The Realities of Educator Burnout and What to do About it

By: Sera Yoo

Educators need support and empathy so they can give their students their best selves.

An educator calls on a student who is raising her hand.

Burnout is real.

And for educators, it happens so often that it almost feels like it’s part of the job. During my years as a classroom educator, I felt burnout so frequently that I thought it was normal. But it started coming on earlier and earlier each year, and when my body started to fall apart because I could not handle all the stress, it started to impact my classroom practice. When I was dysregulated, it became harder to keep track of routines, schedules, and best practices to create a truly inclusive environment. This ended up impacting my students, especially my disabled students, and causing dysregulation for them at school.

Educators have a lot of responsibility both inside and outside of the classroom. From navigating required curriculum, keeping track of students’ academic progress, supporting students social and emotional well-being, keeping track of individual students IEP goals, grading student work, teaching with limited resources, communicating with families and administrations, attending required training, and much, MUCH more. With all the demands that educators have to meet, it is almost impossible for educators not to get burnt out. According to one research study, educators are more likely to experience anxiety compared to other professional workers, and this has increased significantly since the COVID Pandemic. Another study showed that 55% of educators reported that they plan to leave their profession sooner than originally planned.

When educators are burnt out, they are more likely to fall back into old, familiar patterns of compliance-based behavioral strategies, such as sticker charts and reward systems, to try and get immediate results from students during challenging situations. Compliance-based practices focus on enforcing rules and standards, while failing to consider students’ interests and what they already know. This leads to students feeling more dysregulated and stressed because they feel they cannot be their authentic selves, and they feel like educators view them as “empty vessels” that need to be filled or fixed. Even if educators know that these strategies can only address surface-level challenges and are, at most, short-term solutions that eventually causes students to feel more anxiety, educators revert to them because when they are overwhelmed, it becomes harder to keep track of strength-based practices. And this only increases educators’ burnout because they know they are not at their best and they know it is impacting their students. It ends up creating a cycle of dysregulation for educators and students that is hard to disrupt once it gains momentum.

So what can we do to prevent burnout for our educators and prevent it from impacting our students? While there are many articles that share ways to prevent burnout, I will only share two main points: collaboration and how to collaborate depending on your role.

Collaboration is Key

Too often teaching feels like a very isolated profession, but it doesn’t have to be. Every educator is an expert and has valuable insight, advice, and experience, which is why educators must communicate and support one another. When educators are faced with a challenge, instead of trying to figure it out on their own, they should collaborate with others to proactively address the problem together.

Collaboration Based on Your Role

If you are an administrator, speak with your educators and really listen to them. Educators often need to know there is someone on their side and they are not alone. Acknowledge their hard work and the stress they are experiencing. Just as we know it doesn’t work on students; tough love does not alleviate burnout but only exacerbates it. What can prevent—or at least diminish—burnout is empathy.

If you are a parent, communicate with the educator regarding important information about your child. Let them know if your student had a tough weekend, so they are not caught by surprise. Remember that they are your partner with the same goal of giving your child the best opportunities in school. When educators know you are part of the team, it can increase communication and ensure continuous support for your child both at school and at home.

If you are an experienced educator, reach out and support your newer colleagues. They might not realize they are starting to feel burnout. Be present and listen to them. Encourage them to take breaks and share your experience on how to be flexible during particularly rough days.

If you are a new educator, do not think the stress and anxiety you feel are normal. Instead, find a team that can be your support group. Be okay with taking breaks and asking for help. Make sure to set your boundaries, and it is okay to take each day one at a time.

Ultimately, all the support we give educators trickles down to the students in our classrooms.. Many of us have heard the phrase, “It takes a village to raise a child,” but educators are practically raising a village of children on their own. Educators need support and empathy so they can give their students their best selves. With your support and partnership, they will be better able to meet students’ needs and give them the best experience at school.

