Stressed and overwhelmed: South Africa’s teachers are ready to drop out
Nontobeko is a high school teacher in Khayelitsha, Western Cape. Despite her more than ten years of experience in the field, she dreads going to work every day. “Teaching has become a nightmare. We are not just educators anymore; we are counsellors, social workers, and administrators all while trying to manage classrooms,” the 34-year-old tells Health-e News.
In May last year, Nontobeko reached a breaking point due to the demands of teaching and was admitted to a mental health facility for 21 days. “It’s too much. We teach more than 30 pupils in a class and have to deal with different behaviors from them. Imagine being mocked or called names by your pupils in front of the whole class. Some don’t take their schoolwork seriously, but on the other hand, the education department holds us accountable for poor results,” she explains.
Nontobeko’s sentiments are echoed by teachers who participated in an online survey conducted recently by Stellenbosch University (SU). Half of the participants indicated they plan to leave the profession within the next 10 years. The main reasons cited were an overwhelming workload and an increasing administrative burden.
Sakhi, a 49-year-old Grade 10 and 12 teacher from Cofimvaba, says teachers often have to deal with learners who face adversity in their communities. “We often have to deal with parents who refuse to acknowledge their children’s psychological issues. Instead, they blame teachers. We’re constantly under pressure, and it builds up to the point where you feel completely trapped,” he says.
Roshni Parbhoo-Seetha, from the South African Depression and Anxiety Group (SADAG), says many teachers experience secondary trauma, the emotional and psychological impact that comes from hearing about or dealing with other people’s trauma. This is particularly evident in communities where poverty, violence, and substance abuse are prevalent.
South Africa’s teachers are increasingly facing chronic stress, anxiety, burnout, and even depression as a result.
Barriers to mental health services
There is an urgent need for mental health support in South African schools. Children and adolescents face severe mental health pressures brought on by high levels of poverty, violence, and abuse. It’s estimated that one in 10 children have a diagnosable mental illness.
In the absence of school psychologists or social workers, teachers are left to manage complex social issues alone. This not only adds to their responsibilities but also contributes significantly to stress, emotional exhaustion, and eventual burnout.
“Many teachers are struggling and report feeling overworked and unsupported. This is pushing them out of the profession,” says Dr Heleen Hofmeyer, one of the authors of the SU study.
“Teachers are expected to be more than just educators; they serve as counsellors, social workers, and even crisis managers. Yet they are rarely given the mental health support they need to fulfill these roles.”
Hofmeyer says addressing this crisis requires structural change.
“There is a clear need for mental health and social support in schools for teachers. We also need to reduce the administrative burden on teachers so they can focus more on learners. To ensure quality education in South Africa, we must invest in teacher well-being.”
Beyond systemic challenges, stigma remains a powerful barrier preventing teachers from seeking the help they need.
Parbhoo-Seetha says many teachers fear being perceived as weak or incompetent.
“I didn’t want to seem weak in front of my colleagues, so I kept everything to myself until I broke down,” says Nontobeko.
“This fear is often intensified in school environments where mental health is not openly discussed. As a result, teachers suppress their symptoms, avoid seeking help, and turn to unhealthy coping mechanisms that can worsen their condition over time,” she adds.
She also points out other critical obstacles: “Private mental health care is often unaffordable on a teacher’s salary. Public services, on the other hand, are limited, under-resourced, and come with long waiting periods. On top of that, there’s a lack of awareness; many educators don’t recognize the symptoms of mental distress, or they don’t know where to find help.”
She says time constraints further compound the problem.
“Teachers often have so little time to prioritize their well-being, even when they know they need support.”
While Nontobeko had medical aid that covered her stay at the mental health facility, many of her colleagues don’t have the same access.
“Not everyone has medical aid, and there was no word from the school,” she says.
Department of Education spokesperson Elijah Mhlanga says teachers, like other professionals, are entitled to sick leave.
“When psychological support is needed, teachers are encouraged to access services where they are available,” he explains. “In addition to existing leave provisions, we have a partnership with SADAG, which offers psychological services at no cost. This is part of our ongoing commitment to supporting the well-being of our teachers.”
Need to improve access
Parbhoo-Seetha says access to psychosocial services remains limited across the country.
“While rural areas often lack adequate resources, it’s important to remember that urban regions are not without their challenges. Teachers in high-pressure environments, particularly in provinces like Gauteng and the Western Cape, are facing alarming levels of stress and burnout. This issue has been highlighted by experts in the field, who are calling for schools and policymakers to prioritize mental health education and expand access to support services, especially in underserved communities.
The pressure on teachers in these provinces is immense, with high workloads, demanding students, and limited resources contributing to their stress levels. Many teachers are experiencing burnout, which can have serious consequences on their mental and physical health. This issue is further exacerbated in underserved communities where teachers may not have access to adequate support systems.
Experts are urging schools and policymakers to take action to address this growing problem. They are calling for mental health education to be integrated into teacher training programs, so that educators are equipped with the tools they need to cope with the pressures of their job. Additionally, they are advocating for the expansion of support services in schools, including counseling and wellness programs, to help teachers manage their stress and prevent burnout.
It is crucial that steps are taken to support teachers in high-pressure environments, as their well-being directly impacts the quality of education they are able to provide to their students. By prioritizing mental health education and expanding access to support services, schools and policymakers can help to ensure that teachers are able to thrive in their roles and continue to make a positive impact on the lives of their students.
