Mindful Teaching, Teacher Burnout, and the Importance of Caring for the Person Behind the Profession > Likes and Comments
What really stayed with me was the tension between teachers entering education because they want to make a difference and gradually becoming exhausted by the very work they care so deeply about. How does Practicing Presence challenge the idea that being a dedicated teacher means continually putting students' needs ahead of one's own, and what might change in education if teachers' well-being were treated as an essential part of their professional responsibility rather than something they must manage privately?
As I reflected on the book's central idea, I began wondering whether being present is more complicated than simply paying attention to what is happening around us. When teachers are surrounded by lesson plans, classroom interruptions, student needs, administrative demands, and worries about what remains unfinished, what does it truly mean to inhabit the present moment, and how can teachers distinguish genuine presence from merely getting through the school day?
Hello everyone, I'm honored that you are reading my book.In reference to the first question, I do believe that teachers' well being needs to be integrated into the rhythm of their professional days. Just last month I presented at Stanford on the topic of Bookending and Bridging the Day with Presence. It's a way to incorporate presence all throughout the day - with students. The model I designed is so simple, yet impactful. CONNECT-GROUND-ENGAGE-REFLECT
Hi Mara,Genuine presence doesn't feel overwhelming. Your nervous system isn't dis-regulated. When you are designing lesson plans, you do just that- when you are interrupted, you deal with just that. Chapter 5 of Practicing Presence talks about Ever-Lasting Focus and gives some good tips on how to focus your energy. This is a favorite chapter for many.
Thank you for sharing this with us! I really appreciate your point that teachers' well-being should be integrated into the rhythm of their professional days rather than treated as something separate from teaching. Your CONNECT-GROUND-ENGAGE-REFLECT model sounds like a practical way to bring presence into everyday classroom experiences without adding another burden to teachers' already busy schedules.I also find it interesting that your approach connects caring for oneself with engaging more meaningfully with students. I'd love to hear more about how teachers can use this model during particularly stressful school days, when finding even a few quiet moments can feel difficult.
Thank you again for joining our discussion and sharing your insights with us!
Hi Dr. Lucas,Thank you for sharing this perspective! I really like the distinction between being fully present in one task and feeling overwhelmed by everything happening around you. The idea of responding to what is in front of you, rather than mentally carrying every responsibility at once, is a valuable lesson for teachers and anyone managing competing demands. Chapter 5 sounds especially helpful, and I can see why Ever-Lasting Focus resonates with so many readers. I appreciate you pointing us toward these practical strategies!
Lisa wrote: "Hi Mara,Genuine presence doesn't feel overwhelming. Your nervous system isn't dis-regulated. When you are designing lesson plans, you do just that- when you are interrupted, you deal with just tha..."
What interested me was the challenge of managing one's own emotional responses while remaining responsible for a room full of students with different needs, behaviors, and personalities. How can teachers use self-regulation to respond thoughtfully during difficult classroom moments without confusing emotional regulation with suppressing frustration, ignoring legitimate concerns, or expecting themselves to remain calm under every circumstance?
As I considered the pressures educators face, I wondered how much of their exhaustion comes from the expectation that they should always know what to do, meet every student's needs, and handle every challenge successfully. How can practicing self-acceptance help teachers recognize their limitations and learn from their mistakes without allowing imperfection to become a source of shame, professional insecurity, or diminished commitment to their students?
Please try to tag each other question it wont be confuse, we know that this is your first time doing this.
Thank you so much for explaining this. I really love the idea behind your model, especially how being present helps teachers recognize what their students need in each moment rather than assuming everyone needs the same approach. The idea of using your logo and an arrow to show where students are focusing is also very thoughtful and practical. It’s a beautiful way to make presence something teachers can actively practice in the classroom. I truly appreciate you sharing more of your work with us!
One issue I kept returning to was the difficulty of maintaining boundaries in a profession where teachers may feel morally obligated to keep giving more of themselves. How can teachers establish healthier boundaries around their time, emotional energy, and responsibilities while remaining responsive to students' needs, and how should schools distinguish between a teacher's reasonable professional commitment and an unhealthy expectation of unlimited personal sacrifice?
I really appreciate this perspective. I especially like the idea that mindfulness and presence should be practiced together by teachers, school leaders, and students, rather than treated as skills students must develop on their own. When educators model these practices, they not only support their students' growth but also nurture their own well-being. It is a beautiful reminder that learning to be present can benefit the entire school community. Thank you for sharing this thoughtful insight!
