homework causes anxiety and depression

Is it time to get rid of homework? Mental health experts weigh in.

It's no secret that kids hate homework. And as students grapple with an ongoing pandemic that has had a wide range of mental health impacts, is it time schools start listening to their pleas about workloads?

Some teachers are turning to social media to take a stand against homework. 

Tiktok user @misguided.teacher says he doesn't assign it because the "whole premise of homework is flawed."

For starters, he says, he can't grade work on "even playing fields" when students' home environments can be vastly different.

"Even students who go home to a peaceful house, do they really want to spend their time on busy work? Because typically that's what a lot of homework is, it's busy work," he says in the video that has garnered 1.6 million likes. "You only get one year to be 7, you only got one year to be 10, you only get one year to be 16, 18."

Mental health experts agree heavy workloads have the potential do more harm than good for students, especially when taking into account the impacts of the pandemic. But they also say the answer may not be to eliminate homework altogether.

Emmy Kang, mental health counselor at Humantold , says studies have shown heavy workloads can be "detrimental" for students and cause a "big impact on their mental, physical and emotional health."

"More than half of students say that homework is their primary source of stress, and we know what stress can do on our bodies," she says, adding that staying up late to finish assignments also leads to disrupted sleep and exhaustion.

Cynthia Catchings, a licensed clinical social worker and therapist at Talkspace , says heavy workloads can also cause serious mental health problems in the long run, like anxiety and depression. 

And for all the distress homework  can cause, it's not as useful as many may think, says Dr. Nicholas Kardaras, a psychologist and CEO of Omega Recovery treatment center.

"The research shows that there's really limited benefit of homework for elementary age students, that really the school work should be contained in the classroom," he says.

For older students, Kang says, homework benefits plateau at about two hours per night. 

"Most students, especially at these high achieving schools, they're doing a minimum of three hours, and it's taking away time from their friends, from their families, their extracurricular activities. And these are all very important things for a person's mental and emotional health."

Catchings, who also taught third to 12th graders for 12 years, says she's seen the positive effects of a no-homework policy while working with students abroad.

"Not having homework was something that I always admired from the French students (and) the French schools, because that was helping the students to really have the time off and really disconnect from school," she says.

The answer may not be to eliminate homework completely but to be more mindful of the type of work students take home, suggests Kang, who was a high school teacher for 10 years.

"I don't think (we) should scrap homework; I think we should scrap meaningless, purposeless busy work-type homework. That's something that needs to be scrapped entirely," she says, encouraging teachers to be thoughtful and consider the amount of time it would take for students to complete assignments.

The pandemic made the conversation around homework more crucial 

Mindfulness surrounding homework is especially important in the context of the past two years. Many students will be struggling with mental health issues that were brought on or worsened by the pandemic , making heavy workloads even harder to balance.

"COVID was just a disaster in terms of the lack of structure. Everything just deteriorated," Kardaras says, pointing to an increase in cognitive issues and decrease in attention spans among students. "School acts as an anchor for a lot of children, as a stabilizing force, and that disappeared."

But even if students transition back to the structure of in-person classes, Kardaras suspects students may still struggle after two school years of shifted schedules and disrupted sleeping habits.

"We've seen adults struggling to go back to in-person work environments from remote work environments. That effect is amplified with children because children have less resources to be able to cope with those transitions than adults do," he explains.

'Get organized' ahead of back-to-school

In order to make the transition back to in-person school easier, Kang encourages students to "get good sleep, exercise regularly (and) eat a healthy diet."

To help manage workloads, she suggests students "get organized."

"There's so much mental clutter up there when you're disorganized. ... Sitting down and planning out their study schedules can really help manage their time," she says.

Breaking up assignments can also make things easier to tackle.

"I know that heavy workloads can be stressful, but if you sit down and you break down that studying into smaller chunks, they're much more manageable."

If workloads are still too much, Kang encourages students to advocate for themselves.

"They should tell their teachers when a homework assignment just took too much time or if it was too difficult for them to do on their own," she says. "It's good to speak up and ask those questions. Respectfully, of course, because these are your teachers. But still, I think sometimes teachers themselves need this feedback from their students."

More: Some teachers let their students sleep in class. Here's what mental health experts say.

More: Some parents are slipping young kids in for the COVID-19 vaccine, but doctors discourage the move as 'risky'

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Education scholar Denise Pope has found that too much homework has negative effects on student well-being and behavioral engagement. (Image credit: L.A. Cicero)

A Stanford researcher found that too much homework can negatively affect kids, especially their lives away from school, where family, friends and activities matter.

“Our findings on the effects of homework challenge the traditional assumption that homework is inherently good,” wrote Denise Pope , a senior lecturer at the Stanford Graduate School of Education and a co-author of a study published in the Journal of Experimental Education .

The researchers used survey data to examine perceptions about homework, student well-being and behavioral engagement in a sample of 4,317 students from 10 high-performing high schools in upper-middle-class California communities. Along with the survey data, Pope and her colleagues used open-ended answers to explore the students’ views on homework.

Median household income exceeded $90,000 in these communities, and 93 percent of the students went on to college, either two-year or four-year.

Students in these schools average about 3.1 hours of homework each night.

“The findings address how current homework practices in privileged, high-performing schools sustain students’ advantage in competitive climates yet hinder learning, full engagement and well-being,” Pope wrote.

Pope and her colleagues found that too much homework can diminish its effectiveness and even be counterproductive. They cite prior research indicating that homework benefits plateau at about two hours per night, and that 90 minutes to two and a half hours is optimal for high school.

Their study found that too much homework is associated with:

* Greater stress: 56 percent of the students considered homework a primary source of stress, according to the survey data. Forty-three percent viewed tests as a primary stressor, while 33 percent put the pressure to get good grades in that category. Less than 1 percent of the students said homework was not a stressor.

* Reductions in health: In their open-ended answers, many students said their homework load led to sleep deprivation and other health problems. The researchers asked students whether they experienced health issues such as headaches, exhaustion, sleep deprivation, weight loss and stomach problems.

* Less time for friends, family and extracurricular pursuits: Both the survey data and student responses indicate that spending too much time on homework meant that students were “not meeting their developmental needs or cultivating other critical life skills,” according to the researchers. Students were more likely to drop activities, not see friends or family, and not pursue hobbies they enjoy.

A balancing act

The results offer empirical evidence that many students struggle to find balance between homework, extracurricular activities and social time, the researchers said. Many students felt forced or obligated to choose homework over developing other talents or skills.

Also, there was no relationship between the time spent on homework and how much the student enjoyed it. The research quoted students as saying they often do homework they see as “pointless” or “mindless” in order to keep their grades up.

“This kind of busy work, by its very nature, discourages learning and instead promotes doing homework simply to get points,” Pope said.

She said the research calls into question the value of assigning large amounts of homework in high-performing schools. Homework should not be simply assigned as a routine practice, she said.

“Rather, any homework assigned should have a purpose and benefit, and it should be designed to cultivate learning and development,” wrote Pope.

High-performing paradox

In places where students attend high-performing schools, too much homework can reduce their time to foster skills in the area of personal responsibility, the researchers concluded. “Young people are spending more time alone,” they wrote, “which means less time for family and fewer opportunities to engage in their communities.”

Student perspectives

The researchers say that while their open-ended or “self-reporting” methodology to gauge student concerns about homework may have limitations – some might regard it as an opportunity for “typical adolescent complaining” – it was important to learn firsthand what the students believe.

The paper was co-authored by Mollie Galloway from Lewis and Clark College and Jerusha Conner from Villanova University.

Media Contacts

Denise Pope, Stanford Graduate School of Education: (650) 725-7412, [email protected] Clifton B. Parker, Stanford News Service: (650) 725-0224, [email protected]

Because differences are our greatest strength

Homework anxiety: Why it happens and how to help

By Gail Belsky

Expert reviewed by Jerome Schultz, PhD

Quick tips to help kids with homework anxiety

Quick tip 1, try self-calming strategies..

Try some deep breathing, gentle stretching, or a short walk before starting homework. These strategies can help reset the mind and relieve anxiety. 

Quick tip 2

Set a time limit..

Give kids a set amount of time for homework to help it feel more manageable. Try using the “10-minute rule” that many schools use — that’s 10 minutes of homework per grade level. And let kids know it’s OK to stop working for the night.

Quick tip 3

Cut out distractions..

Have kids do homework in a quiet area. Turn off the TV, silence cell phones, and, if possible, limit people coming and going in the room or around the space.

Quick tip 4

Start with the easiest task..

Try having kids do the easiest, quickest assignments first. That way, they’ll feel good about getting a task done — and may be less anxious about the rest of the homework.

Quick tip 5

Use a calm voice..

When kids feel anxious about homework, they might get angry, yell, or cry. Avoid matching their tone of voice. Take a deep breath and keep your voice steady and calm. Let them know you’re there for them. 

Sometimes kids just don’t want to do homework. They complain, procrastinate, or rush through the work so they can do something fun. But for other kids, it’s not so simple. Homework may actually give them anxiety.

It’s not always easy to know when kids have homework anxiety. Some kids may share what they’re feeling when you ask. But others can’t yet identify what they’re feeling, or they're not willing to talk about it.

Homework anxiety often starts in early grade school. It can affect any child. But it’s an especially big issue for kids who are struggling in school. They may think they can’t do the work. Or they may not have the right support to get it done. 

Keep in mind that some kids may seem anxious about homework but are actually anxious about something else. That’s why it’s important to keep track of when kids get anxious and what they were doing right before. The more you notice what’s happening, the better you can help.

Dive deeper

What homework anxiety looks like.

Kids with homework anxiety might:

Find excuses to avoid homework

Lie about homework being done

Get consistently angry about homework

Be moody or grumpy after school

Complain about not feeling well after school or before homework time

Cry easily or seem overly sensitive

Be afraid of making even small mistakes

Shut down and not want to talk after school

Say “I can’t do it!” before even trying

Learn about other homework challenges kids might be facing . 

Why kids get homework anxiety

Kids with homework anxiety are often struggling with a specific skill. They might worry about falling behind their classmates. But there are other factors that cause homework anxiety: 

Test prep: Homework that helps kids prepare for a test makes it sound very important. This can raise stress levels.

Perfectionism: Some kids who do really well in a subject may worry that their work “won’t be good enough.”

Trouble managing emotions: For kids who easily get flooded by emotions, homework can be a trigger for anxiety. 

Too much homework: Sometimes kids are anxious because they have more work than they can handle.

Use this list to see if kids might have too much homework .

When kids are having homework anxiety, families, educators, and health care providers should work together to understand what’s happening. Start by sharing notes on what you’re seeing and look for patterns . By working together, you’ll develop a clearer sense of what’s going on and how to help.

Parents and caregivers: Start by asking questions to get your child to open up about school . But if kids are struggling with the work itself, they may not want to tell you. You’ll need to talk with your child’s teacher to get insight into what’s happening in school and find out if your child needs help in a specific area.

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Kristen Bowe, APRN, C.N.P., M.S.N.

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College students and depression: A guide for parents

• Balance Your Mental and Emotional Health
• Suicide Prevention

Entering or returning to college is an exciting time for young adults. Students and parents hope for memorable experiences to last a lifetime. For many students, the years at college are a time of discovery and growth.

But depression may get in the way.

The rate of depression among college students is rising. In a 2021–2022 survey of students across 133 college campuses, 44% of students reported symptoms of depression and 15% reported seriously considering suicide in the past year.

For both parents and students, knowing the risk factors and symptoms can help with the early identification and treatment of depression.

Symptoms of depression can include:

• Anxiety and panic
• Difficulty with schoolwork
• Changes in eating or sleeping patterns
• Emotional outbursts, such as tearfulness, anger or irritability
• Lack of energy or fatigue
• Loss of interest in activities, such as clubs, sports or other social commitments
• Poor self-esteem
• Sense of  being overwhelmed
• Thoughts of suicide or self-harm
• Unrealistic guilt

Why are young adults struggling?

Although the problems facing college students are complex. They  often feel intense pressure to succeed while still developing necessary life skills.

The rising cost of education places additional stress on students and their families. Children are being pushed to their limits as early as elementary school. As a result, their mental health and well-being are suffering.

Many middle and high school students have schedules rivaling top corporate executives, with an average day beginning at 6 a.m. and ending after 10 p.m. These demanding schedules leave many sleep deprived with little time to develop basic independent living skills, such as doing laundry, cooking meals, managing money and accessing services to meet their needs. They do this all while figuring out, "Who am I?"

These skill deficits compound as young adults go to college and face relationship challenges and heavy class schedules. They may also be living separately from their parents for the first time.

Helping children find a balance between achievement and life's demands begins at home.

Here are tips for parents and children before college:

• Set a realistic view of the big picture. Giving 100% at all times in all areas of life is unrealistic. Encourage students to focus on making the most of their college experience by forging positive relationships, creating fun memories and preparing for their future careers.
• Build independent living skills at a young age. Online resources are available to find age-appropriate chores for children to help you start the process.
• Protect downtime or unstructured time for middle and high school students. This is when students start to explore who they are.

What are the risk factors for college students?

Unfortunately, as many as 75% of students who struggle with depression are reluctant to seek help. This increases the risk of harmful outcomes, such as dropping out of college, poor academic performance, suicide and substance abuse.

College students may be exposed to many situations or risk factors that could trigger an episode of depression:

• Comparison of academic, athletic or social performance to their peers
• Drug or alcohol use
• Family history of depression
• Fears of disappointing parents because of grades or career path
• Peer relationship difficulties
• Relationship breakup
• Sexual assault
• Sexual identity adjustment difficulties
• Stressful life events

Those at highest risk for depression and anxiety are:

• Female students
• Low-income students
• Students of color
• Students who are caregivers for children or other adults
• Students who identify as LGBTQ .

What are the warning signs of suicide?

Suicide is the second-leading cause of death in young people ages 20 to 24. While the factors that lead to suicide are multifaceted, being diagnosed with a mental illness like depression increases the risk.

These behaviors may indicate that students are thinking about suicide: 

• Displaying extreme mood swings
• Giving away possessions
• Increasing use of alcohol or drugs
• Ignoring class work or skipping classes
• Engaging in risky or self-destructive acts, such as using drugs or driving recklessly
• Showing anger or rage or expressing a desire to seek revenge
• Sleeping too little or too much
• Talking about suicide
• Talking about being a burden to others
• Talking about feeling trapped, hopeless or having no purpose
• Withdrawing from friends and wanting to be left alone

This is not an exhaustive list. Be alert to behavior and personality changes that can provide clues to a student's well-being.

What can parents do to help students?

Parents often worry about how their child will react if they try to talk the signs and symptoms of depression. But it's crucial to have a conversation about your concerns.

Be direct with your child. Give examples of symptoms you've noticed and explain why these examples worry you. Be patient, calm and empathetic in your communication.

Students often believe they are to blame for their mental health concerns, which can lead to defensiveness or shutting down. To reduce the stigma, help students understand it's not their fault, and many young adults experience depression.

If you have concerns, it's important to ask your students if they're considering suicide or self-harm. This won't put the idea in their heads. If your student is expressing thoughts about suicide, you must seek immediate medical attention.

Many colleges and universities provide mental health services on campus. Your child's primary care provider has resources and can refer your student to a mental health counselor. Parents and students should have hope since many effective treatments for depression exist.

Kristen Bowe is a nurse practitioner in Family Medicine in Belle Plaine and Montgomery , Minnesota.

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Is Excessive Homework the Cause of Many Teen Issues?

