By the time September rolls around, many new teachers are already running on empty. They’re buried under heavy workloads, endless admin, and the constant pressure to do it all – plan lessons, mark work, support struggling kids, and keep classrooms inclusive.
However, research shows teacher training often doesn’t line up with the realities of the job, leaving them feeling unprepared from the start. Without proper support or strong connections at school, it’s easy to feel isolated and overwhelmed. The inevitable result is rising stress, burnout, and far too many early-career teachers walking away before they’ve had the chance to find their feet.
Why the first classroom shocks so many
Dr Jessica Werner, founder and CEO of Northshore Learning, has worked with schools worldwide as an instructor, a professor of education and classroom management, and a consultant.
With more than 20 years of experience, Dr Werner has a firm finger on the pulse of the challenges driving teachers out of the profession, from classroom stress and policy blind spots to the urgent need for smarter, low-cost strategies that actually stick.
“There is some shock, I think, when you are in your own classroom for the first time with no embedded support like you had in your education program,” Dr Werner told The Educator.
“The needs of the students tend to surprise many people, even those with extensive student teaching experience, because no matter what you have been exposed to, each class is going to be uniquely wonderful and uniquely challenging.”
Dr Werner said that for a new teacher, the bar is as high for them as anyone else.
“Parent and administrative expectations are very high, and you are expected to perform as a veteran teacher, meeting student needs, managing behaviours, understanding the school culture and system – yet all of it is brand new,” she said. “It is exhausting and overwhelming and that sets in quickly.”
New teachers need more than a buddy
When asked what administrators and policymakers often overlook in supporting early-career teachers, Dr Werner said one of the biggest blind spots is assuming that assigning a mentor teacher is enough support for newcomers.
“Typically, the mentor teacher is a full-time staff running his/her classroom and there isn’t much time or bandwidth to truly mentor a new teacher into the system,” she said.
“I recommend that administrators consider providing outside coaching support to new teachers, who have the sole job of supporting them and offering them guidance as they begin their careers.”
Administrators should also provide more touch points with new staff than they think is necessary, Dr Werner suggested.
“A check-in daily may be required, that can gradually turn into weekly or monthly, however, at the beginning being actively involved with knowing how your new teacher is settling in is in everyone’s best interests.”
Practical, low-cost strategies for principals
To boost teacher resilience and belonging, Dr Werner recommends in-person check-ins.
“First of all, they are completely free. A five-minute check-in can go a long way in establishing rapport with a new teacher,” she said, adding that it is important for principals to check-in early and often.
“A low-cost strategy is to engage with an outside coach who can work directly with the teacher and other teachers who want support with their professional growth – this is not just for new teachers, but for everyone.”
Dr Werner said this is much more cost effective than hiring a full-time staff member, and an added benefit is that this person is an objective third party.
“We find that teachers we work with appreciate that we are not ‘system insiders’ – like a colleague, board member or parent,” she said.
“We bring an objective lens without the teachers having to worry about trust, conflict of interest, or backlash about what they would like support with.”