Play Is the Work of a Child

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By: Carol Baingana, M.S. CCC – SLP, TSSLD

When we intentionally include independent play, collaborative play, and play-based learning throughout the day, our students become more regulated, engaged, and ready to learn.

a child in a red shirt plays with trains

Have you ever heard the saying, “play is the work of a child”? Many speech-language pathologists and educators know how true this is. Play helps children grow socially, emotionally, and cognitively. In countries like Finland and Sweden, students get more than one hour of recess each day, showing that play is an important part of learning. In the United States, New York City Public Schools (NYCPS) recommends at least 20 minutes of recess daily to make sure students have time to play. But recess alone is not enough. We can build more play opportunities into the school day. Below are three types of play and ideas for how to include them in your classrooms or sessions.

Independent Play

Independent play happens when students choose what they want to play and how they want to play. It gives them freedom and control over their activities. Although it’s sometimes overlooked, independent play supports children with self-regulation, confidence, focus, well-being, and feelings of belonging. Here are some ways to promote independent play:

Add “free time” or “choice time” to your daily schedule. Even 10 minutes of choice time in a week at the end of a period can be meaningful!
Include student interests in play choices. For example, if students love trains or Disney characters, create stations for each interest with train tracks in one area, costumes in another, and maybe a movement zone for active play.
Allow students to choose where they want to go.
Encourage acceptance among staff. If a student only plays with toy penguins and repeats the same play sequence, that’s okay!
Watch and take notes on what brings students joy. Think about how these activities might help them regulate or learn in other settings.
Join in their play when a student invites you. Use this time to build trust and connection. Follow their lead instead of directing the play.
Help students share space and materials by teaching them how to express their needs and respect others’ boundaries.

Collaborative Play

Collaborative play happens when students play and work together toward a shared goal. For example, one student might say, “Let’s pretend we’re firefighters saving a cat,” and others join in the mission. Another group might start a game of chase, tag or hide-and-seek. This type of play helps children practice teamwork, communication, and conflict resolution, which can lead to deeper connections and friendships. Here are some ways we can support collaborative play:

Find out what interests students have in common and add related materials to the classroom.
Set up props and games that invite teamwork, like dress-up clothes, puppets, or board games.
Be a “fly on the wall” & let students lead their play. Avoid jumping in or asking too many questions.
Comment neutrally on what you see (e.g., “You’re pretending to be firefighters together…that looks fun!”).
Take photos for the classroom to celebrate shared play memories.
Step in only when needed. Let students solve problems on their own, but guide them through bigger conflicts that they are having difficulty with.
Support accessibility for students who want to join but are not sure how. For example, if a child takes longer to share ideas, an adult can be there to repeat or rephrase their words so others include them.

Play-Based Learning

Play-based learning is when educators use play to teach specific skills or lessons. The adult plans the activity, but it still feels fun and engaging for students. Examples include online math games, using manipulatives to teach a concept, acting out a story in ELA, or setting up a Halloween scavenger hunt to build social engagement and teamwork. Below are some ways we can support play-based learning:

Plan ahead so activities fit your learning goals.
Use familiar themes that excite students (like holidays, seasons, or popular topics).
Be mindful of students’ backgrounds. Some students may be more familiar with certain games, tools, or traditions than others.
Add student interests and strengths into lessons. For example, if students enjoy animation, one group can draw story scenes while another acts them out.
Give each student a meaningful role that they are good at so everyone can take part and feel successful.
Use playful teaching methods like animated voices, dramatic expressions, songs, or movement to make learning enjoyable. Students are much more likely to enjoy learning when teachers model what joy, fun and curiosity can look like.
In social groups, use play to teach team work, compromise, flexibility, perspective-taking, and other social concepts.

As educators and providers, we know that play supports children’s growth, learning, and joy. Still, curriculum demands can make it hard to fit in time for play. When we intentionally plan to infuse independent play, collaborative play, and play-based learning throughout the school day, our students become more regulated, engaged, and ready to learn.