Sydney Trebus , Business Manager | September 15, 2019

Does excessive homework really make a student perform worse? Is homework a big influencer on the emotional and physical health of students? Can we change the bad reputation homework has obtained over the years or is it too late?

Today, schooling is ever-changing, currently focusing on a “necessary” end goal of attending college. Standards are rising, teachers are better trained, and students are left with rigorous courses riddled with hours and hours of homework. People are now wondering how important homework really is. Is that just the overload talking or does homework actually have a negative impact on students? 

Popular opinion would suggest yes, claiming that homework is a useless and stress-inducing part of school at any age. Many Boulder High students communicate a similar complaint. 

Seniors Carson Williams and Carson Bennett voiced their opinions. Bennet says that “Homework results in later bedtimes which means we get less sleep and therefore, have less energy the next day.” Williams agreed and added,“Homework is good if you need it to study, but if it is just busywork then it is useless.” 

Another student, Bishal Ellison, commented that in some classes “homework doesn’t impact [his] success, there is no point … In one of [his] classes, homework is just for extra credit.”

While student opinions are extremely significant, teachers are the ones in control of this so-called “stress inducing and useless activity.” 

Mr. Weatherly, an AP World Geography teacher here at Boulder High, commented that homework has an enormous impact on the success of students within the class; he claimed that there is simply not enough time in class to review everything. He does, however, agree with popular opinion, saying, “Teachers give homework thinking about their own class, not the five or six others students have.” 

So which is it? How important is homework? Homework has been seen both beneficial and detrimental in association with time. Homework over a certain time limit can cause stress, depression, anxiety, lack of sleep, and more. 

Homework distracts from extracurriculars and sports as well, something colleges often look for. Homework is ultimately leading students to resent school as a whole.

According to a study done by Stanford University, 56 percent of students considered homework a primary source of stress, 43 percent viewed tests as a primary stressor, while less than one percent of the students said homework was not a stressor. They were able to conclude that too much homework can result in a lack of sleep, headaches, exhaustion, and weight loss. 

Experts denote that the homework assigned to students today promotes less active learning and instead leads to boredom and a lack of problem-solving skills. Active learning, done through students learning from each other through discussion and collaboration, enhances a student’s ability to analyze and apply content to aid them in a real-world setting. 

This negative attitude towards homework can, unfortunately, arise at a young age, especially in today’s schooling systems. 

Students in all grades are required to extend the hard rigor of school past the average eight hours they need to spend inside the building. According to an Education Week article by Marva Hinton, kindergarteners are often required to do a minimum of 30 minutes of homework a night; these young students are expected to read for 15 minutes as well as work on a packet for another 15-30 minutes. 

Kindergarten is forcing children to learn concepts they may not be ready for, discouraging them at a young age. As a principle rule, the National PTA recommends 10 to 20 minutes of homework per night for children in first grade and an additional 10 minutes for every grade after that. 

After this time marker, homework begins to be detrimental to the success of a student. Additionally, according to the Journal of Educational Psychology , students who did more than 90 to 100 minutes of homework per night actually did worse on tests than those with less than 90 minutes of homework.

The hours of homework students receive takes time that could be spent on extracurriculars, with family and friends, or on sports or activities. Children and young adults focus a large part of their time and energy on school, removing time to replenish and work on other skills in life, including socializing. 

Physical activity can actually be very beneficial to the success rates of students, improving self-esteem, well-being, motivation, memory, focus, and higher thinking. 

According to the   US Center for Disease Control and Prevention (CDC ) , exercise has an impact on cognitive skills such as concentration and attention, and it enhances classroom attitudes and behaviors. 

The more time taken away from the emotional and physical health of a student, the more resentful they will be towards school. In kindergarten, over 85 percent of students are enthusiastic about learning and attending school, whereas 40 percent of high school students are chronically disengaged from school and any learning that takes place. 

What’s even more baffling is that as students enter high school, they are expected to be enthusiastic about school, obtain perfect grades and test scores, and do extracurricular activities and sports in order to get into a good college. 

Logan Powell, the Dean of Admissions at Brown University asks when accepting students, “Have they learned time management skills, leadership, teamwork, discipline? How have they grown as a person and what qualities will they bring to our campus?” 

These are unrealistic standards for students who most likely already have negative attitudes towards school and homework and aren’t given the opportunity to work on the skills colleges look for by exploring their community through clubs, volunteering, and working.

Experts see how detrimental homework can really be for a plethora of reasons; Donaldson Pressman reported that homework is not only not beneficial to a students grades or GPA, but it is also  detrimental to their attitude towards school, their grades, their self-confidence, their social skills, and their quality of life.” 

Homework, however, helps student achievement, reinforces good habits, involves parents in their students’ learning, and helps students remember material learned in class. 

This is all based on the circumstances however, if schools keep making homework more prominent in the learning system, students will lose their passion for learning. Unfortunately, many of us already have. So when teachers consider giving homework to their students, they should ask themselves how they believe it will improve their students’ learning and abilities.

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Comments (4)

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Chris • Feb 23, 2023 at 6:24 am

I hate homework in 5th grade

Jason • May 24, 2023 at 8:25 am

good luck in 7th grade then cuz that’s where finals start to get difficult. I’m barely keeping up right now and have to stay up late to keep up with the work.

John • May 9, 2022 at 11:40 am

Good article very informative.

Garrett • May 19, 2022 at 7:01 pm

yes i agree

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Stress, Burnout, Anxiety and Depression among Teachers: A Scoping Review

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Background: Worldwide, stress and burnout continue to be a problem among teachers, leading to anxiety and depression. Burnout may adversely affect teachers’ health and is a risk factor for poor physical and mental well-being. Determining the prevalence and correlates of stress, burnout, anxiety, and depression among teachers is essential for addressing this public health concern. Objective: To determine the extent of the current literature on the prevalence and correlates of stress, burnout, anxiety, and depression among teachers. Method: This scoping review was performed using the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews). Relevant search terms were used to determine the prevalence and correlates of teachers’ stress, burnout, anxiety, and depression. Articles were identified using MEDLINE (Medical Literature Analysis and Retrieval System Online), EMBASE (Excerpta Medica Data Base), APA PsycINFO, CINAHL Plus (Cumulative Index of Nursing and Allied Health Literature), Scopus Elsevier and ERIC (Education Resources Information Center). The articles were extracted, reviewed, collated, and thematically analyzed, and the results were summarized and reported. Results: When only clinically meaningful (moderate to severe) psychological conditions among teachers were considered, the prevalence of burnout ranged from 25.12% to 74%, stress ranged from 8.3% to 87.1%, anxiety ranged from 38% to 41.2% and depression ranged from 4% to 77%. The correlates of stress, burnout, anxiety, and depression identified in this review include socio-demographic factors such as sex, age, marital status, and school (organizational) and work-related factors including the years of teaching, class size, job satisfaction, and the subject taught. Conclusion: Teaching is challenging and yet one of the most rewarding professions, but several factors correlate with stress, burnout, anxiety, and depression among teachers. Highlighting these factors is the first step in recognizing the magnitude of the issues encountered by those in the teaching profession. Implementation of a school-based awareness and intervention program is crucial to resolve the early signs of teacher stress and burnout to avoid future deterioration.

1. Introduction

The teaching profession can be highly stressful, and this stress may lead to reduced job satisfaction, burnout, and poor work performance. Stress is a normal response to upsetting or threatening events and becomes pathological when chronic [ 1 ]. Chronic stress can impede day-to-day functioning and emotional balance, and it is a risk factor for developing other psychiatric illnesses, such as anxiety and depression [ 1 , 2 , 3 ]. Prolonged teacher stress negatively correlates with job satisfaction and positively correlates with intending to leave the teaching profession. It may also result in withdrawal behaviour, including physically or psychologically leaving the work setting [ 4 , 5 ]. Chronic stress may also lead to inappropriate anger and increased alcohol and drug consumption [ 6 , 7 ], and it can cause an individual to experience excessive anxiety, mental fatigue, and burnout, while also predicting increased depression [ 8 , 9 , 10 ]. According to Maslach, stress occurs when a person perceives an external demand as exceeding their capability to deal with it [ 11 ]. Teacher stress can be associated with demoralization, and a disrupted sense of self-consistency [ 8 , 9 ]. Canadian teachers, like their global counterparts, also experience high-stress levels. A study by Biron et al. showed that the proportion of Quebec teachers who reported a high level of psychological distress was twice as high (40%) as that reported for a Quebec-wide general population sample (20%) [ 12 ]. During the COVID-19 pandemic, survey results indicated that nearly 70% of respondents worried about their mental health and well-being [ 13 ]. Meanwhile, a cross-sectional study showed that two-thirds of teachers perceived stress at work at least 50% of the time [ 14 ]. Teacher workload is one of the most common sources of stress [ 15 ]; however, there is a lack of systematic understanding about how stress is measured, its prevalence globally, what factors lead to stress and what causes the associated negative outcomes among teachers.

Burnout is considered a stress-related problem for individuals who work in interpersonally oriented occupations such as healthcare and education [ 16 , 17 ]. According to Shukla et al., burnout among professionals such as teachers can result from excessive demands on their energy, strength and resources [ 7 ]. There is increasing evidence that burnout as a negative stress response represents a risk factor not only for depression but also for cardiovascular and other somatic diseases [ 17 ]. Researchers conceptualize burnout as having three interrelated components: emotional exhaustion, depersonalization, and reduced personal accomplishment [ 6 , 7 , 11 , 16 ]. Emotional exhaustion represents emotional depletion and a loss of energy. Depersonalization is the interpersonal dimension of burnout. It refers to a negative, callous, or excessively detached response to other people. There is evidence that job satisfaction is negatively associated with emotional exhaustion and positively associated with self-perceived accomplishment, but not significantly related to cynicism [ 18 ]. Additionally, reduced accomplishment describes the self-evaluation dimension of burnout, including feelings of incompetence and a lack of achievement and productivity at work [ 6 , 16 , 18 , 19 ]. Mild burnout involves short-lived irritability, fatigue, worry, or frustration. Moderate burnout has the same symptoms but lasts for at least two weeks, whereas severe burnout may also entail physical ailments such as ulcers, chronic back pain, and migraine headaches [ 20 ]. Research suggests that workplace improvements to reduce burnout could prevent adverse sequelae, improve health outcomes, and reduce healthcare expenditures [ 21 ]. More systematic research is needed to further understand the factors in the workplace to address burnout and improve teacher health outcomes.

Anxiety and perceived stress are predicted by workload, student behaviour, and employment conditions [ 22 ]. According to Kamal et al., a considerable lack of administrative support is the single biggest factor increasing anxiety [ 23 ]. Those with low job satisfaction are more susceptible to experiencing burnout, high anxiety levels and depression [ 24 , 25 ]. Teacher stress contributes to teacher anxiety and may trigger anger, further intensifying anxiety [ 5 , 26 ]. The published literature shows that participants who reported high anxiety levels also reported high burnout levels [ 27 ]. Moreover, some studies report a very high prevalence of stress (100%), anxiety (67.5%), and depression (23.2%) among teachers [ 28 ], prompting calls for research and interventions to address this critical issue [ 23 ]. Despite this, more research is needed to understand what factors play key roles in triggering anxiety symptoms among educators and how stress, burnout, anxiety, and depression relate to each other.

Depression can lead to numerous deficiencies and is considered the worldwide primary cause of work disability [ 29 , 30 ]. Depression among teachers can also significantly impact their health, productivity, and function [ 31 ], with particularly pervasive effects on personal and professional life [ 32 ]. Individuals with depression often experience difficulties meeting interpersonal, time-management, and productivity demands. They may also encounter psychological problems, decreased work quality, absences due to illness, and increased work disability, all of which can profoundly impact worker productivity [ 30 , 31 , 33 ]. One study found that teachers’ most robust major depressive disorder (MDD) predictors included a low job satisfaction, high perceived stress, somatization disorder, and anxiety disorder [ 31 ]. Like with anxiety symptoms, more research is needed to understand what factors play key roles in triggering depression symptoms among educators and how depression relates to other psychological conditions including stress, burnout, and anxiety.

Currently, the authors are planning a study to assess the prevalence and correlates of stress, burnout, anxiety, and depression among elementary, junior high and high school teachers in Alberta and Nova Scotia, Canada [ 34 ]. This planned study will also evaluate the effectiveness of a daily supportive text message intervention, the Wellness4Teachers program, to address stress, burnout, anxiety, and depression among elementary and high school teachers in Canada [ 34 ]. Within this context, this scoping review aims to identify and summarize the literature on the prevalence and correlates of teachers’ stress, burnout, anxiety, and depression and to determine the problem’s extent in different jurisdictional contexts. The review also aims to identify the gaps in knowledge for future research. Identifying the correlates of these emotional and mental conditions may also facilitate the research and development of early interventions which can be implemented to address this phenomenon.

2.1. Study Design

This scoping review was planned and conducted in adherence to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) statement [ 35 ]. We adopted a comprehensive search strategy that allows replicability, reliability, and transparency. This scoping review also followed Arksey and O’Malley’s five-stage approach to scoping reviews: identifying the research question, searching for relevant studies, the study selection, charting the data, and collating, summarizing and reporting the results [ 36 ].

2.2. Developing the Research Question

Our research question was: “What are the prevalence and correlates of primary and secondary teachers’ stress, burnout anxiety and depression in different jurisdictions?”

2.3. Information Sources and Search Strategy

The search was performed by using relevant terms to identify and select articles in the following databases: MEDLINE (Medical Literature Analysis and Retrieval System Online; Ovid MEDLINE ALL), EMBASE (Excerpta Medica Database; Ovid interface), APA PsycINFO (Ovid interface), CINAHL (Cumulative Index of Nursing and Allied Health Literature) Plus with Full Text (EBSCOhost interface), Scopus Elsevier and ERIC (Education Resources Information Center (EBSCOhost interface). The search consisted of keywords representing the concepts of stress, burnout, depression and anxiety among teachers and their correlates and prevalence. The specific MeSH terms, keyword and descriptors included: (depress* OR depression OR “depressive disorder” OR “depressive symptoms” OR “major depressive disorder” OR anxiety OR “anxiety disorder” OR “generalized anxiety disorder”) AND (burnout OR “burn out” OR stress OR “occupational stress” OR “mental exhaustion” OR “emotional exhaustion”) AND (teacher* OR educator* OR tutor* OR schoolteacher* OR “school teacher*”). The database search was completed on the 20th of February 2022.

2.4. Selection of Studies

The search strategy was developed based on specific inclusion criteria. Articles were considered eligible for inclusion in this scoping review if they addressed either the prevalence or correlates of burnout, stress, depression, or anxiety among teachers or educators. The articles were limited to original, peer-reviewed quantitative articles written in English. Articles were excluded from the review if the study participants were tertiary or university teachers or students. Studies on interventions’ outcomes, case reports, meta-analyses, systematic reviews, opinion pieces, commentaries, editorials, or grey literature such as non-peer-reviewed graduate student theses, non-research articles or conference reports were excluded. The search was not limited by publication year. Two researchers independently reviewed the citations during the title, abstract screening, and full-text review phase. All discrepancies were resolved through discussion and consensus. We identified 190 articles for full-text review, of which 120 articles were excluded. The PRISMA flow diagram summarizes this information in detail ( Figure 1 ).

PRISMA flow chart.

2.5. Data Charting and Extraction Process

The research team extracted data for each selected article according to the following domains: author(s) name, year of publication, country of study, study design, assessment tools used, sample size (N), age, main findings, and conclusion.

