Basketcasing by Mechelle Gilford and Sir Bard circa 2024
The Neuroscience of “Never Enough”: Why Teachers Feel Like They’re Failing (Even When They’re Totally Nailing It)
Teaching, bless its heart, is a profession that’s not exactly known for its laid-back vibes. It’s more like a caffeine-fueled roller coaster, where the highs of student breakthroughs are interspersed with the lows of paperwork avalanches and the occasional existential crisis (“Am I really making a difference?”). It’s no wonder that many educators find themselves trapped in a mental hamster wheel of “never enough.”
But fear not, fellow pedagogues! We’re about to dive into the neuroscience behind this pervasive feeling, and (spoiler alert) it’s not entirely your fault.
The Brain’s Alarm Bells: Why “Good” Isn’t Good Enough
Turns out, our brains are wired to be a bit…overachievers. The amygdala, the brain’s drama queen, is constantly on the lookout for potential threats, real or imagined (Sapolsky, 2017). This is great when we’re dodging saber-toothed tigers, but not so helpful when we’re trying to grade essays at 2 a.m.
When we’re under stress (and let’s be honest, when are teachers not under stress?), the amygdala goes into overdrive, flooding our system with stress hormones like cortisol (McEwen, 2007). This can lead to a constant state of fight-or-flight, making it hard to relax, even when we’re on summer break (hello, missed an IEP nightmares!).
To make matters worse, our brain’s reward system, the one that gives us a little dopamine hit when we achieve something, can get a bit wonky under chronic stress (Arnsten, 2009). It’s like your taste buds after eating too much candy – everything starts to taste bland, even the sweet, sweet victory of a student finally understanding the difference between a metaphor and a simile.
Trusting the Process: A Journey to Sanity (and Maybe Even a Nap)
Breaking free from this “never enough” mentality isn’t easy, but it’s essential for our well-being (and our students’). Here’s how to start rewiring your brain for a more balanced perspective:
- Embrace the Chaos (and the Coffee): Accept that teaching is inherently messy and unpredictable. There will be days when you feel like you’re barely keeping your head above water, and that’s okay. Just remember to breathe (and maybe stock up on those extra-large coffee mugs).
- Practice Self-Compassion (You Deserve a Gold Star, Too): Treat yourself with the same kindness and understanding you give your students. Remember, you’re only human (even if you occasionally have superhero-like patience).
- Set Realistic Goals (and Celebrate the Small Victories): It’s impossible to be super-teacher every single day. Break down big goals into smaller, achievable steps, and don’t forget to pat yourself on the back for every little win (even if it’s just surviving another fire drill).
- Focus on Progress, Not Perfection (Your Students Aren’t Robots, and Neither Are You): Celebrate the small steps your students take, and acknowledge your own growth as a teacher. Remember, learning is a journey, not a race to the finish line.
- Connect with Your Tribe (Teacher Friends Are the Best Kind of Therapy): Share your struggles and triumphs with your fellow educators. They’ll understand your pain (and probably have a hilarious anecdote to share).
- Take a Break (Seriously, Go Take a Nap): Rest is not a luxury; it’s essential for maintaining your sanity and creativity. So go ahead, indulge in that afterschool nap, binge-watch your favorite show, or simply stare blankly into space. Your brain (and your students) will thank you.
By understanding the neuroscience behind the “never enough” feeling and implementing these strategies, you can break free from the cycle of overwhelm and rediscover the joy of teaching. Remember, you are making a difference, one student at a time. So take a deep breath, give yourself a high-five, and keep on rocking the classroom (even if you occasionally trip over a rogue backpack or two).
References:
- Arnsten, A. F. T. (2009). Stress signalling pathways that impair prefrontal cortex structure and function. Nature Reviews Neuroscience, 10(6), 410-422.
- McEwen, B. S. (2007). Physiology and neurobiology of stress and adaptation: Central role of the brain. Physiological Reviews, 87(3), 873-904.
- Sapolsky, R. M. (2017). Behave: The Biology of Humans at Our Best and Worst. Penguin Books.