After-school Restraint Collapse

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By: Vee Pastore, MPH, MST

Consider what you might actually be seeing—a child who has spent the day navigating countless expectations, masking their feelings, and finally releasing the tension in a safe space at home.

Introduction

Have you ever sat in a parent-teacher conference feeling like the teachers and the families are describing two very different children? In school, the teacher sees an easy-going student who transitions from one task to another smoothly, and follows along with the class without redirection. At home, parents report a child who storms off the bus each day—sometimes exploding, other times shutting down completely. If that sounds familiar, the child in question may be experiencing after-school restraint collapse (ASRC).

What is ASRC?

After-school restraint collapse (ASRC) refers to when a child seems to cope well throughout the school day but then experiences a significant emotional release—or “collapse”—once they return to a safe space, like home. ASRC can look like an unexpected tantrum, an intense surge of emotion, or difficulty accessing usual coping strategies. Parent and therapist Andrea Brambila explains, “Long days away from your favorite people are hard for little brains. Combine that with underdeveloped emotional regulation, and it’s no wonder there are more meltdowns” (@brambila_bits, 2025).

Although academic research on ASRC is limited, much of what we know comes from parent accounts and clinical observations. The phenomenon is widely recognized: after-school restraint collapse is a very real response to the effort of “holding it together” all day. So when a parent describes their “screaming monster,” consider what you might actually be seeing—a child who has spent the day navigating countless expectations, masking their feelings, and finally releasing the tension in a safe space at home.

Why is this happening?

In a dynamic environment like school, students must navigate shifting social rules, changing expectations from adults, constant cognitive demands, overwhelming sensory input, and often insufficient accommodations. For neurodivergent children, who may process these experiences differently than their peers, the school day can feel especially taxing.

When students have spent hours bottling up feelings and suppressing their needs, they often release their “true emotions” once they reach a safe space. Andrea Loewen Nair, the counsellor and parenting educator who coined the term after-school restraint collapse (ASRC), emphasizes that every child experiences this release differently. Some may become tearful and withdrawn, while others erupt in yelling, throwing objects, or lashing out verbally. These behaviors are not signs of a “bad kid” or poor parenting, but indicators that the child has reached their limit and needs support.

Although much of the conversation around ASRC focuses on elementary-aged children, teenagers and adults can experience it as well—highlighting that this is a universal response to prolonged stress and emotional suppression.

The Dangers of Masking

On any given school day, children may suppress difficult emotions, mask sensory discomfort, keep struggles to themselves, and say “yes” when they really mean “no.” For autistic students, this often takes the form of masking—suppressing aspects of themselves to appear more neurotypical in environments not designed with their needs in mind. While masking can function as a survival strategy, it often takes a serious toll on mental health, causing exhaustion, burnout, anxiety, depression and loss of identity (Simply Psychology, 2025).

Whether the challenges children perceive during the school day are major or minor, the body’s “alarm system” responds the same by releasing stress hormones and activating the fight-or-flight response. When students don’t feel safe enough to be their authentic selves, they may begin to mask their neurodivergent traits—a common experience autistic people describe in navigating a non-autistic world, often starting as early as elementary school.

Managing stressors and reducing the need for masking is crucial for the well-being of neurodivergent children. And, it’s up to the adults in their lives—educators, caregivers, and parents—to recognize triggers, create safe spaces, and provide the support that helps students move through a demanding school day without carrying the hidden burden of pretending to be “okay” all day.

5 Tips to Support ASRC

Kids don’t need adults to “fix” their moods—they need us to ride out big feelings alongside them and help them manage their energy until they’re ready to do it on their own. Beyond building predictable routines, teachers and caregivers can adjust expectations and be prepared to co-regulate with students when needed.