2.6. Collating, Summarizing, and Reporting the Results

This study presents an overview of existing evidence relating to the prevalence and the correlates of stress, burnout, anxiety, and depression among teachers. All the relevant data were organized into tables and validated by at least two team members. The characteristics and results reported in each included article were summarized. In addition, the prevalence range for the psychological conditions in high-quality studies were determined after identifying the high-quality studies for each psychological condition in this scoping review using the Joanna Briggs Institute’s (JBI) critical appraisal checklist for prevalence studies [ 37 ]. The JBI checklist includes: studies with an adequate sample size, studies which provided an appropriate sample frame to address the target population, studies with an adequate response rate, studies which had a high response rate, studies in which a systematic approach was used for the data capture to ensure the study sample was representative of the study population, and studies with an adequate statistical analysis.

3.1. Study Characteristics

The search strategy identified 10,493 citations. Covidence software [ 38 ] was used to automatically remove 5711 duplicates. One hundred and ninety articles remained for a full-text screening, and seventy of these were eligible for inclusion. Overall, 67 articles were quantitative cross-sectional studies. One study was a mixed quantitative and qualitative study, and two studies were randomized controlled trials. The seventy articles included a total of 143,288 participants, who were all teachers. The sample size for an individual article ranged from 50 to 51,782 participants, with an age range from 18 years to 75 years. The minimum response rate was 13% and the maximum was 97.4% with the median response rate of 77%. The articles included studies from 1974 to 2022. Most studies (79%) were published between 2007 and 2022, and 21% were from 1974 to 2006. Most of the studies were conducted in Europe (40%), followed by Asia (30%) and North America (19%). In contrast, African, South America and Oceanian studies represented 6%, 1% and 4%, respectively, as shown in Figure 2 . One study [ 39 ] was conducted across multiple continents.

Summary of studies by continents.

From Figure 3 : Most studies reported on multiple outcomes, indicating the interrelatedness of stress, burnout, anxiety, and depression. Some articles reported on a single outcome, such as stress (N = 9), burnout (N = 8), or depression (N = 6). Burnout and depression (N = 15), stress and depression (N = 5), burnout and anxiety (N = 2), anxiety and depression (N = 4), and stress and anxiety (N = 4), were commonly paired outcomes. One study (N = 1) specifically examined the paired outcomes of burnout and stress. In addition, the outcome of the interaction between three or four of these psychological problems were explored by some studies: anxiety, depression, and stress (N = 10); anxiety, burnout and depression (N = 1); stress, burnout and anxiety (N = 1); stress, burnout, and depression (N = 2). Finally, two articles reported the interaction between stress, burnout, anxiety, and depression.

Distribution of stress, burnout, anxiety and depression among the included studies.

Figure 4 shows that depression was the most reported psychological problem among the included studies and the least reported was anxiety.

Number of studies reporting each psychological problem.

Most of the articles (27 of 32; 84%) used Maslach’s Burnout Inventory to explore the three interrelated components of burnout. Five of thirty-two (16%) studies used the Oldenburg Burnout Inventory, the Shirom–Melamed Burnout Inventory, or the Teacher Burnout Scale. The most frequently utilized scales for measuring depressive or anxiety symptoms (55 studies) were the Center for Epidemiological Studies Depression Scale (CES-D) (N = 14; 25%), Depression, Anxiety and Stress Scale (DASS), (N = 10 18%), the Patient Health Questionnaire-9 (PHQ-9), (N = 9; 16%), and the Beck Depression Inventory (BDI), (N = 6; 11%). The less popular scales included the Goldberg Anxiety and Depression Questionnaire, COVID-19 Anxiety Scale, Zung Self-Rating Depression Scale (SDS), and the Manifest Anxiety Scale. For the 29 studies measuring stress, the most common scales utilized were the (DASS) (N = 9; 31%), the Teacher Stress Inventory (N = 5; 17%), and the Perceived Stress Scale (PSS) (N = 3; 10%). Other scales included: the Occupational Stress Inventory, Job Stress Inventory, Ongoing Stressor Scale (OSS), Episodic Stressor Scale, and Bruno’s Teacher Stress.

3.2. Prevalence and Correlates of Burnout, Stress, Anxiety and Depression

The prevalence and correlates of stress, burnout, anxiety, and depression as identified in the literature search are summarized in Table A1 and Table A2 in Appendix A .

3.3. Prevalence of Stress

The reported stress prevalence rates were heterogenous, which may reflect, in part, the use of different stress measures. The prevalence of stress in all forms ranged from 6.0% to 100% [ 28 , 40 ], with a median of about 32.5%. In addition, the lowest, highest and median stress prevalence ranges from 2020 to 2022 (after the pandemic and lockdown) were, respectively, 6.0% [ 40 ], 66.0% [ 41 ] and 10.7%. Similarly, the lowest, highest and median stress prevalence up until 2019 (prior to the pandemic and lockdown) were, respectively, 7.0% [ 42 ], 100% [ 28 ] and 33.9%.

Early studies of teacher stress found a relatively high degree of stress. For example, 76% [ 43 ] and 87.1% [ 44 ] of teachers described their stress levels at their school as moderate or significant, respectively. In some studies, 45.6% reported “much stress” [ 44 ] or “almost unbearable” stress (20%) [ 43 ]. Another study echoed these findings, reporting 32% ‘slightly’ stressed and 67% ‘extremely’ stressed teachers, with only 1% indicating no stress [ 45 ].

Earlier studies on teacher stress are consistent with more recent findings, indicating teacher stress is a long-standing issue and is challenging to tackle. A 2021 study completed during the COVID-19 pandemic reported a 6.0% prevalence of severe to highly severe stress among teachers [ 40 ]. This is similar to another recent but pre-pandemic study which reported a 7.0% prevalence of “severe to extremely severe” stress, a 32.3% prevalence of stress, and 25.3% prevalence of mild to moderate stress [ 42 ].

3.4. Prevalence of Burnout

Published studies have identified three different burnout profiles among teachers with the prevalence ranging from 25.12% to 48.37% [ 11 , 46 ]. These are, (1) groups of teachers with predominantly low levels of emotional exhaustion and high levels of personal accomplishment, (2) teachers with high levels of emotional exhaustion and depersonalization, and (3) teachers with low levels of depersonalization and personal accomplishment [ 46 ]. These groups show the combination of the three interrelated components of burnout reported by Maslach et al. [ 6 , 7 , 11 , 16 ].

Variable prevalence of burnout and psychological distress have been reported among teachers [ 47 ], with the burnout prevalence at all levels ranging from a low of 2.81% [ 7 ] to a high of 70.9% [ 48 ], with a median of 28.8% ( Table A1 ). The lowest, highest and median burnout prevalences from 2020 to 2022 (after the pandemic and lockdown) were, respectively, 3.1% [ 48 ], 70.9% [ 48 ] and 27.6%. Similarly, the lowest, highest and median burnout prevalences up until 2019 (prior to the pandemic and lockdown) were, respectively, 2.81%, 63.43% [ 7 ] and 25.09%.

In an early study, only 11% of the teachers were classified as burnt out, and more than half (68.5%) of the teachers reported they did not experience any burnout [ 49 ]. Some studies reported burnout prevalence in the three subdimensions [ 50 ]. For instance, four studies reported a burnout prevalence of 11% to 40% for emotional exhaustion, depersonalization and for reduced personal accomplishment [ 3 , 46 , 49 , 50 ]. Studies have also reported that 18.3% to 34.9% of teachers may be at risk of or are threatened by burnout syndrome [ 3 , 25 , 51 ]. Higher burnout scores and subdimensions such as emotional exhaustion and depersonalization burnout were significantly higher among female teachers than male teachers [ 51 , 52 , 53 ]. Likewise, a higher percentage of males (59.38%) showed low burnout than did females (53%) [ 54 ]; however, other studies have reported contradictory results where males had a slightly higher burnout prevalence of 56.0% than females of 53.0% [ 55 ] and 31.88% of males and fewer females (25%) reported a lack of personal accomplishment [ 54 ].

There are also studies reporting various levels of burnout ranging from low/no burnout (58.12%) to moderate (2.81% to 70.9%) and severe levels of burnout (3.1% to 33.3%) [ 7 , 25 , 47 ]. Regarding the subjects taught by teachers, science stream and science teachers reported experiencing slightly more burnout (14.38% to 26.26%) than arts stream and art teachers, who reported an average burnout prevalence of 12.5% to 25% [ 7 ].

3.5. Prevalence of Anxiety

The anxiety symptoms prevalence ranged from 4.9% to 68.0% [ 42 , 56 ], with a median prevalence of 26.0%. Furthermore, the lowest, highest, and median anxiety prevalences from 2020 to 2022 (after the pandemic and lockdown) were, respectively, 10.5% [ 57 ] 66.0% [ 41 ] and 38.9%. Similarly, the lowest, highest, and median anxiety prevalences up until 2019 (prior to the pandemic and lockdown) were, respectively, 7.0% [ 28 ], 68.0% [ 42 ] and 26.0%.

Early studies indicated that teachers’ anxiety prevalence ranged from 26% for borderline anxiety, 36% for minimal or no anxiety, and 38% for clinically significant anxiety [ 45 ]. Recent studies have reported a similar prevalence for low anxiety at 17.6%, mild at 23.2% [ 28 ] and 7.0% to 23.3% for severe to extremely severe anxiety [ 28 , 39 , 41 ]. Another study reported an anxiety prevalence of 43% among teachers. The prevalence of anxiety did not change significantly during the COVID-19 pandemic, with most teachers (56.2%) reporting no change in their anxiety during the pandemic compared with before the pandemic, and only 4.9% of teachers reported an increase in anxiety levels from the baseline during the first week of the 2020–2021 school year [ 58 ].

3.6. Prevalence of Depression

The prevalence of depression among teachers ranged from 0.6% to 85.7% [ 48 , 59 ], with a median of 30.7%. The lowest, highest, and median depression prevalences from 2020 to 2022 (after the pandemic and lockdown) were, respectively, 0.6% [ 48 ], 85.7% [ 59 ] and 23.5%. Similarly, the lowest, highest and median depression prevalences up until 2019 (prior to the pandemic and lockdown) were, respectively, 0.7% [ 28 ], 85% [ 60 ] and 24.1%.

Early studies showed a highly varied prevalence of depression, with 79% of teachers scoring at the low or no depression levels in one study. This study also reported that 17% of teachers had borderline depression scores, and 4% had scores that indicated clinical depression [ 45 ]. Studies from 2008 onwards identified that the prevalence of depression ranged from 17.86% to 49.1% [ 3 , 41 , 55 , 60 , 61 ] and the prevalence of severe to extremely severe depression ranged from 0.7 to 9.9% [ 42 ], whilst the prevalence of mild depression ranged from 20 to 43.9% [ 41 , 42 , 60 , 62 ]. Soria-Saucedo et al. reported a particularly high prevalence (16%) of severe depression symptoms among teachers [ 61 ]. Depression was also found to range from 45% to 84.6%, depending on the educational level and teaching experience, and was highest among those with a lower education level, followed by teachers with more teaching experience [ 42 ].

Studies during the pandemic demonstrated higher rates of mild depression but similar rates of severe depression symptoms among teachers. In one study, 58.9% of teachers had mild depression, 3.5% had moderate, and 0.6% had severe depression. [ 48 ]. Another study reported that 3.2% of teachers had severe to extremely severe depression [ 40 ]. According to Keyes, ‘flourishing’ denotes being filled with positive emotion and functioning well psychologically and socially while ‘languishing’ in life signifies the individual has poor mental health with low well-being [ 59 , 62 ]. Capone and Petrillo reported that 38.7% of ‘flourishing’ teachers reported a lower prevalence of depression but higher levels of job satisfaction. A severe rating of depression was also reported by 85.7% of ‘languishing’ teachers [ 59 ].

3.7. Prevalence Range and Median for Stress, Burnout, Anxiety and Depression Reported in High Quality Studies

After applying the JBI checklist [ 37 ] to identify high-quality studies, the clinically meaningful (moderate to severe) burnout among teachers recorded by three studies ranged from 25.12% to 74% [ 25 , 46 , 47 ]. Similarly, three studies reported stress at clinically meaningful levels which included severe, extremely severe, moderate to high or very stressful, and a great deal of stress, with a prevalence ranging from 8.3% to 87.1% [ 43 , 44 , 57 ]. Likewise, two studies reported the prevalence of clinically meaningful anxiety among teachers ranging from 38% to 41.2% [ 45 , 57 ]. Furthermore, five studies [ 44 , 47 , 57 , 63 , 64 ] reported the prevalence of depression in clinically significant levels, which included terminologies such as major, moderate, moderate to severe, and extremely severe depression symptoms. The lowest prevalence in this category was 4% [ 45 ] and the highest category was 77% [ 65 ]. Finally, the median prevalence of stress, burnout, anxiety, and depression among these studies were, respectively, 67.0%, 60.9%, 39.6%, and 14.%.

3.8. Correlates of Stress, Burnout, Anxiety and Depression

The correlates of stress, burnout, anxiety, and depression, as extracted from Table A1 and Table A2 , are summarized in Table 1 . A wide range of variables are significantly associated with teachers’ stress, burnout, anxiety and depression and can be divided into socio-demographics, school, organizational and professional factors, and social and other factors, including intrapersonal factors. The most reported correlates were sex, age, gender, marital status, job satisfaction, subject taught and years of teaching [ 28 , 40 , 57 , 63 , 66 , 67 ]. Socio-demographic factors, such as age and sex, and work-related factors correlate with depression, anxiety and stress [ 42 ]. Emotional exhaustion is correlated with age, gender and marital status. [ 39 , 52 , 53 , 68 ]. Other studies, however, refute these, indicating that no significant demographic variable correlations were found between burnout and depression, and that depressive symptoms in men and women were similar [ 64 , 69 ]. Capone et al. also noted that all the school climate factors, such as social support, were negatively related to depression [ 70 ]. Higher levels of co-worker support were related to lower levels of anxiety and depression [ 71 ].

Demographic, school and professional correlates of burnout, stress, anxiety and depression.

Organizational factors associated with anxiety included: work overload, time pressures causing teachers to work during their free time, and role conflict. There were significant correlations between the reported anxiety and those stressors relating to pupils and parents [ 45 ]. In addition, interpersonal conflict, organizational constraints and workload were reported to result in depression through increasing job burnout [ 73 ]. Furthermore, depressive symptoms correlated with teaching special needs students and had a significant and robust relationship with the general burnout factor [ 50 ]. Self-perceived accomplishment was also positively associated with autonomy and negatively associated with low student motivation [ 18 ]. Personal accomplishment had a significant positive relationship with the number of teaching hours per week [ 40 ]. On the contrary, a cross-sectional study by Baka reported that increased work hours are usually accompanied by job demands, job burnout, and depression [ 73 ]. Job strain, job demand and job insecurity all showed positive associations with depressive symptoms [ 80 , 94 ]. Work-related factors, such as workload, were also correlated with stress, burnout, depression, and anxiety [ 42 , 73 ].

Furthermore, the educational level and teaching experience also predict depression. Depression was highest among teachers with a lower education followed by teachers with the most teaching experience [ 42 ]. Teacher stress was reported to be significantly associated with psychological distress, and social support could moderate the influence of stress; hence, the high-stress and the low-support group were most vulnerable to anxiety [ 74 ]. Studies have also reported that 55% of teachers without spousal support had depression [ 42 ]. In addition, stress was reported to be associated with missed work days, high anxiety and high role conflict [ 43 , 89 ] and 53.2% of teachers identified work as a source of long-term stress, leading to burnout [ 55 ]. According to Fei Liu et al. resilience significantly correlated with job burnout and turnover intention, and low resilience could result in a high job burnout [ 86 ]. The research also showed that personality trait neuroticism was the best predictor of burnout (28–34%) [ 67 ].

