Nontobeko* is a high school teacher in Khayelitsha, Western Cape. Despite having done the job for more than ten years, she dreads it 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 became so overwhelmed by the demands of teaching that she 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 behaviours 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 shared 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.
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Sakhi*, a 49-year-old Grade 10 and 12 teacher from Cofimvaba, says in many cases teachers 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’s 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 fulfil 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 Parbhoo-Seetha.
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 recognise 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 prioritise 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 the 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 also experiencing alarming levels of stress and burnout,” she adds.
She urges schools and policymakers to prioritise mental health education and expand access to support services, especially in underserved communities. – Health-e News
*Not their real names
