A comprehensive RAND survey of educators, students and parents across the United States found persistent and worsening pressures on teachers in 2026, with managing student behaviour ranked as the top source of job‑related stress. The study also shows teachers reporting worse well‑being than similar working adults on multiple indicators, and only one in four teachers saying they expect to stay in the profession for as long as they are able.
Teachers’ well‑being lags behind similar workers
RAND’s long‑running panels of teachers, principals, superintendents, students and parents produced a set of five headline charts the research team identified as most striking. Across each measure the picture is negative for the teaching workforce. In 2026, teachers scored worse than comparable adults on wellbeing, difficulty coping with job stress, symptoms of depression and burnout.
| Measure (selected years) | Teachers | Similar working adults |
|---|---|---|
| Overall well‑being (2026) | 55 | 34 |
| Difficulty coping with job stress (2026) | 15 | 8 |
| Symptoms of depression (2026) | 17 | 9 |
| Burnout (2026) | 53 | 39 |
The figures in the report trace several years of data collection. While there are year‑to‑year fluctuations, RAND highlights an enduring trend: teachers consistently report poorer mental health and higher work strain than other comparable professions.
Behaviour, pay and workload drive attrition risk
According to RAND’s analysis, the top three sources of stress identified by teachers were:
- Managing student behaviour
- Low pay
- Working long hours
The report links these pressures to classroom realities such as chronic absenteeism and learner mental‑health challenges, which in turn influence teacher decisions about whether to remain in the classroom. RAND’s data show that in 2026 only 25% of teachers intended to stay in teaching as long as possible — a worrying sign for systems that depend on experienced, stable teachers.
“Teachers are navigating real headwinds,” the report said, underscoring the cumulative impact of workplace stressors on retention and performance.
What this means for schools and policy
Although this study reports on US public education, the core findings are immediately pertinent to education systems worldwide, including South Africa’s. Teacher shortages, high rates of burnout and classroom discipline challenges all erode instructional continuity and learner outcomes. Responses need to be multi‑pronged and can include better mental‑health support for educators, targeted classroom behaviour interventions, workload adjustments and greater recognition of teachers’ remuneration concerns.
Practical measures that education departments, districts and schools might consider include:
- Strengthening school‑based mental‑health services and accessible counselling for teachers;
- Investing in professional learning for behaviour management and trauma‑informed classroom practice;
- Reviewing teacher workload and administrative burdens to protect planning and marking time;
- Exploring targeted retention incentives for experienced teachers in high‑need schools.
The RAND report emphasises the value of continued, large‑scale surveys to monitor educator wellbeing and to evaluate whether interventions are improving conditions. For policymakers and school leaders seeking to keep teachers in the classroom, up‑to‑date, comparable data are essential to design practical, evidence‑based responses that benefit both teachers and learners.
These findings are likely to be of interest to education departments, teacher unions, school governing bodies and parents as they weigh local priorities ahead of budget and staffing decisions. The report adds to a growing body of evidence that teacher wellbeing must be treated as a system priority — not only for staff welfare but for sustained learner progress.