3.9. Association between Stress, Burnout, Anxiety and Depression

A significant overlap was reported between stress, burnout, anxiety and depression. Eighteen articles reported a correlation between burnout and depression, with differences in depressive symptomatology depending on the prevalence of burnout [ 3 , 18 , 25 , 41 , 42 , 48 , 50 , 52 , 54 , 60 , 64 , 69 , 84 , 86 , 92 , 95 ]. Three articles reported a correlation between burnout and anxiety symptoms [ 52 , 64 ]. Seven articles reported a correlation between stress and anxiety [ 28 , 58 , 65 , 71 ]. Six articles reported a correlation between stress and depression [ 28 , 31 , 43 , 61 , 68 , 71 ]. A correlation exists between moderate depressive disorder and anxiety disorder as well as stress [ 31 , 96 ]. Negative affectivity (a tendency to feel depression, anxiety, or stress) plays a role in the development of burnout among teachers. Teachers who developed a more markedly negative affectivity also felt more burnt out, and the opposite was true [ 41 ]. This may be related to rumination. According to Nolen-Hoeksema, rumination is a pain response which entails a recurrent and passive focus on the symptoms of pain and their likely causes and outcomes [ 97 ]. Ruminative responses may prolong depression by overly focusing on negative thinking and may affect one’s behaviour and problem-solving [ 97 ]. Liu et al. reported that rumination moderated the association between job burnout and depression and that burnout was a stronger predictor of depression in teachers who experienced low rumination rather than high rumination [ 98 ]. This was explained by the importance of rumination for depression; with an improvement in the rumination level, job burnout had less ability to predict depression for those with high rumination levels.

There is a strong association between burnout and depression, as reported in several studies. High frequencies of burnout symptoms were identified among clinically depressed teachers [ 92 ], with 86% to 90% of the teachers identified as burnt out meeting the diagnostic criteria for a depressive disorder [ 60 , 64 ], mainly for major depression (85%) [ 60 ]. In 25% to 85% of teachers with no burnout, depression ranged from 1% to 15% of the study sample. Specifically, only 1% to 3% of the participants in the no-burnout group were identified as having minor depression or depression not otherwise specified (2%) [ 60 , 64 ]. A history of depression was reported by about 63% of the teachers with burnout and 15% of the burnout-free teachers [ 60 ]. The high overlap between depression and burnout was emphasized in one study, which categorized depression as “low burnout-depression” (30%), “medium burnout-depression” (45%), and “high burnout-depression” (25%) [ 92 ]. Notably, the report suggests that although teacher burnout leads to subsequent depressive symptoms, it is not true vice versa [ 95 ]. Furthermore, burnout symptoms at ‘time one’ did not necessarily predict depressive symptoms at ‘time two’ [ 99 ]. Another study reported a positive relationship between burnout and depression [ 84 ]. This was confirmed by a study which suggested that depressive symptoms had a significant and robust association with the general burnout factor [ 50 ].

Anxiety disorder is also associated with higher perceived stress and major depression [ 65 ]. In one study, higher ongoing stressors were positively associated with higher anxiety levels. Continuous and episodic stressors were significantly and positively associated with anxiety and depression. They accounted for 28% (adjusted 25%) of the variability in anxiety and 27% (adjusted 24%) of the variability in depression. [ 71 ]. In contrast, higher levels of co-worker support were related to lower levels of anxiety and depression [ 71 ]. Teachers reported a high prevalence of depressive symptomatology relating to subjective and school-related stress [ 43 ].

4. Discussion

This scoping review included 70 articles. The prevalences of stress, burnout, anxiety and depression reported in this scoping review are similar to those reported in two systematic reviews and meta-analysis conducted among teachers during the pandemic. For example, the prevalence of stress reported by Ma et al., from a meta-analysis of 54 studies was 62.6%, whereas the prevalence of anxiety was 36.3% and depression was 59.9% among teachers during the pandemic [ 100 ]. In another meta-analysis, the prevalence range of anxiety was 10% to 49.4%; depression was 15.9% to 28.9%; and stress was 12.6% to 50.6% [ 101 ], which all fall within the range reported in this scoping review for stress [ 28 , 40 ], anxiety [ 42 , 56 ], and depression [ 48 , 59 ]. However, the minimum in all cases was higher during the pandemic, suggesting an increase in psychological problems during the pandemic.

The varying prevalence for stress, burnout, anxiety and depression reported by different studies in this review may be attributable to heterogeneous study designs, including the sample size, location, period of data collection, diversity in the standardized scales used for the assessment, and other factors such as the class size and grade taught [ 102 , 103 ]. In this scoping review, the studies used combinations of terminologies such as “none,” “slightly,” “significant,” “much,” “extremely,” “considerably”, “almost unbearable”, “quite a bit” or “a great deal” to describe the level of stress experienced by teachers according to the measures utilized,, such as the Teachers Stress Inventory [ 44 , 77 ] or the Bruno Teachers Inventory [ 43 ]. The prevalence rates also varied with population, for example, in the case of Fimian, the teachers were teaching special needs students, and this may explain the relatively high prevalence (87.1%) recorded [ 44 ]. More recent studies which used other scales, such as the Perceived Stress Scale (PSS), and the Depression Anxiety Stress Scales (DASS), used terminologies such as “symptoms of stress”, ranging from “mild,” “moderate,” “mild to moderate” or “extremely severe”, to describe the stress levels. For burnout, although most studies used a combination of the three interrelated components of burnout reported by Maslach et al. [ 6 , 7 , 11 , 16 ], some studies focused on reporting the sub-dimensions of burnout, whilst others reported general burnout. Varying expressions such as “low burnout”, “high burnout, “severe burnout”, and moderate were used to describe burnout, making it difficult to make an effective comparison. It was also not clear whether the stress and burnout experienced by the participants were everyday existential life experiences that everyone faces or chronic ones that needed intervention, as these were not specifically stated in the studies. It is essential that future research clarifies this to estimate their prevalence rates more accurately. Secondly, as indicated in the review, the studies applied various scales to measure the prevalence of psychological disorders; however, there was a lack of consensus. This scoping review provides a comprehensive picture of the prevalence of the target outcomes and sets up a foundation for future systematic reviews and meta-analysis to accurately estimate the prevalence of these outcomes among teachers.

The essential correlates of stress, burnout, anxiety, and depression identified in this review include socio-demographic factors such as sex, age, gender, marital status, school (organizational) factors and work-related factors (years of teaching, class size, job satisfaction, subject taught and absenteeism). Most studies were published in the last fifteen years (2007–2022), indicating a recent increase in interest in this area of research.

4.1. Socio-Demographic, School and Work-Related Factors as Determinants of Stress

Socio-demographic factors such as sex, age and marital status significantly influence teacher stress [ 54 ]. Sex correlates with stress although there are some conflicting reports [ 42 , 53 , 76 ], especially between the levels of stress experienced by males and females. Some studies suggest that female teachers experience more stress than their male counterparts [ 28 , 75 , 77 ]. Working women often have additional demands at home, and trying to accomplish both roles may increase their stress levels [ 104 ] compared to males who may have less demand from home. However, this may be context-dependent, as no sex difference in occupational stress was reported among police officers [ 105 ], for example. The demand from female teachers’ personal lives, including marital issues and home, may be a source of increased stress levels [ 104 ]. Among the general workforce, work–family conflict has been reported to be significantly associated with work stress [ 106 ], and this is not confined only to females. This argument is confirmed in three separate studies, which reported that gender, per se, was not a significant predictor of perceived stress [ 39 , 85 , 89 ]; thus, it is possible that these differences may, rather, be due to differences in the scales used or the effect of organizational factors. For example, the organisational effect experienced by female teachers in a female only elementary or high school may differ from that experienced in a male only or mixed sex teaching environment; however, further research is needed in this area of gender influencing stress factors. Findings from the Canadian Community Health Survey data nonetheless endorsed a difference between males and females regarding work stress, in particular supervisor support. Higher levels of supervisor support seemed to lower work stress amongst women but not men [ 107 ]. Among the general population, social support at work could be more strongly related to a stress reduction in women than in their male counterparts [ 108 ] Sex difference was also observed in relation to student behaviour, with women experiencing increased stress [ 42 , 77 ]. In particular, female teachers’ collective efficacy and beliefs about their school staff group capabilities may lower their stress from student behaviour. Findings from the study by Klassen support the hypothesis that teachers’ collective efficacy serves as a job resource that mediates the effect of stress from student behaviour [ 77 ]. Interventions addressing gender/sex differences may also be considered in supporting female educators’ mental health and work productivity.

A study among refugee teachers also endorsed sex differences in stress [ 42 , 57 ]; however this was in relation to self-care and the association was moderated by age [ 57 ]. Higher occupational stress scores were observed among teachers over 40 years [ 28 ]; nonetheless, among the general population, the published literature reports that the ageing process can worsen or counter the effects of stress [ 109 ], indicating that age does not necessarily increase stress. The cause of increased stress, hence, shifts to other factors such as the poor academic performance of students, or a lack of assistance [ 78 ], which may be influencing an increase in stress.

The class size, grade level taught, workload, poor student performance or lack of progress and other work and school-related factors contribute to teachers’ stress. According to Fimian et al., when stressful events or the perception of them are not ultimately resolved or improved, this may result in several physiological manifestations [ 44 ]. There is clear data indicating that teacher stress was intensified among primary school teachers, special needs teachers, and teachers in private schools who provided more support and input to students than other teachers [ 28 , 78 , 85 , 110 ]. The additional time and energy teachers may invest in primary school kids, who are usually much younger and may require more support, may explain the increased stress among primary school teachers. Again, teaching special needs students may require significant teacher input and assistance, depending on the nature and degree of the disabilities. There is also an increased expectation from teachers in private schools regarding the students’ performances, leading to increased stress [ 28 ]. A study conducted among primary and secondary school teachers in Pakistan concluded that government school teachers were more satisfied with their working conditions than private school teachers [ 110 ], and thus, may experience less stress. In addition, the school location (rural vs. urban), teacher role ambiguity and coherence further exacerbated teacher stress [ 3 , 75 , 89 , 111 ]. An excessive use of technological devices, such as mobile phones, has also been associated with social disruption [ 112 ] and may result in a lack of concentration or poor student performance at school [ 112 , 113 ], leading to teacher stress. Teachers experiencing more significant stress were also burnt out [ 68 ]. For example, during the pandemic, teachers had to adopt and adjust to teaching online, and virtual instruction teachers had the most increased anxiety [ 58 ]. Nonetheless, a rapid systematic review with a meta-analysis reported that teacher stress during the pandemic was still comparatively lower in school teachers with a prevalence of 13% ([95% CI: 7–22%]) in comparison to studies with university teachers as the participants of 35% ([95% CI: 12–66%]) [ 114 ].

While there are complex interactions among several factors which contribute to teacher stress, there have been limited evidence-based interventions to help teachers alleviate these stress sources despite some self-reported coping strategies. This research gap started to receive attention during the COVID-19 pandemic through the application of mindfulness-based interventions [ 115 ], warranting more advanced research on how to best address these challenges in education.

4.2. Socio-Demographic, Years of Teaching, School and Work-Related Factors as Determinants of Burnout

Burnout continues to pose problems within the teaching profession, and factors such as gender, sex, age, marital status and the number of years teaching correlated with the degree of burnout [ 40 , 47 , 51 , 52 , 53 , 54 , 55 , 63 , 67 , 68 , 72 , 73 ], although conflicting results were reported with potentially different explanations. Differences in the study design, particularly the scales used to assess burnout as well as geographical and organizational factors, may account for some of the conflicting results. In addition, there could be an interplay between some personal and professional factors. For example, younger teachers are more likely to be enthusiastic about their new teaching careers, whilst older teachers may experience boredom leading to increased exhaustion. Consistent with this hypothesis, one study reported that teachers who had taught for the fewest (0–5) years experienced the lowest burnout prevalence [ 54 ]. On the contrary, more experienced teachers were likely to have gained exposure, learnt students’ characteristics and classroom management skills and the necessary tools to help them prevent and address burnout. Additionally, teachers who lacked self-fulfilment may have been mostly younger and lacked personal accomplishments [ 47 ], leading to more burnout.

Significantly higher burnout scores, including for emotional exhaustion, depersonalization, and intellectual burnout were found among female teachers than among male teachers in some studies [ 51 , 52 , 53 ], whilst other studies reported that burnout was higher among male teachers. These results are contrary to findings reported among police officers, which indicated no significant difference in the levels of occupational burnout reported by male and female police officers [ 105 ]. Further studies are needed to investigate the contradictory gender differences in teachers’ burnout by different studies. In addition, research is needed on innovative gender-neutral ways of addressing burnout in teachers. Other structural factors, such as the number of children teachers have and class sizes which are associated with increased teacher burnout, require an increased investment in teachers and schools to address them. Governments providing teachers with affordable childcare and other supports for their own children, and building more schools to reduce the class sizes, may lead to a reduced burnout among teachers.

There is also a relationship between burnout and school or work-related factors. The subjects and grades taught and the medium of instruction all contribute to teachers’ burnout [ 7 , 51 ]. Teachers’ perceptions of the difficulty of a subject taught appears to determine their degree of burnout experienced; however, no particular subject seems to be the leading cause of burnout. High school teachers may perceive an increased workload in terms of the amount of time attributed to class preparation due to the difficulty of a subject taught. A cross-sectional study among nurses also found that role overload contributed to higher levels of emotional exhaustion [ 116 ] and this was also endorsed among healthcare managers where prolonged job strain resulted in burnout and an increased turnover intention [ 117 ]. This suggests there is a complex interaction between self-perception and burnout, which makes burnout in teachers a complex problem to address. Differences were also noted in the prevalence of burnout among teachers working in different countries [ 84 ]. For example, 58% of the variance in burnout in Cyprus could be explained by job satisfaction and anxiety, whereas 57.5% of the variance in burnout in Germany was explained by job satisfaction alone [ 84 ]. Different countries have different working conditions which may explain the differences in job satisfaction and associated burnout prevalence among teachers in different countries.

4.3. Effect of Resilience on Burnout

Resilience involves adapting well in the face of stress, difficulty, trauma, disaster, and threats. Resilient people use positive emotions to rebound and find positive meaning even in stressful circumstances [ 118 ]. Resilience had a significantinverse correlation with job burnout and turnover intention, and resilience could negatively predict job burnout [ 86 ]. Resilience was also reported to have an inverse association with burnout symptoms [ 119 ]; thus, increased resilience is linked to decreased burnout and, hence, the tendency for a teacher to remain in their job and thrive no matter what they encounter. Job burnout had a significant positive predictive effect and correlation with turnover intention, which suggests that the more severe the job burnout is, the higher the turnover intention [ 86 ]. Teachers require positive emotions and an increased resilience to remain in the profession and succeed without quitting. Conversely, among physicians, a survey indicated that the burnout prevalence was still significant even among the most resilient physicians; however, West et al. suggested that physicians exhibited higher levels of resilience than the general working population [ 119 ], including teachers. Additionally, resilience was also a significant predictor of depression and anxiety [ 88 ]; thus, the higher the resilience, the less likely teachers will experience depression or anxiety.

