Our school system is unintentionally functioning as an incredibly efficient teacher turnover machine. We can use systems thinking to build an intentional teacher retention culture, instead.

We have been exploring what it might take to reduce attrition of the teacher workforce across US schools. While many ideas, from salary increases to changes in the organizational structure of schools, have been promoted, few suggestions have been offered about how we can first get a better holistic understanding of the demands on teachers causing the increases in attrition.

Very few teachers point to themselves first or their classrooms as having unreasonable demands but often point to the conditions in the workplace as the primary culprit for stress. Even though it may not be easy to see at first, schools are like a geological rock formation with layer after layer of ideas, reforms, and expectations stacked upon each other year after year until the real expectations are buried.

The draining of an educator's battery stems from a biopsychosocial process in that the social aspect of working in schools and school communities influences educators' thoughts and emotions, which in turn influences their health. Just like car batteries that need constant recharging to work, so too do human batteries. However, health issues may occur if too many demands are placed on the educator without stopping to recharge.

Before we unpack the nature of demands and resources in our schools today, we need to examine the ever-increasing phenomenon of stress and burnout and its ongoing costs in our schools. So consider, what causes stress? Can stress ever be helpful? And when do we really need to worry about stress?

We need to shed a more focused light on the coal mine or the environment of our schools so we can better understand the occupational experiences of our educators and the factors for why they stay or go. Most educators do not leave on a whim but experience a long-term pattern of issues that eventually forces them out the door.

We have this view in the US that stress and burnout work like a badge of honor. “She's not doing enough—she's not burnt out yet,” seems to be the mindset of many in education. But don't we want something better, healthier, and sustaining for the people who educate our children?

This problem of retention and attrition in many parts of the country has reached crisis levels, with the demand for teachers far outstripping the availability. For example, many districts are hiring teachers in high-needs areas who have substandard credentials and permits, relying on underprepared teachers.