Here are five neurodivergent-affirming practices trusted adults can use to support children experiencing after-school restraint collapse:

Give Space/Time

At school, students who are prone to ASRC would benefit from consistent access to a break area so that they can unmask and regulate their overactive nervous systems. Providing this option proactively—rather than only after a meltdown—helps students feel safer and more in control.
At home, children who arrive on the verge of exploding or imploding often need immediate time to decompress in their “safe space.” Before expecting them to talk, engage, or transition into family routines, give them quiet. A sensory-friendly area equipped with calming tools—such as soft lighting, weighted blankets, or fidgets—can help ground them until they’re ready to reconnect.

Connect & Co-regulate

At school, while teachers may not be able to provide the same physical comfort as a caregiver, they can attune to students’ arousal states and offer co-regulation throughout the day. This might look like using a calm tone, modeling steady breathing, or simply sitting nearby to signal safety and presence.
At home, children benefit from knowing their big feelings are seen and accepted. Validating their emotions and offering comfort—even if a hug or cuddle is declined—shows them you recognize how hard the transition home can be. Some kids may want a parent to read aloud, sit close, or provide hands-on calming support, while others may need time to settle before they can accept this connection.

Refuel

At school, hunger and dehydration make it much harder for students to focus and participate. Teachers can support regulation by ensuring students eat their lunch, building consistent snack times, and providing regular access to water and bathrooms throughout the day.
At home, caregivers can help by offering water and nutrient-rich snacks right after school. Meeting these basic physical needs first can prevent further dysregulation and give children the energy they need to settle, reconnect, and recover from the day.

Limit Demands

At school, teachers and practitioners can learn to recognize students’ triggers and reduce unnecessary demands before stress escalates. Prioritizing regulation over compliance helps prevent meltdowns and creates space for students to recover their energy.
At home, regulation should come before responsibilities. Homework, chores, and even enjoyable activities can wait until a child is calmer and more settled. If after-school commitments like sports or lessons are part of the routine, consider scheduling them later in the day to allow time for decompression first.

Movement

At school, scheduling regular movement breaks gives all students a chance to reset, release energy, and “get back into their bodies.” This can look like stretching, dancing, or other brief physical activities built naturally into the day.
At home, families can encourage play, outdoor time, or simple physical activity to help children discharge stress. Movement lowers cortisol, supports regulation, and makes it easier for kids to transition into calmer states after a demanding day.

These neurodivergent-affirming practices honor children’s experiences, reduce the hidden burdens of masking, and help them navigate a challenging day with greater resilience, understanding, and care. The next time you notice a student quietly complying in class—or see your own child run off the bus in tears—remember: they’ve been working incredibly hard all day. In those moments, what they need isn’t correction or instruction, but patience, understanding, and support to help them regulate, recover, and feel safe.

5 Practical Steps to increase Family Involvement in Inclusive Classrooms

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By: Heather Clarke MSPED, MS., Ma(Econ.)

As teachers and school staff we want to interact with parents and guardians with sensitivity and caring and actively work to include parents and caregivers of students of disabilities to increase their presence and involvement in our classrooms and the schools.

Children sitting on chairs at art table with art materials

As both a mother and a teacher I know how important it is to be involved in my children’s school. I also know it’s not easy to juggle work, my children’s activities, and everyone’s demanding schedules. Family involvement becomes even more challenging when considering the additional concerns, demands, and needs that families of students with disabilities may have.

Yet, research shows that positive family involvement is one of the keys to a student’s academic success. As educators we want to make sure that we not only create an inclusive environment for our students but also create an inclusive environment for our students’ parents, guardians and the grown-ups that take care of them. This is especially important for the families of disabled students, because this not only results in better academic outcomes for students with disabilities, but also in a stronger sense of belonging, and is mandated under federal law. When students’ families feel valued, it typically means their kids feel valued too.

As educators we should work to cultivate partnerships with families with sensitivity and care. Educators should actively work to include the families of disabled students into their classrooms.

Below is a list of five practical steps that teachers can use to collaborate with parents and guardians of students with disabilities to promote their inclusion in the classroom and school community.

