Resource: Being prepared psychologically…
In recent years, the psychological demands placed on lecturers and teachers have intensified, with feelings of overwhelm, anxiety, and even mild panic now recognised as more than just the “natural stress” once brushed aside. From a psychotherapy perspective, these reactions are not signs of weakness but indicators of a system under sustained pressure, often compounded by blurred boundaries, rising expectations, and reduced recovery time. Protecting oneself in this environment requires proactive, intentional strategies that address both the mind and body, fostering resilience before the term begins and maintaining stability during its most demanding weeks. The following eight ideas draw on principles from psychotherapy, trauma-informed practice, and occupational psychology to offer practical ways for educators to safeguard their wellbeing without compromising their professional commitment or the quality of their teaching.
The aim isn’t just “coping” but building sustainable, protective structures—so that the lecturer’s mind and body don’t constantly operate in survival mode. Here’s a synthesis drawing on psychotherapy, trauma-informed practice, and occupational psychology:
1. Recognise the Signs Early
Why: In psychotherapy, early awareness is key to preventing escalation. Overwhelm often creeps up gradually.
How: Keep a “baseline” check-in with yourself—sleep quality, irritability, concentration levels, and body tension. Small shifts (e.g., more sighing, more procrastination) can be early indicators.
2. De-catastrophise the Calendar
Why: From a cognitive-behavioural perspective, anxiety is often fuelled by overestimating threat and underestimating resources.
How: Break the term into smaller, more manageable planning units (e.g., 2–3 weeks at a time). Avoid carrying the entire semester’s weight in your head all at once.
3. Boundary Work as Self-Preservation
Why: Psychotherapy often addresses the cost of blurred boundaries—over-responsibility is a major burnout driver.
How: Set limits on availability to students and colleagues (e.g., email response hours). Use polite but firm scripts to protect non-teaching time.
4. Somatic Regulation Before and During Class
Why: The nervous system can be primed for threat; body-first regulation reduces sympathetic arousal.
How:
Before class: grounding exercises (feet on floor, slow exhale to extend the out-breath).
During class: “micro-pauses” where you take one conscious breath before responding to a challenging moment.
5. Peer Containment and Co-Regulation
Why: Group support is a psychotherapy staple; isolation magnifies anxiety.
How: Form a small, trusted peer group (two or three colleagues) who meet weekly or fortnightly for honest check-ins—brief, confidential, and focused on emotional processing rather than admin.
6. Reframe Perfectionism
Why: Many lecturers run on internalised “I must be exceptional every time,” which echoes maladaptive core beliefs.
How: Deliberately allow some sessions to be “good enough” rather than “exemplary.” This is not lowering standards—it’s resisting the tyranny of flawless delivery.
7. Anchor in Meaning, Not Just Tasks
Why: Existential psychotherapy reminds us that meaning buffers stress.
How: Remind yourself why your subject matters and how it connects to your values—especially on days when the workload feels mechanical.
8. Recovery as a Non-Negotiable
Why: The nervous system needs structured recovery, not just collapse into rest when exhausted.
How: Schedule non-work activities before term starts, and protect them as fiercely as teaching slots.
