Deep barriers exist to teachers accessing mental health support in schools, a new study has found. 

Time pressure, cultures of self-sacrifice, and the discouragement of showing or discussing emotions are severely impacting the ability of teachers to seek support, according to research carried out by psychology academics at the University of Derby.  

In 2024, 86% of teachers reported that their job had adversely impacted their mental health over a 12-month period, according to a Wellbeing at Work Survey from the NASUWT. 

At a time when concerns about teacher wellbeing and retention are increasing amid rising rates of burnout, stress, and anxiety, researchers hope the study will act as a wake-up call to legislators and school leaders.  

The study, designed and led by Professor Frances Maratos, focused on the experiences of teachers who had attended a six-part Compassionate Mind Training (CMT) course offered by the University of Derby.   

After completing the course, staff from four different primary and secondary schools were invited to take part in one of four focus groups exploring the barriers to accepting and engaging in CMT as continuous professional development (CPD).  

While previous studies have shown promising results of the effectiveness of CMT, school cultures and timetables often prevent teachers from accessing such training. 

A key finding of the study was that teachers generally do not feel able to open-up about their emotions at work or do not value wellbeing CPD, despite stress, burnout and poor mental health endemic within the profession.  

Professor Frances Maratos, Professor of Psychology and Affective Science at the University of Derby, and a pioneer of Compassionate Mind Training in education, said: “More and more people are talking about the need to offer teachers better support, but that talk will come to nothing if we don’t look at the bigger picture, which is the barriers that are preventing teachers from accessing help in the first place.  

“Our research has found that there are some deeply ingrained assumptions and practices within the profession that are holding teachers back from even talking about their wellbeing or facing the pressures they are under.  

“While this is not uncommon across working environments, it is a particular cause for concern if teachers do not feel able to reach out for support in a profession that is meant to be focused on caring and nurturing others.  

“For example, in the UK, courses focused on teacher wellbeing are not recognised as continued professional development. However, we know that for teachers to be most effective in their roles, they need to be in good mental health.  

“We urgently need the government and decision-makers to foster a sincere, national conversation about the wellbeing of our teachers and to set the tone that it is okay, in fact vital, for teachers to look after themselves just as much as they do their pupils.” 

Dr Karen Bluth, a key compassion researcher from the University of North Carolina and supporter of the study, said: “For anyone interested in supporting the wellbeing of students and their teachers, this is a pivotal piece of research.  

“It shows that the development of courses and training in self-compassion for schools must go hand-in-hand with a shift in education culture so the wellbeing of teachers is valued and understood to have a critical impact on the wellbeing of students.  

“And it shows that making that shift happen is going to require the commitment of not only teachers themselves but also school leaders, education decision-makers, and parents. The rewards for doing so could be immense: schools where the emotional wellbeing of both teachers and students is a top priority and there is a culture of openness, care, and support.” 

View the full report on https://link.springer.com/article/10.1007/s12671-025-02619-3