedback on exercises, freeing teachers to focus on planning and personalised support.”
Hollis said the real value of technology lies in how seamlessly it supports teachers’ day-to-day work.
“Technology used with clarity that’s integrated into everyday routines gives teachers the time back to support better learning outcomes for all of their students.”