Lisa wrote: "Karima wrote: "Please try to tag each other question it wont be confuse, we know that this is your first time doing this."Just to check, do you mean like this- respond directly underneath the com..."
yes
I found myself wondering whether individual self-care strategies can succeed when the wider school environment continues to create the conditions that make those strategies necessary. What responsibility do school leaders and educational institutions have to support mindful teaching through realistic workloads, supportive relationships, professional autonomy, and adequate resources, and where should the responsibility for addressing teacher burnout be shared between individuals and the systems in which they work?
Charlotte wrote: "What interested me was the challenge of managing one's own emotional responses while remaining responsible for a room full of students with different needs, behaviors, and personalities. How can te..."That's a really great question. We don't want to repress our emotions, but we also need to respond rather than react in the midst of teaching (chapter 2 in the book). I have found that in the workshops I facilitate, when we practice some grounding techniques, like the STOP process, and a Presence Pause, if teachers use these practices consistently, they become second nature, and allows your emotions to settle, and can then navigate difficult situations with more skill and sensitivity.
Karima wrote: "As I considered the pressures educators face, I wondered how much of their exhaustion comes from the expectation that they should always know what to do, meet every student's needs, and handle ever..."Oh do I understand that tendency. We want to have it all under control and do our best, but I've learned the hard way, perfection is over rated. Self compassion is much more valuable and takes away those high expectations. We all need to go easier on ourselves. I think understanding the concept of common humanity helps, most people are doing the very best they can, and we all make mistakes. It's how we feel afterwards that affects our psyche. I've spent the last 3 years training as a Therapeutic Coach, and I've learned a lot about how overactive our inner critics can be. The first step is to recognize when that inner critic voice inside has begun to judge.
waiting for you to answer my question
Gibson wrote: "What really stayed with me was the tension between teachers entering education because they want to make a difference and gradually becoming exhausted by the very work they care so deeply about. Ho..."In reference to the first question, I do believe that teachers' well being needs to be integrated into the rhythm of their professional days. Just last month I presented at Stanford on the topic of Bookending and Bridging the Day with Presence. It's a way to incorporate presence all throughout the day - with students. The model I designed is so simple, yet impactful. CONNECT-GROUND-ENGAGE-REFLECT
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Thank you for sharing this, Dr. Lucas! I really appreciate the distinction between repressing our emotions and learning to respond with greater awareness rather than reacting in the moment. The idea that practices like the STOP process and a Presence Pause can gradually become second nature is especially meaningful. It shows how small, consistent habits can make a real difference in helping teachers navigate challenging situations with greater calm, patience, and sensitivity. I love how this connects mindfulness with the everyday realities of teaching!
Thank you, Karima, for sharing such a thoughtful reflection. I especially love your point about common humanity and learning to quiet our inner critic. We can be so hard on ourselves when, in reality, we are all learning, growing, and doing the best we can. Self-compassion reminds us that mistakes do not make us failures, but simply human. Your journey as a Therapeutic Coach adds such a valuable perspective to this discussion! ❤️
One issue I kept returning to was the difficulty of maintaining boundaries in a profession where teachers may feel morally obligated to keep giving more of themselves. How can teachers establish healthier boundaries around their time, emotional energy, and responsibilities while remaining responsive to students' needs, and how should schools distinguish between a teacher's reasonable professional commitment and an unhealthy expectation of unlimited personal sacrifice?
Thank you for sharing this thoughtful perspective, Dr. Lucas! I really appreciate your approach to integrating well-being into the natural rhythm of a teacher’s day rather than treating self-care as something extra. The CONNECT-GROUND-ENGAGE-REFLECT model sounds like a practical and meaningful way to help teachers remain present for themselves and their students. I would love to learn more about how this simple model can make a lasting difference in the classroom!
Gibson wrote: "Thank you for sharing this with us! I really appreciate your point that teachers' well-being should be integrated into the rhythm of their professional days rather than treated as something separat..."Presence and attention can be strengthened through practice, so schools not only have an opportunity- but possibly a responsibility to help students develop these skills alongside academic learning. When teachers (and leaders) practice alongside students, they are cultivating their own well being.