4.4. Socio-Demographic, School and Work-Related Factors as Determinants of Depression and Anxiety

Socio-demographic, school and work-related factors are all associated with both anxiety and depression [ 42 , 50 , 51 , 80 ]. This association is consistent with what was reported in a systematic review and meta-analysis by Ma et al., which suggested that teachers’ experiences of psychological issues were associated with various socio-demographic factors such as gender, institutional factors, teaching experience, and workload volume [ 100 ]. In this scoping review, conflicting results were found in relation to the association between teacher gender and depression. Whilst some studies reported that female teachers have higher depression levels than male teachers [ 42 , 51 , 70 , 79 , 81 , 82 ], other studies have reported no gender differences in teacher depression levels [ 53 ]. Contradictory results were also reported for the association between the age of teachers and depression, with some studies reporting higher depression levels in younger teachers [ 42 ] and others reporting higher depression in older teachers [ 51 ]. As discussed previously, it is likely that the use of different scales, coupled with organizational factors, contributed to these contradictory findings among the different studies. The findings also indicated that most female teachers who suffered from depression had been working for about 11 to 15 years [ 120 ].

A poor workplace environment has also been associated with increased anxiety and depressive symptoms [ 121 ] and school-related stress may transition to depressive symptoms among teachers [ 80 , 94 ]. As teachers’ workloads increase, their working hours will invariably increase, resulting in a rise in job demand and ultimately a surge in stress, leading to anxiety and depression. A systematic review reported similar findings where the main risk factors associated with anxiety and depression included job overload and job demands. [ 122 ]. The research also shows that teachers are not the only exception regarding experiencing a poor workplace environment which may lead to increased anxiety and depression [ 122 , 123 ]. Improving teachers’ workplace environments may, therefore, reduce the prevalence of anxiety and depression among teachers. Anxiety has also been linked to stressors relating to pupils and parents. For example, the possibility of a parental complaint increased anxiety scores [ 45 ]. Generally, parents want their children to succeed academically, which sometimes creates friction between teachers and parents. The underperformance of students or failure may be blamed on teachers or construed as the responsibility of schools and teachers [ 124 ], which may result in increased stress and subsequently anxiety and depression for teachers.

Social support was also reported to predict anxiety and depression symptoms, with high support levels indicating fewer symptoms related to anxiety and severe depression [ 121 , 125 ]; thus, teachers who perceived social support at school (e.g., the personnel relation dimension) expressed a lower stress level than those who did not [ 75 ]. According to Peele and Wolf 2020, anxiety and depressive symptoms increase for all teachers over the school year, and poor social support plays a significant role in the development of anxiety and depression symptoms [ 121 ]. Organizational policies that include the provision of adequate social support for teachers may, therefore, be a useful strategy to prevent and mitigate anxiety and depressive symptoms among teachers.

5. Limitations

The scoping review is not without limitations. This scoping review searched for articles in the English language only. Though every effort was made to identify all relevant studies for this review considering our eligibility criteria, we may have left out some relevant studies, particularly those published in other languages. Our search included six databases, yet the overall search strategy may have been biased toward health and sciences. Searching other bibliographic databases may have yielded additional published articles. Furthermore, different studies included in this scoping review used various screening tools and worldwide diagnostic classifications to determine stress, burnout, anxiety, and depression, leading to variations in the prevalence estimates. The scoping review included studies from 1974 till date; therefore, it is possible that the theoretical approaches to the concept of burnout may have changed. Notwithstanding these potential changes in the theoretical approaches to the concept of burnout, the burnout prevalence among teachers has appeared to have remained stable over the years. There was also no evaluation of the risk of bias for the included studies. Despite these limitations, this scoping review provides an excellent perspective on the prevalence and correlates of stress, burnout, anxiety and depression among teachers.

6. Conclusions

Teachers’ psychological and mental health is of utmost importance as it indirectly affects the students they teach. The stress associated with the teaching profession can be linked to three major overlapping issues: burnout, anxiety, and depression, which have a myriad of effects, including an impact on teachers’ health, well-being, and productivity. A wide range of prevalences and correlates were reported for stress, burnout, anxiety, and depression. Differences in the severity were observed in different articles resulting in the diverse prevalence reported among the various studies. The differences in the measurement instruments creates critical knowledge gaps, making it difficult for researchers to make effective comparisons between the different studies. Future research should focus on addressing these research gaps arising from methodological issues, especially the use of different scales to allow for a meaningful comparison. Researchers, educators, and policy makers could benefit from an international consensus meeting and agree on common scales to be used when assessing stress, burnout, anxiety, and depression in teachers. Such an international consensus meeting can also help to streamline the definition of stress and can be used as a forum for addressing other methodological issues related to research and innovations involving elementary and high school teachers. Future research can also focus on exploring the gender differences in these psychological issues further, especially, defining the various subsets of gender being referred to and the specific prevalence in each case. In addition, the high prevalence of stress, burnout, anxiety, and depression reported particularly by several high-quality studies suggests that these psychological problems are widespread among teachers and deserves special attention both at the level of policy and practice.

This scoping review also highlights the risk factors associated with stress, burnout, anxiety, and depression. Identifying these risk factors is a significant step toward addressing these issues among teachers. Schools need to prioritize and promote interventions aimed at teachers’ personal wellbeing. Testing and implementing the interventions aiming to improve teachers’ well-being and ability to cope are important to address stress and burnout, with the expectation that this will prevent or reduce anxiety and depression. This may include school-based awareness and intervention programs to detect the early signs of teacher stress and burnout, or programs that incorporate meditation techniques or text-based support. Meditation techniques have been proposed to be effective in improving psychological distress, fatigue and burnout [ 126 ]. For example, mindfulness practice has been suggested as beneficial in coping with job-related stress, improving the sense of efficacy and reducing burnout in the teaching profession [ 127 ]. Interventions such as mobile text technology are an evidence-based, unique, and innovative way that offers a convenient, low cost and easily accessible form of delivering psychological interventions to the public with mental health problems [ 128 , 129 , 130 ]. Mobile text-based programs can be easily implemented at the school level to support teachers’ psychological needs. Future studies need to explore the development, implementation, monitoring, and evaluation of intervention programs for improving mental health outcomes among teachers. For instance, the Wellness4Teachers program which is planned for implementation in Alberta and Nova Scotia, Canada [ 34 ], is expected to provide evidence of effectiveness for the use of daily supportive text messaging to combat stress, burnout, anxiety, and depression among teachers. Finally, governments, school boards and policymakers need to collaborate with researchers on the design and implementation of measures to enhance teachers’ mental health, productivity (teaching) and quality of life.

Summary of studies with prevalence and correlates of Burnout/Stress.

* Katsantonis 2020 (15 countries)—Japan and Korea form the East-Asian model. France and Spain form the Latin model. Denmark and Sweden form the Northern model. Australia and the United Kingdom represent the Anglo-Saxon model and finally, Belgium and the Netherlands form the Germanic model. Sample Size: SS; Emotional Exhaustion: EE; Personal Accomplishment: PA; Depersonalization: DP; Occupational Stress: OS; Sense of Coherence: SOC; Science Stream: SCIS; Art Stream: AS.

Summary of studies with prevalence and correlates of Depression/Anxiety.

Sample Size: SS; Major Depressive Disorder: MDD.

Funding Statement

This study was supported by the Mental Health Foundation and the Douglas Harden Trust Fund.

Author Contributions

Conceptualization, B.A; software, and validation, B.A., G.O.-D. and L.B.; methodology and formal analysis, B.A.; data curation, B.A. and G.O.-D.; investigation and resources, B.A. and Y.W.; writing—original draft preparation, B.A.; writing—review and editing, B.A, G.O.-D., L.B. and Y.W.; supervision, L.B. and Y.W. All authors have read and agreed to the published version of the manuscript.

Institutional Review Board Statement

Informed consent statement, data availability statement, conflicts of interest.

The authors declare no conflict of interest. The funder had no role in the design and conduct of the study; collection, management, analysis, the interpretation of the data; preparation, review, or approval of the manuscript; or the decision to submit the results for publication.

Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations.

The Hawk Eye

Opinion: Is homework really worth it?

Eyesha Sadiq , Entertainment Editor | September 23, 2022

Eyesha Sadiq

Many students get overwhelmed with the amount of homework they receive, which can cause mental health issues. Around 65% of high school students deal with severe anxiety and 52% are diagnosed with depression.

That’s what the clock said. I was used to it by now. 

I only had one assignment left. I wrote my essays as my eyelids began to blink slower. I was so close to getting those two hours of sleep I knew I needed to survive the next day. I checked my grades: A’s. That was the motivation I needed to feel good. It didn’t matter that my body wasn’t getting the rest it truly needed and it didn’t matter that I didn’t get any social interaction outside of school. It didn’t matter to me to make those essential high school memories. What mattered was that my homework was done and I had my A’s. But was it really worth it?

Many students, such as myself, have after school activities that consist of sports, jobs, clubs and volunteering. Some of those same students also take AP and honors classes. The American education system has made it normal for students to go to school for eight hours, have extracurricular activities and do hours of homework afterward when it should be a time to relax from the day’s activities. On top of that, some students have to take care of their family members when they come home. When will we finally have some time for ourselves? 

“I assign about 30 minutes of homework a night,” AP human geography teacher Kelley Ferguson said. “Where students wind up having more than 30 minutes is if they procrastinate or have tons of extracurricular activities. They are unable to do work one night, [and] then that work gets doubled the next night.” 

I understand that homework is given to students to help them retain daily lessons, and is meant to be beneficial. However, in AP classes, the curriculum can be rigorous, and teachers aren’t able to teach the students everything they need to know before the test. This leads to students getting more homework to compensate for lost teaching time. 

Based on a survey given to approximately 60 Hebron students asking how long they spend on homework a day, 53% said that they spend one hour and 30 minutes or longer on homework. In addition, 53% of students also said that they lose two hours or more of sleep everyday from homework. 

Is this supposed to be the normal expectation for students? I understand students want to earn A’s and an impressive transcript so that they can get into Ivy League colleges, but to what extent should students go to get them? It shouldn’t be at the risk of not sleeping, eating or socializing because it can cause many mental and physical health issues. 

“I believe in homework because that is the opportunity for practice,” chemistry teacher Rachmad Tjachyadi said. “The reason I give homeworks with a lot of problems is because some students may need more and [homework is] trying to meet the different needs of students. Homework should take about 20 to 30 minutes for chemistry and, to me, that is actually what they are going to have to do in college for chemistry.” 

A lot of students struggle with having a social life when all they do is homework. The same survey showed 83% of Hebron students said they do homework on the weekend, and 78% said it stresses them out. Students can miss out on memorable school activities such as football games or dances because they have a test the next day or their homework is due that night. 

Only doing homework in students’ free time can lead to them becoming quickly burnt out and losing motivation for school. According to The Scholarship System , “Academic burnout is a surprisingly common problem, especially among high school seniors.” Having to go to school, write college applications and get ready for graduation makes those seniors burn out in the end.  

Not being able to make these high school memories or have a social life can lead to anxiety, depression or other mental health issues. In high school, around 65% of students deal with severe anxiety and 52% are diagnosed with depression as those students don’t get to have time to be a kid anymore before having to enter adulthood in college. 

Personally, I think homework should not be given on the weekends and be given in more limited amounts on the weekdays through offering more than enough time in class to complete it, simply because that is the time for students to relax and have their own time. They should be able to hangout with their friends, go to football games and do other activities. 

Students shouldn’t need to be worried about what homework is due that night or if they have enough time to study for their next test. Being a kid while you still can is more important than doing homework. 

Senior Eyesha Sadiq is the entertainment editor and this is her second year on the staff. When she’s not in the newsroom, she’s either playing with...

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Comments (4)

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Alexandra • Apr 25, 2024 at 11:18 AM

It’s true though…

Layla • Mar 14, 2024 at 4:05 PM

I cannot relate to this as much as you think

Ashwin J • Sep 11, 2023 at 11:15 AM

I agree, many students put in so many hours in their homework including me. One suggestion I find helpful, is to spend time researching effective methods on the network (YouTube, Instagram, TikTok) to find what boosts my productivity and be better at time management. This helps in the long term since it benefits me to finish homework quickly and to also understand the context of the homework’s topic like textbook reading.

nope g beans • May 28, 2023 at 6:14 PM

pls help me im dying from procrastination

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Associations of time spent on homework or studying with nocturnal sleep behavior and depression symptoms in adolescents from Singapore

Affiliations.

• 1 Center for Cognitive Neuroscience, Program in Neuroscience and Behavioral Disorders, Duke-NUS Medical School, Singapore.
• 2 Center for Cognitive Neuroscience, Program in Neuroscience and Behavioral Disorders, Duke-NUS Medical School, Singapore; Center for Sleep and Cognition, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
• 3 Center for Cognitive Neuroscience, Program in Neuroscience and Behavioral Disorders, Duke-NUS Medical School, Singapore. Electronic address: [email protected].
• PMID: 32536472
• DOI: 10.1016/j.sleh.2020.04.011

Objective: To investigate associations of adolescents' time spent on homework/studying with nocturnal time for sleep and depression symptoms, in a competitive academic environment.

Design: Cross-sectional, anonymous survey of sleep habits, school life, and health-related measures.

Setting: Eight schools in Singapore.

Participants: Total 1225 adolescents aged 13-19 years.

Measurements: Self-reported sleep behavior and time use data were collected separately for school days and weekends. Multiple regression models were used to test covariation of time spent on homework/studying with other activities, and associations of homework/studying duration with depression symptoms.

Results: Time in bed for sleep and media use were inversely related with homework/studying duration on both school days and weekends, adjusting for time spent on other activities and demographic variables. Face-to-face family time and hanging out with friends were also reciprocally related with homework/studying duration on weekends. Depression scores were higher in adolescents who spent long hours on homework/studying. On school days, this was mediated by reduced time in bed for sleep. On weekends, homework/studying duration associated with depression symptoms, adjusting for time in bed and other covariates. Adolescents who spent ≥5 hours on homework/studying per day on weekends had greater symptoms of anhedonia and anxiety.

Conclusions: In a competitive academic setting, adolescents who spent more time on homework/studying spent less time on sleep, media use, and social activities. Independent of effects on sleep, long hours on homework/studying on weekends may be a risk factor for depression. Reducing adolescents' workload outside of class may benefit their sleep, schoolwork-life balance, and mental well-being.

Keywords: Adolescent; Bedtime; Depression; Homework; Sleep deprivation; Time use.

Copyright © 2020 The Authors. Published by Elsevier Inc. All rights reserved.

PubMed Disclaimer

Conflict of interest statement

Conflict of interest The authors have no conflicts of interest to disclose.

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August 16, 2021

Is it time to get rid of homework? Mental health experts weigh in

by Sara M Moniuszko

It's no secret that kids hate homework. And as students grapple with an ongoing pandemic that has had a wide-range of mental health impacts, is it time schools start listening to their pleas over workloads?

Some teachers are turning to social media to take a stand against homework .

Tiktok user @misguided.teacher says he doesn't assign it because the "whole premise of homework is flawed."

For starters, he says he can't grade work on "even playing fields" when students' home environments can be vastly different.

"Even students who go home to a peaceful house, do they really want to spend their time on busy work? Because typically that's what a lot of homework is, it's busy work," he says in the video that has garnered 1.6 million likes. "You only get one year to be 7, you only got one year to be 10, you only get one year to be 16, 18."

Mental health experts agree heavy work loads have the potential do more harm than good for students, especially when taking into account the impacts of the pandemic. But they also say the answer may not be to eliminate homework altogether.

Emmy Kang, mental health counselor at Humantold, says studies have shown heavy workloads can be "detrimental" for students and cause a "big impact on their mental, physical and emotional health."

"More than half of students say that homework is their primary source of stress, and we know what stress can do on our bodies," she says, adding that staying up late to finish assignments also leads to disrupted sleep and exhaustion.

