Setting Boundaries: Managing the Growing Expectations on Teachers

Teaching has always been a demanding profession, but in recent years, the expectations placed on teachers have grown to unprecedented levels. Teachers are now balancing a mountain of responsibilities, from implementing new curriculum reforms and navigating increased bureaucracy, to meeting the diverse needs of students and keeping up with ever-changing societal and parental expectations. Add to that the often critical lens of media scrutiny, and it’s no surprise that many teachers feel overwhelmed and burned out. 

A Growing Culture of “More”

One of the key drivers of this increased pressure is the culture of “more.” Teachers are often expected to go above and beyond, whether by creating visually stunning classrooms, organising elaborate school events, or giving generously of their time and resources. While these efforts may come from a place of passion and care, they can unintentionally set an unrealistic standard for what teaching should look like.

When teachers regularly go the extra mile with elaborate activities or displays, it can have a ripple effect. Parents and students may come to see these practices as the norm rather than the exception. This creates a cycle where more and more is expected of all teachers, leading to further stress and burnout. This is not to suggest that teachers should stop being creative or enthusiastic—it’s about finding balance and ensuring these efforts are sustainable, purposeful, and beneficial for both students and teachers.

Reflection, Not Criticism

Teachers who take on extra work and go the extra mile for their students, do so with the best of intentions. When I began teaching, it was in a developing school with very few resources or materials. It was during the financial crisis and government austerity mean that as a newly qualified teacher, I was earning far less than my more experienced colleagues. Despite struggling financially, I spent an obscene amount of my own money on classroom resources because I believed I couldn’t teach effectively without them. Looking back, I wish someone had told me that it wasn’t necessary and helped me see that the same learning could have taken place in other ways—ways that didn’t require me to spend my own limited income.

Reflecting on the potential impact of the current culture of giving and doing more, can help us all make more mindful choices. I will include some questions to help with self-reflection in the next section. This isn’t about making teachers feel bad for their efforts—it’s about encouraging balance and fostering a culture that values quality over quantity.

Questions to Help Teachers Reflect

When you feel the pressure to take on more—whether from social media, parents, or colleagues—it can help to pause and ask yourself:

• Does this align with my teaching goals? Is this activity or effort genuinely beneficial for my students’ learning?
• Are there simpler (and free) ways to achieve the same goals?
• What example am I setting? Could this create unrealistic expectations for myself or other teachers (especially teachers who will teach the same students in future years, or the teachers who teach their siblings)?
• Am I prioritising my wellbeing? Will this take away time or energy from my personal life or lead to burnout? 
• What message does this send to students? Does this reinforce intrinsic motivation or rely on external validation?
• Will my sharing pictures of what I am doing online help other teachers by giving them ideas, or will it make them feel under pressure to follow suit?

A Note on The Role of Rewards

One particular area that deserves scrutiny is the use of rewards in the classroom. At this time of year, it’s common to see teachers sharing ideas for seasonal treats, gifts, and rewards for students. While this may seem harmless or even kind, however research suggests that external rewards can undermine intrinsic motivation in children.

In Punished by Rewards, Alfie Kohn explains that rewards like treats, stickers, or prizes can teach children to expect compensation for their efforts, rather than encouraging them to develop a love of learning or good behaviour for its own sake. Over time, this reliance on rewards can actually harm students’ engagement and sense of autonomy.

Instead of focusing on rewards, consider fostering intrinsic motivation through meaningful feedback, authentic learning experiences, and opportunities for children to reflect on their own growth and achievements.

Reclaiming Balance

As teachers, it’s essential to protect your own wellbeing and focus on what truly matters—helping students learn and grow in meaningful ways. You don’t need to create Pinterest-perfect classrooms or go above and beyond in ways that feel unsustainable. Good teaching isn’t about being the most impressive or the most admired; it’s about connection, understanding, and fostering a love of learning.

By setting boundaries and questioning unrealistic expectations—whether from ourselves or others—we can create a healthier, more balanced profession. Teachers should work together to support one another, challenge unrealistic pressures, and celebrate the value of good teaching over good optics.

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How do you manage the growing expectations of teaching? Share your thoughts or strategies in the comments below!