Burnout crisis gripping NI teachers as 91% report high stress and nearly half consider quitting, major study finds

A major all-island study has revealed that vast numbers of teachers across Northern Ireland are experiencing serious work-related burnout, with nearly half now considering leaving the profession — raising fresh concerns about the sustainability of the education system.

New research from Dublin City University’s Centre for Collaborative Research Across Teacher Education, carried out in partnership with St Mary’s University College Belfast, found that 91% of teachers surveyed are experiencing moderate to high levels of burnout, while 46% say they are likely to leave the profession as a direct result of work-related pressures.

The findings, based on responses from more than 600 primary and post-primary teachers between November 2025 and January 2026, point to a workforce under sustained strain, with consequences already being felt in classrooms and raising alarm over future recruitment and retention.

Workload dominates as near-universal driver of burnout

The research identifies workload as the overwhelming pressure point, cited by 95% of teachers — making it the single most consistent and dominant factor across the entire study.

But the strain is not confined to workload alone. Teachers reported a combination of systemic pressures, including rising expectations from parents, increasing complexity in classrooms, and organisational challenges within schools.

Unrealistic parental expectations were cited by 59% of respondents, while 47% pointed to unrealistic expectations from schools themselves. A further 46% highlighted the challenges of working with pupils with Special Educational Needs (SEN), underlining ongoing concerns around resourcing and support for inclusive education.

Other contributors included organisational structures (43%), classroom management pressures (27%), broader school culture (25%), physical working conditions (25%), and lack of collegial support (22%).

Mental health concerns impacting classroom delivery

Alongside burnout, the study reveals significant concerns about teachers’ mental health and its impact on pupils.

A combined 32% of teachers rated their mental health as poor or very poor over the past year, including 7% who described it as “very poor” and 25% as “poor”. Only 5% rated their mental health as “excellent”.

Crucially, teachers experiencing poor or very poor mental health reported that it was already affecting their ability to engage effectively in teaching and learning with pupils — highlighting a direct link between staff wellbeing and classroom outcomes.

The data also shows that 25% of teachers report a low sense of personal accomplishment, while just under half (46%) have received any formal training on managing their own mental health and wellbeing — exposing a gap between the scale of the issue and the level of institutional support available.

Retention fears deepen as one in five expect to leave

Beyond immediate wellbeing concerns, the study highlights growing fears about long-term workforce stability.

In addition to the 46% who say they are likely to leave due to burnout, 18% of teachers indicated they do not expect to remain in the profession long-term at all.

These figures sit against a wider backdrop of recruitment and retention challenges across the UK and Ireland, raising questions about how schools will maintain staffing levels if current trends continue.

The findings mirror similar research in the Republic of Ireland, where 85% of teachers reported moderate to high burnout levels and 42% indicated they were likely to leave — reinforcing the scale of the issue across the island.

Researchers call for systemic change, not short-term fixes

Researchers behind the study have warned that tackling burnout will require long-term structural reform rather than short-term interventions.

Dr Sabrina Fitzsimons of DCU’s research centre said:

“This study is a reminder that teacher burnout cannot be addressed through temporary measures or initiatives focused solely on enhancing teacher resilience in the face of ongoing stressors.

“It demands Cathedral Thinking. That is, the ambition to deliver meaningful systemic change and rebuild the conditions of teaching for the long term, so that teachers are supported not only to stay in the profession, but to flourish and continue doing the profoundly important work of education. That work must begin by really listening to teachers.

“The findings are similar to those which emerged from a similar survey of teachers in the Republic of Ireland which also indicated significant workload concerns. Teachers are the backbone of our schools across the island of Ireland, without which our schools simply would not function. We need to see them supported.”

Paul Hazzard, Associate Lecturer at St Mary’s University College Belfast, added:

“Excellence in the classroom begins with the teacher. When we protect the wellbeing of the teacher, we protect the quality of our children’s future.

“If we are serious about the future of education, we must be serious about protecting the wellbeing of teachers. Supporting teachers is an urgent moral responsibility. Simply, there is no route to educational excellence without teacher wellbeing.”