Cynthia Catchings, a licensed clinical social worker and therapist at Talkspace, says heavy workloads can also cause serious mental health problems in the long run, like anxiety and depression.

And for all the distress homework causes, it's not as useful as many may think, says Dr. Nicholas Kardaras, a psychologist and CEO of Omega Recovery treatment center.

"The research shows that there's really limited benefit of homework for elementary age students, that really the school work should be contained in the classroom," he says.

For older students, Kang says homework benefits plateau at about two hours per night.

"Most students, especially at these high-achieving schools, they're doing a minimum of three hours, and it's taking away time from their friends from their families, their extracurricular activities. And these are all very important things for a person's mental and emotional health."

Catchings, who also taught third to 12th graders for 12 years, says she's seen the positive effects of a no homework policy while working with students abroad.

"Not having homework was something that I always admired from the French students (and) the French schools, because that was helping the students to really have the time off and really disconnect from school ," she says.

The answer may not be to eliminate homework completely, but to be more mindful of the type of work students go home with, suggests Kang, who was a high-school teacher for 10 years.

"I don't think (we) should scrap homework, I think we should scrap meaningless, purposeless busy work-type homework. That's something that needs to be scrapped entirely," she says, encouraging teachers to be thoughtful and consider the amount of time it would take for students to complete assignments.

The pandemic made the conversation around homework more crucial

Mindfulness surrounding homework is especially important in the context of the last two years. Many students will be struggling with mental health issues that were brought on or worsened by the pandemic, making heavy workloads even harder to balance.

"COVID was just a disaster in terms of the lack of structure. Everything just deteriorated," Kardaras says, pointing to an increase in cognitive issues and decrease in attention spans among students. "School acts as an anchor for a lot of children, as a stabilizing force, and that disappeared."

But even if students transition back to the structure of in-person classes, Kardaras suspects students may still struggle after two school years of shifted schedules and disrupted sleeping habits.

"We've seen adults struggling to go back to in-person work environments from remote work environments. That effect is amplified with children because children have less resources to be able to cope with those transitions than adults do," he explains.

'Get organized' ahead of back-to-school

In order to make the transition back to in-person school easier, Kang encourages students to "get good sleep, exercise regularly (and) eat a healthy diet."

To help manage workloads, she suggests students "get organized."

"There's so much mental clutter up there when you're disorganized... sitting down and planning out their study schedules can really help manage their time," she says.

Breaking assignments up can also make things easier to tackle.

"I know that heavy workloads can be stressful, but if you sit down and you break down that studying into smaller chunks, they're much more manageable."

If workloads are still too much, Kang encourages students to advocate for themselves.

"They should tell their teachers when a homework assignment just took too much time or if it was too difficult for them to do on their own," she says. "It's good to speak up and ask those questions. Respectfully, of course, because these are your teachers. But still, I think sometimes teachers themselves need this feedback from their students."

©2021 USA Today Distributed by Tribune Content Agency, LLC.

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Homework can be bad for your mental health. Should we get rid of it?

• Teachers are taking to social media apps like TikTok to take a stand against the idea
• Heavy workloads can be extra stressful for students, especially during the Covid-19 pandemic

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It’s no secret that homework can be a pain. And as students grapple with an ongoing pandemic that has had a wide-range of mental health impacts, is it time schools start listening to their pleas about their workloads?

Some teachers are turning to social media to take a stand against homework.

Tiktok user @misguided.teacher says he doesn’t assign it because the “whole premise of homework is flawed.”

Do students need homework to learn?

For starters, he says he can’t grade work on “even playing fields” when students’ home environments can be vastly different.

“Even students who go home to a peaceful house, do they really want to spend their time on busy work? Because typically that’s what a lot of homework is, it’s busy work,” he says in the video that has garnered 1.6 million likes. “You only get one year to be 7, you only got one year to be 10, you only get one year to be 16, 18.”

Mental health experts agree heavy work loads have the potential do more harm than good for students, especially when taking into account the impacts of the pandemic. But they also say the answer may not be to eliminate homework altogether.

Chinese schoolgirl uses robot to do her homework

Emmy Kang, mental health counselor at Humantold, says studies have shown heavy workloads can be “detrimental” for students and cause a “big impact on their mental, physical and emotional health.”

“More than half of students say that homework is their primary source of stress, and we know what stress can do on our bodies,” she says, adding that staying up late to finish assignments also leads to disrupted sleep and exhaustion.

Cynthia Catchings, a licensed clinical social worker and therapist at Talkspace, says heavy workloads can also cause serious mental health problems in the long run, like anxiety and depression.

And for all the distress homework causes, it’s not as useful as many may think, says Dr. Nicholas Kardaras, a psychologist and CEO of Omega Recovery treatment center.

“The research shows that there’s really limited benefit of homework for elementary age students, that really the school work should be contained in the classroom,” he says.

For older students, Kang says homework benefits plateau at about two hours per night.

Should Hong Kong introduce a zero-homework policy?

“Most students, especially at these high-achieving schools, they’re doing a minimum of three hours, and it’s taking away time from their friends from their families, their extracurricular activities. And these are all very important things for a person’s mental and emotional health.”

Catchings, who taught Primary Three to Secondary 6 for 12 years, says she’s seen the positive effects of a no homework policy while working with students abroad.

“Not having homework was something that I always admired from French students (and) French schools, because that helped students really have time off and disconnect from school,” she says.

The answer may not be to eliminate homework completely, but to be more mindful of the type of work students go home with, suggests Kang, who was a secondary school teacher for 10 years.

“I don’t think (we) should scrap homework, I think we should scrap meaningless, purposeless, busy work-type homework. That’s something that needs to be scrapped entirely,” she says, encouraging teachers to be thoughtful and consider the amount of time it would take for students to complete assignments.

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Can Excessive Homework Cause Depression? – 17 Reasons

Does Homework Cause Depression?

You or a loved one may currently be struggling with excessive amounts of homework and are wondering if can homework cause depression. The short answer is that depression can absolutely lead to depression for a variety of reasons. Identifying the cause of your homework-related depression below is the first step toward bettering your mental health. Excessive homework, lack of social support, and perfectionism are just a few of the reasons homework can lead to depression.

Reasons Why Homework Might Cause Depression:

1) multiple hours of homework.

Starting in high school, or sometimes even middle school, students begin to slowly receive more and more hours of homework. There are various reasons why multiple hours of homework per week might lead students to depression, with stress and procrastination being at the top. Certain subjects, such as mathematics or science-related classes (i.e. chemistry) might also be challenging for some students to comprehend, leading them to feel drowned in stress and procrastination. Many hours of homework on a subject that one does not understand may start as stress and procrastination, but across multiple weeks or months may gradually turn into strong feelings of inadequacy and ultimately depression.

2) Extracurricular Activities May Interfere

Only some people in high school are distinguished academics capable of effortlessly finishing hours of homework each week. Other students are naturally gifted in different areas, such as athletics, arts (such as music or drawing), or even gaming! However, these activities can also get in the way of valuable time each student needs to complete homework and be successful in school. If the student prioritizes extracurricular activities significantly more than homework, this certainly can have negative mental health consequences. Ultimately, a school/leisure balance is key when it comes to avoiding student depression and maintaining overall happiness and success!

3) Excessive Homework From Classes or Teachers

Certain subjects or teachers might also be prone to assign excessive homework that might initially be daunting. For example, mathematics, chemistry, and physics are examples of classes that high school students find both challenging and overwhelming. If these classes are not already difficult enough, a bad professor might add excessive homework that is clearly not necessary for the student’s growth. The combination of excessive homework and poor teachers can easily lead students to mild depression over time.

4) Prior Struggles With Mental Health Issues

Mental health issues in the United States and across the world are higher now than at any point in much of human history. This means that many students already have mild to severe forms of depression, anxiety, PTSD, and other mental health issues. When students receive homework that they feel incapable of completing with little to no support outside school, this may only worsen their mental health. Unfortunately, depression is only one of many mental health issues students may face when confronted with challenging homework.

5) The Sleep Deprivation Cycle

Many students, especially in high school and college, naturally prefer to stay up late and wake up late. These individuals are commonly referred to as “night owls” since they mostly thrive at night. Being a “night owl” is not an inherent problem until the student’s sleep begins to fall below the recommended range of 7-9 hours per night. Sleep deprivation is defined as “a state caused by inadequate quality or quantity of sleep.”

Although side effects of sleep deprivation depend on a few factors, depression is one of the most common. Students might feel stressed during the day and procrastinate until night when they make the logical decision to stay up and finally complete the homework for the following day. This is the day-to-day reality for many students since they have yet to break the sleep deprivation-depression cycle.

6) Concern With Getting Good Grades

Although getting good grades is applauded by almost everyone ranging from students and parents to teachers and principals, some students take it to the extreme. Perfectionism is the need to appear perfect, which might be reflected by extremely good grades or high GPAs (that are often unrealistic or unnecessary). Most colleges do not require students to have anywhere near perfect good grades or GPAs, meaning students should set realistic goals while still making it possible to achieve long-term goals. Setting realistic goals for good grades can also lead students to minimize stress, depression, and other negative effects that come with perfectionism.

7) Physical Health Problems

Some students might also suffer from physical health problems that are either genetic (such as Type I Diabetes) or behavioral health problems (such as obesity). In the case of a young student with obesity, his or her most difficult class might be the physical exercise (PE) class. This student might look at other students performing the daily physical activity for class and feel a sense of inadequacy that can grow over time and lead to depression, especially if not properly addressed or guided.

There is also a slew of other physical health problems that might contribute to a student’s struggle and depression when in school. These health problems might also make it difficult for students to complete homework when away from school, due to a variety of factors.

8) Weight Loss Problems (Homework Cause Depression)

Weight loss may occur when students are overly focused on school and have little to no time to eat a highly nutritious meal. Since food gives energy to the brain and is responsible for many vital functions of the human body, it is no wonder why depression might arise out of weight loss. In addition, many students, particularly young female students, go through a time that challenges their self-image. Other students and social media might pressure these students into conforming to non-realistic beauty standards via weight loss.

9) Young Adults and Lack of Balance

High schoolers and college students are still very young in the grand scheme of life, with many lacking the crucial ability to balance school and homework with other parts of their lives. Especially with the amount of homework some classes assign, students might not balance enough time that is necessary to complete the assigned work. Students might spend much time procrastinating homework and doing fun, but less productive activities, such as playing sports or video games. Mental health counselors (either at school or in a clinical setting) can be extremely effective at helping students manage school work and ultimately avoid depression.

10) Homework and Test Scores

High schoolers and older students must find enough time to complete homework and study to get optimal test scores. Although this does vary from class to class, most individuals will have at least a few classes where balancing homework and testing is critical for success. Test anxiety is a big factor that might lead students to heavily prioritize studying for an exam instead of completing homework. If students are overly concerned with test scores and neglect to complete assigned homework, depressive symptoms may occur.

11) The Importance of Time Management

As mentioned earlier, young children or young people, in general, might often struggle to effectively complete a lot of homework. Building daily habits around homework completion for just 30 minutes per day can add up to make a massive difference (that is 4.5 hours by the end of the school week!). Not only does effective time management make it easier to complete homework, but it also removes much of the stress, procrastination, and even depression that might come as a result of little to no time management.

For younger children or even high schoolers, an adult role model can significantly help develop these necessary habits sooner rather than later.

12) Prestigious Schools Like Stanford University

High schoolers looking to get accepted into prestigious colleges like Stanford University, or college students already in prestigious schools likely have higher chances to suffer from homework-related depression. High schoolers that are accepted into Stanford University have an average GPA of 3.95 out of 4.00.

This means students trying to get into ivy league schools hold themselves to an extreme standard. This extreme standard will inevitably cause a lack of sleep, depression, and a variety of other negative effects. This does not mean that it is impossible to successfully be accepted into Stanford University, it just means it will be very challenging.

13) Teachers Assign Busy Work

Sometimes teachers (mostly in high school) assign work that is repetitive, not super challenging, and time-consuming to complete. These types of assignments are generally referred to as “busy work,” and can be the bane of some high schoolers’ existence. The problem with busy work is that students begin to focus on the completion of the homework due to the sheer amount of time they know it will take to complete it. This takes away from the overall learning experience of the student and will lead many high school students to procrastinate. Procrastination can lead to piled-up homework and can have a negative impact on the student’s depression levels. Ultimately, teachers that assign busy homework cause depression.

14) Family Stress at Home (Homework Cause Depression)

Sometimes the cause of depression is much deeper than meets the eye, with homework simply exacerbating these untouched issues. One deeper issue revolves around family members and the lack of much-needed social support from parents, siblings, and other family members in the household. These family members might simply be unwilling to provide homework support to young adults, or the issue might be as bad as mental or physical abuse. If you know someone that is being abused, please seek help immediately to help them in the long run. It is clear that these issues could easily lead one to depression.

15) Lack of Friendships and Social Life

Being isolated at school and/or at home might be one of the risk factors for developing depression from homework. Friendships can be mutually beneficial when completing tasks such as homework since students are able to check each others’ work and reduce the overall stress of heavy workloads. Students that always seem to be alone or are even bullied might be at an increased risk of serious mental health problems. It is true that some young people and older students work best alone, but this is definitely a warning sign to keep an eye out for if you are a parent.

Putting isolated students into a club or sport they have an initial interest in might be a fantastic way to help them create valuable bonds with those around them and prevent depression!

16) Social Media and Student Well-Being

Social media is something that has had clear negative effects on the mental health of many age groups in the United States but also across the world. Social media often promotes the action of comparing one’s self to others, which might be academic success in this case. Individuals that are constantly watching other students succeed online may feel like they are the only one that does not understand the course material.

The amount of time spent on social media can also often take away from time that high schoolers could be spent completing homework and other important things. Ultimately, social media is best, like many things, when consumed in moderation and is not used to negatively compare oneself with others.

17) Stomach Problems Such as Celiac Disease

Stomach problems include, but are not limited to celiac disease, inflammatory bowel disease (IBD), lactose intolerance, and constipation or gas. Most of these stomach problems have nausea and even vomiting as some of their primary negative effects. Attempting to do homework or even come to school when having severe nausea is challenging, to say the least. Students with these issues will often have less time as a result, and may even feel as though homework cause depression.

From the list above, there are many clear reasons why excessive homework assignments might lead a student of any age to depression. If you or someone you know struggles with severe depression, please seek professional help. Although there are many ways homework can cause depression, we are strong and capable of overcoming the depression and still achieving success. Ultimately, social support from family and friends, academic guidance, and a consistent homework routine are just a few of the things that might help reduce depression caused by homework.

2 thoughts on “Can Excessive Homework Cause Depression? – 17 Reasons”

Wowwww!! This is extremely insightful ❤️‍🔥Can’t wait for your next post !

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THE ALGONQUIN HARBINGER

• Excessive homework negatively impacts mental health, causes unnecessary stress

Caroline Lou

Opinion Editor Jula Utzschneider writes on the overwhelming chip on every student’s shoulder: homework.

Jula Utzschneider , Opinion Editor November 10, 2021

When the bell rings to end last period every day, I feel a sense of relief. However, this feeling soon wears off as I realize just how much work I have to do after the already-stressful school day ends.

While homework can be beneficial, more often than not, it is assigned excessively and unnecessarily. Teachers give a significant amount of homework, often due the next day. This causes students to spend far too much time doing such assignments and can be detrimental.

