Empowering Educators Toward a Collaborative Cure: Leveraging Co-Creation to Address Post-Pandemic Teacher Burnout”, by Lyn Snow 

Describe your research challenge. 

This action research seeks to address the pressing issue of educator burnout and its impact on teacher retention and well-being in the aftermath of the COVID-19 pandemic. Burnout, characterized by emotional exhaustion, depersonalization, and a reduced sense of personal accomplishment, is increasingly common among public school educators, contributing to high attrition rates. The research investigates the most prevalent post-pandemic stressors educators face and explores how participatory, co-creative approaches can be used to design meaningful, low-effort strategies to mitigate burnout. 

Through two cycles of data collection in a Massachusetts public school district, the study identifies key factors contributing to educator stress and explores how collaborative resource development can support resilience. Cycle 2 centers on the co-creation of a curated, teacher-driven repository of practical, targeted supports that are accessible, context-specific, and rooted in educator experience and best practices. 

The research addresses a significant gap: the need for sustainable, scalable, and teacher-informed solutions that support educator well-being. By empowering teachers to take part in developing these resources, the study not only increases the relevance and usability of the interventions but also fosters a greater sense of agency, self-efficacy, and professional connectedness, all of which are shown to be protective factors against burnout. The ultimate goal is to inform policy and practice that help retain high-quality educators and promote long-term well-being in public education settings. 

What was the inspiration for your work? 

My inspiration to pursue this research stems from my experience as a principal at a public separate day school for children with autism and severe behavioral challenges in an inner-city setting. Leading in such a high-needs environment gave me firsthand insight into the complex, often invisible factors that impact educator well-being. During the COVID-19 shutdown, I observed a striking contrast: while many of my staff displayed incredible resilience and adapted with creativity, others within the broader district and across the profession were visibly struggling. Social media was filled with stories of isolation, exhaustion, and frustration, but also with examples of teachers stepping up to support one another in powerful ways. 

This contrast deeply impacted me. I began to reflect on the distinction between stress and burnout, recognizing that burnout isn’t just about being overworked; it’s about emotional depletion, detachment, and a diminished sense of purpose. I realized how critical it is to understand not only what causes educator stress but also what helps prevent burnout and fosters resilience. That insight became the foundation for my research. 

I was driven by the belief that when we create systems that prioritize educator well-being, we not only retain talented professionals but also create environments where students can thrive. My research aimed to identify practical, sustainable strategies developed with teachers, not just for them, to foster a culture of care, support, and shared resilience in our schools. 

What is the impact and outcome of your work? 

This research led to the co-creation of an online repository of curated, teacher-endorsed resources aimed at addressing burnout and promoting educator well-being. The process empowered teachers by involving them directly in the development of practical, relevant solutions, enhancing their sense of agency, professional value, and collective support. One key outcome was the establishment of a sustainable, easily accessible tool that teachers can use to manage stress, build resilience, and foster peer-to-peer connection. 

The impact of this work is both immediate and long-term. In the short term, participating educators reported increased feelings of support, usefulness of the resources, and improved job satisfaction. More broadly, this initiative highlighted the importance of integrating teacher voice into school wellness strategies, shifting the culture from reactive to proactive. When schools prioritize teacher well-being through collaborative efforts and accessible supports, they create environments where teachers are more likely to stay, remain energized, and positively influence student success. 

This research also reinforced the need for continued attention to systemic factors contributing to burnout, including workload, work-life balance, and administrative support. It calls on districts to invest in professional development and wellness practices not as optional benefits but as essential components of a healthy, effective educational system. 

Ultimately, the research demonstrates that addressing teacher burnout requires more than isolated programs; it calls for a sustained, collaborative approach that values educators as central to the success of any school system. 

What does the future hold for you? 

Post-graduation, I have expanded the impact of this research by sharing the findings and tools at schools in Massachusetts. I have had the opportunity to present at local school districts to engage educators and leaders in conversations around burnout, well-being, and sustainable strategies for support. These presentations have highlighted the co-created resource repository and the value of collaborative wellness initiatives. 

In addition, the district I work in is hosting a wellness event for families, recognizing that educator well-being and family engagement are interconnected. This event will serve as an opportunity to share strategies with families, reinforce the school-home partnership, and raise awareness of the supports available to both educators and students. 

To reach a broader audience, I recently partnered with the Calmer Schools Network and was a guest speaker as part of an upcoming multi-part webinar series focused on educator well-being. This will allow the research to benefit a broader audience and serve as a resource for schools seeking scalable, teacher-informed solutions. 

Ultimately, I see this work evolving into a model that school leaders and policymakers can adapt to foster cultures of care and retention in their own contexts. I am committed to ensuring that the insights gained through this research are not just theoretical but actively shape practices that empower educators and support the long-term health of our schools. 

Connect with Lyn on LinkedIn.