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Given your extensive experience across classroom teaching, literacy coaching, school administration, and higher education, I found myself considering whether professional experience necessarily makes it easier to manage the emotional demands of teaching. How might the self-care needs of veteran teachers differ from those of beginners, and what can experienced educators gain from returning to practices such as mindfulness and self-acceptance after years of developing established professional habits?
Gibson wrote: "Thank you for sharing this with us! I really appreciate your point that teachers' well-being should be integrated into the rhythm of their professional days rather than treated as something separat..."Lisa Lucas | 5 comments
I'd be happy to share more about the model. The premise is, that when the teacher is present, they are able to "read the room" and determine if students need to ground- connect with peers - participate in an engagement strategy, or have quiet time to reflect. Many teachers use
a logo I designed, and they put an arrow on the area that the students are focusing on.
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Thank you for sharing this thoughtful perspective! I really like your point that presence and attention can be developed through practice, especially when teachers and school leaders model these skills alongside their students. It reminds us that mindfulness is not just something we teach, but something we cultivate together. I appreciate the way you connect student learning with the well-being of the entire school community!
I have the full understanding now, thanks for that Lisa
Charlotte wrote: "Thank you so much for explaining this. I really love the idea behind your model, especially how being present helps teachers recognize what their students need in each moment rather than assuming e..."It's amazingly simple, and students of all ages seem to get it. Once student walked up and moved the arrow to what they needed- proof that they are becoming more self aware!
Gibson wrote: "Thank you for sharing this thoughtful perspective! I really like your point that presence and attention can be developed through practice, especially when teachers and school leaders model these sk..."It's also a time saver. Many teachers leave work for a second shift of either home life or other commitments. By practicing during the school day, they can not struggle to fit it in, and can also recognize tension before it progresses into something more serious.
Gibson wrote: "I have the full understanding now, thanks for that Lisa"You are so very welcome!
That’s such a beautiful example! It’s amazing how something so simple can help students understand their own needs and feel confident expressing them. That moment when a student moved the arrow independently must have been so rewarding. Thank you for sharing such a lovely reminder that small practices can make a meaningful difference! ❤️
Have you ever heard of Listopia and how it works? It's a platform where readers create and vote on book lists based on different themes and genres. I think Practicing Presence could be a strong fit for lists focused on teacher self-care, mindfulness, teacher burnout, education, emotional well-being, and mindful teaching.
Lisa wrote: "Gibson wrote: "I have the full understanding now, thanks for that Lisa"You are so very welcome!"
Thanks
Since Listopia allows readers to discover books through themed lists, titles that receive reader support can gain greater visibility among people already interested in those subjects. I would personally love to see Practicing Presence featured on carefully selected lists where it naturally fits. What do you think about having the book included on Listopia?
Your experience spans classroom teaching, literacy coaching, school district administration, and higher education, giving you an opportunity to see the pressures of teaching from several different perspectives. Which experiences most significantly changed your understanding of educator well-being, and was there a particular moment when you realized that helping teachers care for themselves required a different approach from simply helping them become more effective at their work?
Sharon wrote: "Given your extensive experience across classroom teaching, literacy coaching, school administration, and higher education, I found myself considering whether professional experience necessarily mak..."That is such an interesting perspective. I think the demands vary. New or novice teachers can be overwhelmed with trying to figure it all out and can feel like imposters. Veteran teachers may be experiencing symptoms of burnout, and feel exhausted. Experience does help, but I've been in education over 30 years and I still get the Sunday Scaries sometimes. Our emotional state is dependent on so many factors.
Lisa wrote: "Sharon wrote: "Given your extensive experience across classroom teaching, literacy coaching, school administration, and higher education, I found myself considering whether professional experience ..."As far as returning to practices such as mindfulness, it can only help, even if we've developed poor professional habits. So much of this is aimed at settling down our central nervous systems and that is important even when we retire.
I really appreciate your point that the challenges may look different for novice and veteran teachers, yet both can experience emotional exhaustion in their own ways. Your honesty about still experiencing the Sunday Scaries after more than 30 years in education is especially meaningful. It reminds us that experience brings wisdom, but it doesn't make us immune to stress. I think this is why practicing presence and showing ourselves compassion remain important at every stage of our teaching journey. Thank you for this valuable insight!