Political response highlights system pressures and infrastructure issues

Responding to the findings, Ulster Unionist Party Leader and Education spokesperson Jon Burrows MLA said the figures reflect what many teachers are already experiencing daily.

“These figures are deeply troubling but, sadly, not surprising having engaged with many teachers up and down the country. Teachers and classroom assistants are being asked to do more with less, and the stress and burnout levels are significant.

“We have the best teachers we could ask for, but they need better support, and classroom assistants in particular deserve better pay and professional accreditation. Many teachers and classroom assistants increasingly work with children with additional needs and it is important for both the pupil and teaching staff that there is the corresponding increase in training and resources.

“The pace of change and the sheer volume of consultations landing on schools is dizzying. Change is necessary, but it must be implemented with sufficient time for proper consultation and adjustment. I have already raised in committee the issue of the Education Authority sending masses of information to principals every week, and I am writing to the EA again to press for this to be properly streamlined.

“These pressures are further compounded by insufficient substitute teacher availability and ongoing problems with the NISTR IT system for accessing cover staff. We cannot have a serious conversation about tackling burnout without addressing the bureaucratic burdens and broken infrastructure that are making an already difficult job unsustainable.”

How burnout is measured — and why the findings matter

The study uses the Copenhagen Burnout Inventory (CBI), a recognised tool for measuring emotional exhaustion — one of the core components of burnout as defined by the World Health Organisation.

The WHO classifies burnout as an occupational phenomenon resulting from chronic workplace stress that has not been successfully managed, characterised by emotional exhaustion, depersonalisation, and reduced personal accomplishment.

The CBI assesses burnout across three dimensions — personal, work-related, and student-related — using a 19-question scale scored between 0 and 100.

Scores between 50 and 74 indicate moderate burnout, already considered serious, while scores above 75 reflect high burnout, associated with increased risk of physical and mental health deterioration, long-term absence, and potential exit from the profession.

With 91% of teachers in Northern Ireland now falling into moderate or high burnout categories, the findings point to a profession operating well beyond optimal stress levels.

Protective factors identified — but require structural support

Despite the scale of the challenges, the study also identifies key factors that can support teacher wellbeing if properly embedded.

Teachers highlighted five interconnected protective themes: peer connection, leadership support, workload protection, teacher agency, and recovery capacity.

Researchers say these areas offer a roadmap for improving working conditions — but only if addressed through systemic reform rather than isolated initiatives.

Largest study of its kind signals long-term concern

The research forms part of a wider all-island study into educator wellbeing, which has already gathered data from more than 2,500 teachers and school leaders, making it the largest study of its kind across Ireland.

An executive report focused specifically on Northern Ireland is due to be published later this year, with the findings expected to inform ongoing debates around education policy, teacher support, and workforce sustainability.

The emerging picture is of a profession under sustained pressure, with implications not only for teachers themselves, but for pupils, schools, and the future shape of education across Northern Ireland.

Key findings from the Northern Ireland teacher wellbeing study

• 91% of teachers report moderate to high levels of burnout

• 46% say they are likely to leave the profession due to burnout

• 95% cite workload as a contributing factor

• 59% point to unrealistic parental expectations

• 47% highlight unrealistic expectations from schools

• 46% cite challenges linked to Special Educational Needs (SEN)

• 43% identify organisational or structural issues within schools

• 32% rate their mental health as poor or very poor

• Only 5% rate their mental health as excellent

• 25% report a low sense of personal accomplishment

• 46% have received training on mental health and wellbeing

• 18% do not expect to remain in teaching long-term

• Over 2,500 educators have participated in the wider all-island research

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At a glance

• 91% of NI teachers experiencing moderate to high burnout

• Nearly half (46%) considering leaving the profession

• Workload cited by 95% as primary pressure

• 32% report poor or very poor mental health

• SEN challenges and parental expectations key stress drivers

• Only 46% have received wellbeing training

• One in five do not expect to stay in teaching long-term

• Study based on 600+ NI teachers, part of 2,500-strong all-island research