A 2013 study conducted at Stanford University found that students in top-performing school districts who spend too much time on homework experience more stress, physical health problems, a lack of balance in their lives and alienation from society. That study, published in The Journal of Experimental Education , suggested that any more than two hours of homework per night is counterproductive. However, students who participated in the study reported doing slightly more than three hours of homework every night.

And, yes, the amount of homework given to students depends on the course level they take. But, with increasingly competitive college acceptance rates (demanding more extracurriculars and college-level classes), many students feel forced to take these more challenging courses. This is a huge problem, especially as teachers give homework only thinking about their own class, not the five or six others students have.

Additionally, when it came to stress, more than 70% of students in the Stanford study said they were “often or always stressed over schoolwork,” with 56% listing homework as a primary stressor. More than 80% of students reported having at least one stress-related symptom (such as headaches, exhaustion, sleep deprivation, weight loss, stomach problems and more) in the past month, and 44% said they had experienced three or more symptoms. 

Less than 1% of the students said homework was not a stressor, demonstrating that the vast majority feel overwhelmed and pressured by the amount of work they receive.

Not to mention, the time spent on these assignments could easily be spent doing something enjoyable. Many students feel forced or obligated to choose homework over practicing other talents or skills, which should never be the case. Teachers should be encouraging these extracurriculars, rather than making it impossible for students to partake in them.

In terms of what teachers can do, it’s quite simple, really. Homework is intended for students to either practice a subject further or to cover topics teachers couldn’t during the allotted class time. It should not be busywork that just wastes a student’s time. 

Teachers should be giving students work that is absolutely necessary (not busy work), and eliminate it altogether where they can. It is extremely important that students not only get through high school but thrive and enjoy it too.

How much time do you spend doing homework on an average school night?

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Knockoff Therapy

A therapy blog with a person behind it

10 Reasons Why Homework is Associated with Depression

Oct 01, 2023 | aj@knockofftherapy

High school students have a lot of responsibilities and expectations. They always have, but, nowadays, the amount of time students have to  devote to homework has increased . This is why we’re talking about the question, “does homework cause depression?”

This leaves students with less time for hanging out with friends, managing physical symptoms of stress , and understanding that better grades don’t equal better life.

And, yet, students still have to deal with too much homework that makes it impossible for them to take care of their mental health. Here are 10 reasons why homework is associated with depression. 

This blog is all about answering the question “Does homework cause depression?”

Homework and depression:, 1. the benefits of homework don’t always outweigh the stress it causes .

At the end of the day, homework is all about cementing the learning the students have done in class. However, a lot of students complete busy work that does not promote the active learning they need for a class to help them in the future.

Instead, homework assignments, especially for high school students, are now designed to give students heavy workloads instead of providing only the amount necessary to process the information they’re learning in class. 

2. Students deal with the added stress of college applications

By their junior year, high schoolers have to start applying to college. They have to handle both excessive homework that may or may not help their learning and individual essays for every college.

They have to do this while cultivating relationships with encouraging teachers for future letters of recommendation.

Therefore, they have to dedicate time to excessive amounts of homework while having enough time to plan out which universities they want to apply to, complete applications, and write multiple essays.

3. Students don’t always rely on their support systems

As much as parents want students to turn to them for support, lots of students are individuating and becoming independent from their family members.

They take on rigorous courses that require high academic performance without communicating with their families about the lack of sleep and excessive stress. Students may theoretically have enough time to complete assignments.

But, they struggle with a lack of balance because they’re taking on extra stress at the same time they’re learning critical life skills. Oftentimes, high schoolers don’t ask for help because they don’t want to admit they can’t do it all. 

4. Stress makes it difficult to avoid poor eating habits

High school students often think that they can maintain unhealthy habits, like limiting their hours of sleep and eating unsatisfying foods, long enough to get into a good college.

Once they graduate from high school, they think that they will be college students with a new and improved homework routine and a better quality of life.

However, high schoolers don’t realize the negative impact that unsatisfying, non-nutritious foods have on their mental health when they rely on poor eating habits during times of stress.

5. Students might turn to substance abuse to handle stress

When we think of high school students abusing substances, we probably think of alcohol. What we don’t think about is caffeine or energy drinks.

While high schoolers certainly drink underage, the far more dangerous substances are the ones they’re allowed to consume before their bodies are developed.

High schoolers can consume caffeine to pull-nighters before a test or during the day when they need to stay awake during classes. This substance abuse leads to  sleep deprivation and sporadic sleep schedules that disrupt their learning process and brain development .

6. Students don’t prioritize their emotional health

People value mental health more now than ever before . We’re talking about it more and sharing our experiences despite the stigma that still exists around mental health. So, we expose students to resources and tools that can help them fight anxiety and depression.

But, they don’t take them seriously because we’re also telling them that they have to get into a four-year university, pick the major that will determine their future career, and, if they fail at any of this, their future is doomed.

In other words, we give them the tools and resources, but we haven’t given them the infrastructure to take it seriously. They don’t have the safety to take care of themselves because they have so many assignments, expectations, and future problems to manage.

7. It’s easy to spend lots of time on social media

As obvious as it is, social media must be addressed when we talk about students and the hours of homework they have to complete.

Regardless of how much we encourage and motivate students to complete their homework assignments, we still can’t change the effect of social media on their lives.

Students who want good grades will most likely find a way to do that, even if they lose hours of sleep from going through social media. Social media is complicated, but it harms young people and we have to state that.

It distracts students, gives them a false sense of reality they can’t live up to, and provides them with a distraction from the stress and pain they’re feeling. 

8. Students have to participate in extracurricular activities 

Society has way too many expectations on young people for young people to be able to meet all of them and avoid mental illness. Extracurricular activities are no different.

Whether a student signs up for band, volunteering outside of school, or sports, that’s one more commitment they make. Sometimes, students do these activities because they choose to, but, far more often, they make these commitments because they are pleasing someone else.

That someone else might be college admissions or parents, but it usually isn’t them. Unfortunately, that means they don’t have as much time for the amount of homework they need to finish. 

9. Students need flexibility in their schedule to have a social life

On top of thinking ahead to college applications and staying ahead of homework assignments, students need time to hang out with friends.

Most students will find a way to spend time with friends and complete large amounts of homework, but they won’t do so without serious mental health problems.

The problem with high school students is not that they will avoid people or become depressed because they don’t see their friends. Unfortunately, they instead experience burnout and lose sleep to do everything they want to do. 

10. Students don’t learn about time management

Before their brains are fully developed, high schoolers are already attempting to function like adults. They try to form good study habits, complete a lot of homework, and spend time with friends and family. High school students do all of this with a lack of balance.

Whatever is not crucial to their existence is not a part of their life. When young adults have too many responsibilities and needs to meet, they choose the ones they think are most important and let the rest of them deteriorate.

For example, a student is much more likely to ignore their physical health problems and mental health issues if their grades are good and they get to spend time with friends. 

Related posts:

• 21 Small But Effective Tips for Dealing with Stress in College
• 12 Soothing Tools You Need to Use Right Now for College Stress Management
• 10 Thoughtful Gifts to Reduce Stress for the Chronic Worrier
• 16 Useful Ways to Improve Your Work School Life Balance

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13 Helpful Worksheets for Combating Depression

However, when a depressed mood or unbearable sadness is present for a long time – a couple of weeks or months – then it might meet the criteria for depression.

Depression affects over 264 million people worldwide. Between 76% and 85% of those experiencing depression do not seek or receive treatment for their disorder (World Health Organization, 2020a).

This article provides a starting point to understand depressive symptoms and also offers helping professionals resources to assist their patients with recovery.

Please note that the resources provided in this article are not a substitute for treatment from a medical professional. If you are suffering from depression or know someone who is, we recommend you seek help. Guidance is provided at the end of this article.

Before you continue, we thought you might like to download our three Stress & Burnout Prevention Exercises (PDF) for free . These science-based exercises will equip you and those you work with, with tools to manage stress better and find a healthier balance in your life.

This Article Contains:

2 worksheets to help combat depression, handouts for cbt sessions, 2 group therapy worksheets, depression worksheets for teens and youth, 4 worksheets on coping skills, positivepsychology.com’s toolkit resources, a take-home message.

Individuals who experience depression often deal with difficult emotions and engage in unhelpful thought patterns that worsen their depression. One of those responses that is widely recognized is excessive guilt .

Excessive guilt is one of the distinctive symptoms of depression, as it is often exaggerated and experienced out of context (Pulcu, Zahn, & Elliott, 2013).

Typically, individuals with major depressive disorder feel guilty for their emotions and are often upset at themselves for being affected by depression, as they feel they are worthless for being in a depressive state.

One of the most common types of guilt experienced by individuals who have depression is called omnipotent responsibility guilt , which is defined as “taking responsibility for events which may be out of one’s control and feeling guilty about their consequences” (Pulcu et al., 2013, p. 312).

Often, individuals with depression take responsibility for situations they have little or no control over, causing them to feel a sense of overwhelming guilt, even when they had nothing to do with the outcome.

Understanding what parts of a situation you can control or influence is an essential part of seeking treatment for depression. The Control–Influence–Accept Model (Thompson & Thompson, 2008) originated as a means to help people be more productive at work.

However, the basic principles of the model aim to identify pieces of a situation that you can control or influence, as well as aspects of a situation you may have to adapt to or accept.

If these sound like issues you are struggling with, feel free to consult the following worksheets:

1. Control–Influence–Accept Model

This is a good activity for individuals with depression to help break down situations. The model allows better visualization of different aspects of a situation and what specifically can be controlled, instead of worrying about all the possible outcomes.

2. Guilt and Shame: Emotions That Drive Depression

Guilt and shame are two emotions that drive your emotions when depression manifests. This exercise will help you identify guilt and shame that drives your depression and provides suggestions for channeling those emotions to facilitate more positive thinking  patterns.

CBT operates on the principle that emotional reactions and behaviors are influenced by cognitions (Westbrook, Kennerley, & Kirk, 2011).

Our behavior is governed by these cognitions, meaning that someone with anxiety might display more anxious behavior or engage in negative thinking patterns.

When an individual is affected by depression, they can experience cognitive distortions that are negatively biased errors in thinking. When individuals experience automatic thoughts, they are typically consistent with their core beliefs about aspects of themselves, others, and the world (Rnic, Dozois, & Martin, 2016).

Therefore, individuals who are experiencing depressive thoughts or symptomatology tend to have negatively charged core beliefs, which activate negative automatic thoughts. The cycle of negative thinking causes the symptoms of depression to continue and consolidate negative thoughts as part of an individual’s emotional response.

Our worksheet on Unhelpful Thinking Patterns categorizes the unhelpful thinking patterns that are present when someone is experiencing depression. It also provides strategies for individuals to reconstruct their thinking and identify the negative thinking patterns they might engage in.

Because of negative thinking patterns or cognitions, individuals often develop negative beliefs about everyday situations. This may cause them to change their behavior.

This worksheet on Behavioral Experiments to Test Beliefs encourages you to challenge your negative thoughts or beliefs. You are assisted to develop a hypothesis from your beliefs and test whether your negative core beliefs actually come true.

It is a useful worksheet if you are trying to confront negative beliefs about a specific situation, such as going out in social situations, or struggling to leave home. Having a concrete situation will allow you to better challenge the negative thinking patterns you might experience.

Download 3 Free Stress & Burnout Prevention Exercises (PDF)

These detailed, science-based exercises will equip you or your clients with tools to manage stress better and find a healthier balance in their life.

Download 3 Stress & Burnout Prevention Exercises Pack (PDF)

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Delivering CBT in a group therapy format is sometimes recommended for those who may benefit from a group to relate to when dealing with symptoms and situations specific to depression.

Individuals may also benefit from group cohesion and can potentially use the group as an arena for challenging their negative thoughts and behavior (Thimm & Antonsen, 2014).

1. Awareness of the mind

One of the most important goals in group therapy is for participants to get comfortable telling their story and learning about themselves. I Am is an introductory activity for people doing group therapy. Filling out the prompts helps them define themselves, specifically their boundaries and strengths.

The ultimate goal of the ‘I Am’ exercise is for the individual to gain an awareness of their own mind. They can then share this activity with other participants so they can all get to know each other better, form a trusting bond, and promote a safe space to discuss their depression.

2. Contributing events

Often, people with depression can identify a series of events that may have contributed to the development or worsening of their condition.

My Depression Story is designed for individuals taking part in group therapy. It encourages participants to make a timeline of their lives, highlighting key moments that have shaped their individual perceptions. It then asks them to do the same thing with their depression so they can better understand what the contributing factors may have been.

By sharing these events with the group, they can determine how depression has affected their perceptions and figure out a healthier way to map out their goals from now on.

According to the World Health Organization (2020b), one in six youths between the ages of 10 and 19 are affected by a mental illness. Moreover, depression is one of the leading causes of illness and disability among adolescents.

Therefore, it is essential to have resources and information for teens and their parents so they can identify the symptoms of depression. If you suspect your teen is experiencing depressive symptoms or you simply want to learn more, read on for resources you could use.

Recognizing the warning signs of depression is one of the most important preventative measures a parent or guardian can take to ensure that their teenager gets the help they need.

Our Depression Fact Sheet for Teenagers is designed to break down the symptoms and behaviors that characterize depression specific to teenagers. It also provides resources for teenagers to consult if they have a friend who is experiencing these symptoms and don’t know what to do.

Teenagers in particular may struggle to put their emotions into words, specifically when they are experiencing depression. This Letter to a Loved One About My Depression activity provides ideas for teenagers to help express their feelings. It even has a template that they can fill in and print if they are having trouble finding the right way to tell a parent or another loved one about their depression.

As discussed in the previous section, confronting negative thoughts is a central part of dealing with depression. The Depressive Thoughts for Teens worksheet acts as a companion to the Unhelpful Thinking Styles  worksheet.

It has specific activities for teenagers to break down their responses to various situations and an example to follow when confronting their negative thoughts. We encourage parents to complete this alongside their teenager to help them identify trigger situations and provide more productive problem-solving solutions.

An important part of facilitating long-term recovery from depression is to encourage coping skills that individuals can implement in their everyday lives when they feel overwhelmed or upset.

Coping strategies “consist of behaviors, primarily management and problem-solving techniques that are implemented to manage stressful situations” (Bautista & Erwin, 2013, p. 687).

Coping skills can either focus on targeting the problem (problem-based) or seek to make yourself feel better when the circumstances are out of your control (emotion-based).

The point of introducing these coping skills is not only to give individuals strategies to fight off depression, but also to discourage the use of unhealthy coping strategies (e.g., drugs, alcohol, avoidance, overeating, or overspending). These are strategies that provide instant gratification  but could have negative consequences if the unhealthy patterns continue.

1. Deep breathing

If you are looking for a technique that is easy to do and free of charge, consider exploring deep breathing. Three Steps to Deep Breathing gives you a quick overview of how to use deep breathing when you are feeling stressed, upset, or overwhelmed.

Our Power of Deep Breathing article also provides more details about how deep breathing can help you overcome stress and anxiety, and introduces practices where deep breathing is commonly used (e.g., yoga, meditation).

2. Coping style

Part of knowing how to implement coping skills into your daily routine is to understand what your coping style is and what strategies might work best for you. This Coping Styles Formulation activity helps individuals work with their therapist to identify the problem that is causing them distress.

By delving deeper into the events and actions that caused the problem, they may be able to better understand what coping style or skills they need to implement, especially if this is a recurring issue that causes distress.

3. Self-care

Another important part of coping is to implement self-care. Self-care is any activity that involves taking care of our mental, emotional, or physical health. Self-care not only leads to improved mood and reduced anxiety, but can also improve your self-esteem (Michael, 2016).

