Intense public pressure on educators to “return to classrooms” during the COVID-19 lockdowns exacerbated an already prevalent sentiment of being undervalued, compelling some to reevaluate their teaching careers, according to recent research.
The insights emerge from a comprehensive study conducted by the Universities of Cambridge and York, which monitored a group of primary and secondary teachers over nearly two years beginning in March 2020. This latest report builds upon an earlier study that focused on a smaller cohort of educators during the pandemic, highlighting a significant decline in their overall wellbeing and mental health. The new findings link this deterioration to the public discourse surrounding teachers amidst heated discussions over school closures and their duration.
While frontline workers in other sectors were celebrated as ‘heroes,’ educators felt marginalized from this recognition and were even regarded by some as ‘lazy,’ despite being designated as essential workers. This perception was notably bolstered by incessant media coverage in mid-2020 urging the reopening of schools, which led many teachers to believe that both parents and society at large viewed them as shirking their responsibilities.
Contrary to these misconceptions, teachers were facing mounting workloads as they adapted to fluctuating government policies. The researchers characterized the cumulative effect of public perception as “psychologically costly,” positing that it may have intensified the pre-existing retention crisis plaguing the teaching profession.
Dr. Laura Oxley from the Faculty of Education at the University of Cambridge stated, “Although many parents likely did not genuinely perceive teachers as lazy, the public discussion’s tone led teachers to start feeling that way.”
The study stemmed from an earlier research endeavor titled ‘Being a teacher in England during the COVID-19 pandemic,’ spearheaded by Dr. Lisa Kim from the University of York. This investigation involved a sample of 24 teachers who underwent seven interviews throughout the timeline from April 2020, shortly after schools were initially closed, to July 2022. Over this period, the study documented a notable decline in the participants’ mental health, attributing this to heavy workloads, pervasive uncertainty, and growing feelings of “negative public perceptions.”
In the new analysis, the researchers probed whether these perceptions held true in an objective context. They scrutinized eight prominent national newspapers, uncovering 156 instances where stories regarding COVID-19 and primary education made the front page between March 2020 and January 2022.
These articles often suggested, either explicitly or implicitly, that teachers were directly accountable for school closures and other critical changes within the education sector. Remarkably, spikes in this media coverage coincided almost precisely with instances when teachers reported significant declines in their mental health. While this drop was largely due to external events, the researchers argue that unfavorable media representation aggravated the situation.
The analysis concentrated on front page headlines since they reach an extensive audience, including both dedicated newspaper readers and casual passersby. Education issues garnered substantial attention during key moments, such as the buildup to schools reopening in the spring of 2020 and the phased closures in January 2021.
Some headlines explicitly condemned teachers for “demanding” that schools remain closed. Additionally, national narratives criticized teachers, labeling them as ‘heroes’ expected to return to schools while health risks were ongoing.
The ongoing discourse fostered a sense among educators that the public was anticipating their decision regarding returning to the classroom, leading them to internalize feelings of failing the children they serve.
Dr. Lisa Kim from the University of York’s Department of Education remarked, “There seems to be a relationship between the frequency of these headlines and teachers’ own mental health. Though we cannot determine whether there is a causal relationship, it seems that it added to the pressure, particularly because some commentary seemed to be encouraging a blame culture.”
This perspective was underscored by testimonies collected from the research participants in the prior study. During interviews in April and May 2020, one teacher expressed, “People think we’re at home on full pay doing nothing, which is not great for your mental health.” By that summer, another teacher revealed, “There were times when I felt, and feel, that I’ve had enough. I don’t want to do this anymore, because you can’t see a light at the end of the tunnel.”
Teachers emerged from the pandemic feeling underappreciated and undervalued. In November 2020, after schools reopened, one educator reflected, “I was working really hard, and it almost feels like what we’ve been doing hasn’t really meant anything.” The psychological toll was so severe that many opted to avoid social media, which was rife with negative portrayals of teachers, coining the term “teacher-bashing.”
Given the current crisis in teacher recruitment and retention, these findings raise significant concern. Many educators are deeply committed to their roles, recognizing the intrinsic rewards of teaching, despite the modest financial compensation. However, the pandemic has eroded this sense of fulfillment, according to the researchers, due to a persistent perception of being undervalued.
“It’s striking that so little was said about the extraordinary efforts teachers were making,” Oxley added emphatically. “The narratives we create matter, and we need to think carefully about this if we want to encourage more high-quality professionals into education.”
The findings were published in the academic journal Psychology of Education Review.
Teachers in Lockdown: Underappreciated and Overworked
Well folks, hold onto your hats! If you thought teachers could only grade papers and wrangle kids, think again. Turns out, they’ve been grappling with more than a few dance moves in Zoom classes. According to new research from the Universities of Cambridge and York, teachers during the COVID-19 lockdown were under such intense public pressure to “get back to school” that some even considered “getting back” to another career entirely! And let me tell you, engaging with a bunch of teenagers is easier than stepping back into the dreary world of adult jobs—am I right?
The study reveals a shocking truth: while everyone was lauding frontline workers as heroes—firefighters, doctors, you name it—teachers were off in the corner mumbling, “What about us?” It’s like being the only one at Oscar night without a date. Instead of applause, they were dubbed “lazy” for doing the hard work of adjusting to changes while also teaching through a screen. Yes, you heard that right: teaching from home. It’s like cooking dinner while blindfolded and balanced on a unicycle.