Rachel wrote: "I found myself wondering whether individual self-care strategies can succeed when the wider school environment continues to create the conditions that make those strategies necessary. What responsi..."It really needs a systems approach. It would be lovely to have a system that had leaders-teachers- students- all rowing in the same healthy direction. However, that is sadly rare, which is why I believe we have to find ways to practice self care in the midst of the business of the school day. We can't wait for others to provide support, we need to put it at the top of our agenda!
Karima wrote: "Thank you, Karima, for sharing such a thoughtful reflection. I especially love your point about common humanity and learning to quiet our inner critic. We can be so hard on ourselves when, in reali..."Thanks Karima, we often teach what we need to learn- hence my journey to practice presence and support others.
Lisa wrote: "Lisa wrote: "Sharon wrote: "Given your extensive experience across classroom teaching, literacy coaching, school administration, and higher education, I found myself considering whether professiona..."Am very really excited the way you enlighten more on this question
Lisa wrote: "Karima wrote: "Thank you, Karima, for sharing such a thoughtful reflection. I especially love your point about common humanity and learning to quiet our inner critic. We can be so hard on ourselves..."Wow that's good
Lisa wrote: "Karima wrote: "Thank you, Karima, for sharing such a thoughtful reflection. I especially love your point about common humanity and learning to quiet our inner critic. We can be so hard on ourselves..."Glad to hear that
Because Practicing Presence explores mindfulness, self-regulation, self-acceptance, compassion, and the challenges of teacher burnout, I believe it could connect with readers through several relevant Listopia categories. Having the book included on those lists could strengthen its visibility and give it a better opportunity to rank within relevant categories. Would you be interested in having the book added to Listopia?
Lyndia wrote: "One issue I kept returning to was the difficulty of maintaining boundaries in a profession where teachers may feel morally obligated to keep giving more of themselves. How can teachers establish he..."You said it, boundaries. If we don't set healthy boundaries, the research on burnout is clear- we won't be able to sustain that over commitment, and then guilt and self criticism can do a real number o us.
Thank you, Dr. Lucas! You make such an important point. Healthy boundaries are essential not only for preventing burnout but also for allowing teachers to care for themselves without guilt or self-criticism. I really appreciate your insight! ❤️
Lyndia wrote: "One issue I kept returning to was the difficulty of maintaining boundaries in a profession where teachers may feel morally obligated to keep giving more of themselves. How can teachers establish he..."I struggle with this Lyndia, and to be honest, I think we often do it to ourselves. Schools don't usually tell us we have to give more of ourselves, but as you said, we feel morally obligated. Just last night one of my graduate students shared that they were struggling financially, and that they truly did not have the gas money to continue driving to campus. She shared this at the end of my night class. I was exhausted. What I said is that I needed to give it some thought, and some space, and that I would contact her in the morning. That time gave me some time to unwind, take care of my own needs, and approach the situation from a fresh perspective in the morning. I set a boundary.
I appreciate how you showed that setting boundaries does not mean being less compassionate or caring less about our students. Sometimes, giving ourselves time to pause and reflect allows us to respond with greater clarity and kindness. I think this is such an important reminder that caring for ourselves is also part of learning how to care for others well. ❤️
Hello everyone, and welcome to another Reader Discussion Event!
This week, we are delighted to welcome Dr. Lisa J. Lucas, author of Practicing Presence: Simple Self-Care Strategies for Teachers.
At the heart of this book is an important question: how can teachers continue caring for their students without losing themselves in the demands of the profession? Drawing on her extensive experience as a classroom teacher, literacy coach, school district administrator, professor, and educational innovator, Dr. Lucas explores how mindfulness, self-regulation, self-acceptance, and compassion can help educators respond to the pressures of teaching more intentionally.
Through practical exercises, personal reflections, scientific research, and everyday self-care strategies, the book invites teachers to reconsider the relationship between their professional responsibilities and their own well-being. Rather than focusing exclusively on doing more, it encourages educators to become more fully present in their classrooms and in their lives beyond school.
As our readers explore the book, we invite everyone to share the questions, thoughts, and practical insights that stay with you. Whether you are a teacher, an educational leader, a parent, or someone interested in mindfulness and human well-being, we hope this discussion opens up meaningful conversations about what it takes to care for others while also caring for ourselves.
Dr. Lucas is joining us in the discussion, and we are especially pleased to have the opportunity for our readers to put their questions directly to her.
Happy reading, everyone, and let's begin the discussion!