1. Establish a communication system: Set up a meaningful and easy way to communicate that works for all parties. Decide whether you will use a communication notebook, Class Dojo, Or Zoom Meetings and emails or some combination and what frequency regular communication will occur. Make sure that your communication is clear, accessible, and at a time that works for all parties since parents and guardians may have non-traditional work schedules. In your communication, always highlight what your students are doing well. Positive Feedback builds bridges and maintains collaborative relationships.

2. Conduct an informal Family Interview: Send home an informal family interview to get to know your students and their family. Consider including questions about; special interests, what they like to do for fun, family holidays, cultural celebrations, likes and dislikes? Make sure you translate the interview into their home language.By inviting families to share about their student, you both learn valuable information for your classroom and build connection with the family. As a bonus, consider making a special bulletin board to share these interviews.

3. Include images and items from home in your classroom: Create a special bulletin board or area in the classroom that has images of your students’ homes, loved ones, and cultures. Encourage your students to bring in photos from home, bring in flags that represent their culture, or draw special pictures that remind them of home. A dedicated space in the classroom acts as a touchstone that lets them know that their homelife and home culture matters and is not separate from their school life. Additionally, encourage students to bring in a special item from home that they can use for grounding in moments of distress or dysregulation. This item can be something as simple as a favorite stuffed animal that they keep in their locker or cubby or a special photo of their family that they can use as needed.

4. Invite families to be the teachers: Invite the parent/ guardian or family member to teach or share something with the class.For example,they could share a song, rhyme, handclapping routine, art making, story telling, or anything meaningful to the child and the family. It can be especially powerful if presented in their home language. Consider virtual opportunities as well since in-person may not be feasible. These opportunities are engaging and memorable for the entire class and make families feel included.

5. Have a Neurodiversity and Disability Celebration Day – Invite the entire class community to come in and celebrate disability. Representation Matters. Incorporate posters and books of famous people with disabilities and neurodiversity in your classroom book collections and highlight the accomplishments and contributions of these individuals. In preparation for the day students can read biographies about disabled and neurodivergent scientists, athletes, artists and more and make posters or presentations about these individuals to share at your celebration. Highlight Simone Biles, a record-breaking gymnast with ADHD, as well as Oscar-winning musician Quest Love and Grammy-winning singer-songwriter Muni Long, both of whom are Autistic. An event like this is an opportunity to invite families of disabled students in and celebrate them and individuals like them- showing how disabled people are valued members of society that make meaningful impact everyday and whose neurodivergence and disability is a positive part of who they are.

As teachers and school staff we are pulled in so many directions, and we have so many demands on our day but building a good relationship with our students’ families is one of the best ways we can set up our students for success. Getting to know the families, especially of students with disabilities demonstrates that we care and encourages them to engage because they feel welcome in the classroom and school community.

Letter from the Editor – Fall 2025

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Dear Readers,

Last Fall we launched our digital magazine, The Nest Egg, because we wanted to expand how we share evidence-based inclusive practices from the NYU Nest Support Project to a wider audience. It has been my pleasure and honor to not only write some of the articles but to also be the Editor-in-Chief of this digital platform. Our writers offer a wide range of expertise, they are educators, speech language pathologists, and administrators with years of experience in elementary, middle, and high schools. Our writers come from diverse backgrounds, drawing on their personal and professional experience in their pieces. This past year The Nest Egg included articles on a range of topics, from creating sensory sensitive classroom environments for all students, to respecting students’ cultures in the classroom, reimagining self-advocacy, and multimodal communication, which you can access via the side panel and click on “2024-2025”.

As we start this school year, we are excited to share more evidence-based and best inclusive practices with our readers. Our first quarterly digital publication will start with articles on After School Restraint Collapse (ASRC) and increasing family involvement in inclusive classrooms, with articles to come in future editions on the importance of self-regulation and co-regulation for students, and so much more.

We are excited to have these best practices out in the world. Thank you for joining us in making our educational spaces more accessible and inclusive.

Best,

Heather