Dr. Laura Oxley from Cambridge sums it up beautifully: “Although lots of parents may not have actually thought teachers were lazy, the nature of public discussion meant that teachers started to feel that was the case.” Imagine that twisted logic: You don’t think I’m lazy, but everyone else thinks I’m lazy, which means… I must be lazy! It’s a psychological labyrinth that would leave even the sharpest minds confused, much like trying to understand a David Lynch movie.
Dodging through media scrutiny, teachers felt as if they were on the front lines of blame. This wasn’t just about lessons and assignments anymore; it was about their mental health! The continuous news stories clamoring for schools to reopen were like annoying buzzers at a game show—‘Bzzzt! Wrong answer!’—while they were dancing between government guidelines and student safety. I mean, shoutout to their multitasking skills! Who knew teachers were also part-time jugglers?
Dr. Lisa Kim, who led the preceding research project, encapsulates this sentiment: “There seems to be a relationship between the frequency of these headlines and teachers’ own mental health.” Well, there’s a shocker! It’s almost as if the more they were muzzled in public opinion, the more of a mental mess they became. Who knew news cycles could be more dangerous to teachers than an unruly classroom during a fire drill?
As if that wasn’t enough, participants in the study shared their personal experiences. One teacher lamented, “People think we’re at home on full pay doing nothing.” Oh, trust me, mate, that sounds like the biggest myth since “True love conquers all.” As the summer dragged on, the mental drain turned into a tsunami of doubt, with quotes like, “I don’t want to do this anymore…” filling the void of what should have been encouraging feedback. That’s like training for a marathon, only to be told, “Nah, just walk it.”
And let’s not forget the media’s gift of “teacher-bashing.” It’s shocking, really—so little airtime was given to teachers’ extraordinary efforts. It’s high time the world recognized that teaching isn’t just an 8-to-4 gig; it’s a line of work that requires passion, patience, and an impressive repertoire of dad jokes. But here we are, with an ongoing recruitment and retention crisis, leaving teachers feeling like they’re starring in a tragic opera rather than engaging in the vibrant world of education.
So, fellow Earthlings, remember this: teachers need a little love, not a public shaming every time the school gates creak open. If we want to attract top-notch educators, we’ve got to start treating them like the heroes they truly are. After all, a happy teacher is a classroom filled with joy—and, let’s face it, who could say no to that?
Lastly, here’s an important takeaway from Oxley’s research: “The narratives we create matter.” Indeed! So let’s craft a narrative that uplifts our educators instead of knocking them down. Otherwise, we might just find our schools turning into ghost towns, with the only residents being forlorn desks collecting dust. Now that’s a scary thought!
This entire study is documented in the Psychology of Education Review. Dive in there if you want the nitty-gritty details—I promise it’s a lot more than just a bunch of graphs and charts (though those are included for the data nerds among us!).
A little incident questions and answers
A relentless pressure cooker, with educators questioning their very calling. A poignant sentiment from another teacher echoed the struggle: “There were times when I felt, and feel, that I’ve had enough. I don’t want to do this anymore, because you can’t see a light at the end of the tunnel.”
To unpack this further, I’m joined today by Dr. Laura Oxley, one of the lead researchers from the University of Cambridge. Thank you for being here, Dr. Oxley.
**Interviewer:** Dr. Oxley, your research sheds light on the challenges teachers faced during the pandemic. Can you explain how public perception impacted their mental health?
**Dr. Oxley:** Absolutely. The intense public pressure for teachers to return to classrooms during lockdown created a narrative that painted them as less committed, which was incredibly damaging. Though many parents didn’t truly believe this, the public discourse surrounding the issue led teachers to internalize these negative perceptions. It became a psychologically costly situation for many.
**Interviewer:** That’s a fascinating yet troubling insight. How did media coverage contribute to these perceptions?
**Dr. Oxley:** Our analysis showed that media narratives often highlighted teachers as responsible for school closures, with sensational headlines that implied they were refusing to work. This not only undermined their efforts to adapt to remote teaching but also contributed to feelings of being unappreciated. We linked spikes in negative media coverage to reported declines in teachers’ mental health, which shows just how impactful those narratives can be.
**Interviewer:** It’s alarming to consider how these external pressures affect educators’ wellbeing. What were some of the specific challenges teachers mentioned during the study?
**Dr. Oxley:** Participants shared feelings of being overwhelmed by heavy workloads and the constant uncertainty in their roles. Many felt that societal expectations were unrealistic, and they frequently dealt with a sense of failure — feeling as though they were letting their students down. One teacher described the impact of public perceptions on their mental health, stating that it felt like they were under the thumb of a blame culture.
**Interviewer:** That must have been incredibly challenging. Looking forward, what changes do you think are necessary to support teachers better?
**Dr. Oxley:** It’s crucial that we begin to shift the narrative surrounding educators. Recognizing their extraordinary efforts during the pandemic is vital. We need to foster a public discourse that values and respects teachers’ work. It’s also essential to focus on providing adequate mental health resources and support systems to help them cope with the residual impact of these experiences.
**Interviewer:** Thank you, Dr. Oxley, for sharing these important insights. It’s clear that we need to engage in more meaningful conversations about the value of educators in our society, especially during such challenging times.
**Dr. Oxley:** Thank you for having me. It’s been a pleasure to discuss this pivotal issue.
**Interviewer:** And thank you to our listeners for tuning in. Let’s continue to recognize and appreciate the hard work teachers do every day. Until next time!