This Self-Care Checkup gives ideas for self-care and allows you to rate how often you engage in each activity. This worksheet also divides self-care into emotional, physical, social, professional, and spiritual self-care. It will reveal which area of your life needs the most attention and help you implement the strategies as needed.

4. Self-love

Additionally, this Self-Love Journal is helpful for daily self-care, as it gives you an opportunity to think about the moments and aspects of yourself that are positive, rather than focusing on more difficult things that are happening.

17 Exercises To Reduce Stress & Burnout

Help your clients prevent burnout, handle stressors, and achieve a healthy, sustainable work-life balance with these 17 Stress & Burnout Prevention Exercises [PDF].

Created by Experts. 100% Science-based.

We have an excellent selection of resources that can assist those battling depression. For therapists, the following masterclasses and worksheets will equip you to be better able to support your clients.

Self-Acceptance Masterclass

The Science of Self-Acceptance Masterclass© is an excellent tool for practitioners and individuals who are struggling with accepting themselves. Often, a strong driver of depression is an individual’s difficulty with loving and accepting themselves for who they are.

This course focuses on building a healthy relationship with yourself first by using science-based activities to help build your self-esteem. This is also an excellent resource for practitioners who have a client who is struggling with depression and low self-esteem.

Meaning & Valued Living Masterclass

This masterclass on Meaning and Valued Living aims to help individuals find meaning in everyday life. People with depression often struggle to find meaning or value in themselves or their everyday actions, as they are caught in a cycle of negative thought patterns and experiences.

This course aims to help them regain a sense of purpose and find value in the contributions they are making, no matter how small or insignificant they may seem.

17 Stress & Burnout Prevention Exercises

If you’re looking for more science-based ways to help others manage stress without spending hours on research and session prep, this collection contains 17 validated stress management tools for practitioners. Use them to help others identify signs of burnout and create more balance in their lives.

Depression can be a difficult condition to overcome, especially when you feel lonely or isolated. Changing your thinking and behavior can be a daunting task, as it is often less intimidating to stick with something you are familiar with, even if it has a negative impact on your daily living.

Reading this article is a great first step to understand depression and struggles with negative thoughts. Be kind to yourself, and remember that every small step you take along your self-improvement journey is an important one and should be celebrated.

Reach out to a professional, close friend, or family member to help you with the next steps. Getting out of the hole is a challenging journey, so asking for help and someone to be on your side is the best decision you can take. You don’t have to do this alone.

If you are struggling with severe symptoms of depression or suicidal thoughts, please call the following number in your respective country:

• USA: National Suicide Prevention Hotline at 988
• UK: Samaritans hotline at 116 123
• The Netherlands: Netherlands Suicide Hotline at 0900 0767
• France: Suicide écoute at 01 45 39 40 00
• Australia: Lifeline at 13 11 14
• Germany: Telefonseelsorge at 0800 111 0 111 or 0800 111 0 222

For a list of other suicide prevention websites, phone numbers, and resources, see this website or consult Open Counseling’s list of International Suicide and Emergency Hotlines . Resources are listed by country, and you can click on the ‘more hotlines’ and ‘in-person counseling’ tabs to get further help.

Please know that there are people who care and treatments that can help.

We hope you enjoyed reading this article. Don’t forget to download our three Stress & Burnout Prevention Exercises (PDF) for free .

• Bautista, R. E., & Erwin, P. A. (2013). Analyzing depression coping strategies of patients with epilepsy: A preliminary study. Seizure , 22 , 686–691.
• Michael, R. (2016, August 10). What self-care is and what it isn’t. Psych Central. Retrieved April 23, 2021, from https://psychcentral.com/blog/what-self-care-is-and-what-it-isnt-2#1
• Pulcu, E., Zahn, R., & Elliott, R. (2013). The role of self-blaming moral emotions in major depression and their impact on social decision making. Frontiers in Psychology , 4 , 310–319.
• Rnic, K., Dozois, D. J. A., & Martin, R. A. (2016). Cognitive distortions, humor styles and depression. Europe’s Journal of Psychology , 12 (3), 348–362.
• Thimm, J. C., & Antonsen, L. (2014). Effectiveness of cognitive behavior group therapy for depression in routine practice. BMC Psychiatry , 14 (292), 1–9.
• Thompson, N., & Thompson, S. (2008). The critically reflective practitioner . MacMillian International Higher Education.
• Westbrook, D., Kennerley, H., & Kirk, J. (2011). An introduction to cognitive behavior therapy: Skills and applications (2nd ed.). SAGE.
• World Health Organization. (2020a). Depression . Retrieved April 21, 2021, from https://www.who.int/news-room/fact-sheets/detail/depression
• World Health Organization. (2020b). Adolescent mental health . Retrieved April 22, 2021, from https://www.who.int/news-room/fact-sheets/detail/adolescent-mental-health

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Can Homework Lead to Depression?

Homework is an after-school task that nobody bargained or asked for. It is simply that extra work that every student has to put in over a specific period every day after school. Kids in first grade are known to spend at least 10 minutes on their homework every day; those in high school (particularly the seniors) spend at least two hours on their homework every night. This is not conclusive; the amount of time spent could be higher or lesser, depending on the school, teacher, and the students’ abilities.

According to Sierra’s Homework Policy recommendation, students shouldn’t get more than ten minutes of homework every night and a maximum of fifty minutes of homework per term. While this recommendation is not binding or absolute, it mostly serves as a conceptual guide for teachers and tutors alike. Spending this amount of time on homework every night after a hectic day at school is not in any way fun for students, no matter the age or class. No student enjoys doing homework, especially when it has become a daily routine, and now that homework score is calculated as part of their cumulative score for the term. To ease the homework burden, students can ask for help at 123 Homework service and get it at an affordable price.

Whether homework can lead to or cause depression is an age-long question, and this article aims to explain the ‘if’ and ‘how’ too much homework can cause depression.

Studies have shown that the more time spent on homework means that students are not meeting their developmental needs or imbibing other critical life skills. While focusing on their homework, students are likely to forgo other activities such as participating in hobbies, seeing friends and family, and having meaningful and heart-to-heart conversations with people. Homework steals all the attention and spare time. Eventually, it puts students on the path of social reclusiveness, which would sooner or later tell on their mental and emotional balance.

Also, when a group of Harvard Health researchers asked students whether they experience any physical symptoms of stress like exhaustion, sleep deprivation, headache, weight loss, and stomach ache, over two-thirds of the participating students claim that they cope with anxiety thanks to their use of drugs, alcohol, and marijuana.

A Stanford University study showed that homework affects students’ physical and mental health because at least 56% of students attribute homework to be their primary source of stress. According to the study, too much homework is also a leading cause of weight loss, headache, sleep deprivation, and poor eating habits.

As beneficial as homework is to the students’ academic development, the fact remains that an additional two hours spent on homework after spending around 8 hours in school is too much and could lead to a massive mental breakdown.

Even though research has shown that homework can lead to depression, that doesn’t take away the fact that assignment is the only way to ensure and ascertain that students fully understood what they have learned in class; however, the question remains, is two hours on homework every night not too much?

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In Sight: The Biological Diagnosis of Depression and Anxiety

The science of psychiatry is gaining on the daunting complexity of the brain..

Updated June 20, 2024 | Reviewed by Hara Estroff Marano

• What Is Depression?
• Find counselling to overcome depression
• Diagnostic models in psychiatry are largely based on clinical experience, with some statistical modeling.
• Scientific biomedical models are necessary to advance understanding of mental illness.
• Understanding the biology of mental illness will allow development of better treatments.
• Personalized analysis of brain networks holds promise for people suffering from depression and anxiety.

According to the World Health Organization (WHO), clinical depression affects nearly 300 million people worldwide. The Centers for Disease Control (CDC) estimates that 20 million or more people in the U.S. have depression at any given time, while more than 18 percent of U.S. adults report depression at some point in their lives and .more than 12 percent of adults report significant feelings of anxiety .

Treatment for depression is of limited effectiveness; only 30-40 percent of those initially treated experience full resolution of symptoms, or remission. What's more, studies show, successive efforts to achieve remission are less and less effective.

Understanding the underlying biology of depression, anxiety, and related conditions such as post- traumatic stress disorder ( PTSD ) is necessary for making correct diagnosis and planning effective treatment. But especially in psychiatry, given the complexities of the brain, diagnosis and treatment are not yet well-grounded in biological understanding.

Medical treatment is ideally based on a number of factors, including knowledge of the disease process, the ability to make accurate diagnoses, and an understanding of how individual factors affect treatment planning and outcome. The National Institutes of Health started the BRAIN Initiative (Brain Research Through Advancing Innovative Neurotechnologies) in 2013, calling for neuroscience -based models of disease and health. Understanding the causal factors of disease suggests the levers clinicians can manipulate to provide the most effective treatment possible.

Toward a More Scientific Psychiatry

Psychiatric diagnosis in the United States is currently based on the Diagnostic and Statistical Manual of Mental Disorders (DSM-5). Although efforts have been made to improve its approach with more specific criteria for mental illness based on statistics and available data, the DSM is not firmly scientifically based. For the vast majority of illnesses described, the diagnostic criteria say little to nothing about the cause of the disease; instead, they primarily reflect long-observed clinical patterns, rendering the DSM a work in progress and of less-than-desirable utility for diagnosis and treatment.

Not all causes of psychiatric disease are strictly biological. For example, inheriting a genetic predisposition to depression—and many genes contribute–does not invariably lead to depression. It’s highly likely that social and family factors can also bring on depression—not being productive or social, for example. Current treatments for depression often address biological and social factors, but there is as yet no standard biological testing for depression nor any clear framework for scientifically based treatment.

DSM 5 identifies several subtypes of depression, all based on clinical observation and statistical analysis. With unipolar depression (as contrasted with bipolar disorder ), subtypes include atypical and melancholic, and specifiers include severity of symptoms as well as presence or absence of psychotic features. Diagnosis is made by reviewing clinical presentation and history, whether informally through clinical interview or formally via structured, guided interview and review of accompanying information. The same approach applies to anxiety disorders, including generalized anxiety, social anxiety , panic disorder, and obsessive-compulsive disorder, as well as to stress-related disorders such as PTSD. The disorders may be divided into subtypes by specifiers, but a true medical-scientific framework is lacking.

Biotyping Depression and Anxiety

A recent study of brain networks in depression and anxiety reported in Nature Medicine (2024) is an important step toward establishing an empirical model of "biotypes",; it echoes prior work on depression 3 and brain-based personality research 4 . Researchers Tozzi and colleagues used functional magnetic resonance imaging (fMRI) to look at brain activity in more than 1,000 people with depression and anxiety, measuring “task-free” brain activity. They repeated imaging in a subset of patients who received psychotherapy or pharmacotherapy or underwent a variety of activities. During the imaging, subjects were shown a variety of stimuli—such as sad, threatening, or happy faces—and were asked to perform a variety of cognitive and attention tasks. Cluster analysis was used to identify underlying biotypes based on brain circuit dysfunction, sometimes referred to as “dysconnectivity” in brain networks. Treatment would, therefore, restore "euconnectivity".

Notably, the study was transdiagnostic: Given how much depression an anxiety overlap, the study didn't assume they are separate disorders. The analysis was unbiased by preconceived diagnostic models. Participants included those diagnosed with various conventional disorders, including major depression, generalized anxiety, panic disorder, social anxiety, PTSD, obsessive-compulsive disorder,. Some patients met criteria for more than one diagnosis.

Six underlying biotypes of depression and anxiety were identified among participants with clinically-significant symptoms. Their labels are complicated, based on activity levels in key brain networks: default mode, or resting state (D); salience, or what stands out as important (S); and attentional (A). In addition to connectivity patterns, research looked at such key factors as negative emotional circuitry in response to sadness and threat (conscious and unconscious ), positive emotion circuits, and cognitive circuits. There were no sex differences in response patterns, and minimal differences in age.

• Biotype D C+ S C+ A C+ . This cluster showed hyperconnectivity among all three networks. This biotype had slow responses identifying sad faces and increased errors in executive function tasks. The response to behavior coaching for wellness was strong.
• Biotype A C− . This cluster had less connectivity in the attention network, less severe stress compared with other biotypes, and relatively little dysfunction in cognitive control, with faster responses on cognitive measures but more errors, as well as faster priming when viewing threatening faces. Response to behavioral coaching was less robust.
• Biotype NS A+ P A+ . This cluster had elevated activity during conscious processing of emotions, with sadness evoking greater negative circuit activity and happiness more positive. This group also experienced more severe anhedonia —inability to enjoy things—and greater ruminative brooding.
• Biotype C A+ . This group showed increased cognitive control under specific conditions. This cluster also showed greater anhedonia, greater anxious arousal, negative bias , and dysregulation in response to threat. Cognitive errors were high, especially with sustained attention. This biotype had a better response to the antidepressant venlafaxine, a serotonin-norepinephrine reuptake inhibitor (SNRI) commonly prescribed.
• Biotype NTC C- C A− . This small group was characterized by loss of functional connectivity in negative emotion circuits during conscious processing of threatening faces and by reduced activity in cognitive control circuits. This cluster had less ruminative brooding and faster reaction times to sad faces.
• Biotype D X S X A X N X P X C X . This small group did not show significant circuit dysfunction. There were slower reaction times to implicit threat.

Implications

While not ready for standard clinical use, the study results build on prior work demonstrating that brain network analysis holds promise for developing biologically based diagnostic testing for depression, anxiety, and stress-related disorders. The study also provides initial proof of concept that psychiatric biotyping could be used in the selection of treatments, with some biotypes responding better to medication and others to psychotherapeutic interventions.

Clearly, more work is needed before such models of illness can underpin diagnosis and treatment. Given the complexity of the human experience, it's important to recognize that many of the causes of mental illness are likely to be social or circumstantial, external to the individual. More debatable is how to distinguish psychology from neuroscience, mind from brain, without becoming neuroreductionistic. Personalized scientific approaches to psychiatry on a par with other medical disciplines remain largely aspirational, but current approaches are likely to move the needle.

1. An important clarification about how the word “causal” is being used here–it is being used to refer to the causes of the problems in the present moment, the precise factors in the complex system which maintain the status quo of health and illness. Notably, we are not necessarily talking about the historical causes–what started the process in motion may not be what is currently causing it to persist. This is a mathematic definition of causality.

2. Causal discovery has been used to look at PTSD among police officers using a process called Protocol for Computation Causal Discovery in Psychiatry (PCCDP). Saxe and colleagues (2020) reviewed a large data set from over 200 police officers. They identified 83 causal pathways with 5 causes: changes (single-nucleotide polymorphisms–SNPs) in histidine decarboxylase and mineralocorticoid receptor genes involved with stress-response, acoustic startle to low perceived threat during training, peritraumatic distress to incident exposure in the first year of service, and general symptom severity during training after one year of service. This study is a proof-of-concept for using causal discovery to identify points for intervention, and clearly could be used preventively–for example, identifying trainees with those features and responding accordingly.

3. Four Biotypes of Depression

4. Brainprint of Basic Mental Activity

WHO Depression Fact Sheet

CDC Depression Prevalence 2020

CDC Anxiety

NIH Brain Initiative

Saxe GN, Bickman L, Ma S, Aliferis C. Mental health progress requires causal diagnostic nosology and scalable causal discovery. Front Psychiatry. 2022 Nov 15;13:898789. doi: 10.3389/fpsyt.2022.898789. PMID: 36458123; PMCID: PMC9705733.

Saxe GN, Ma S, Morales LJ, Galatzer-Levy IR, Aliferis C, Marmar CR. Computational causal discovery for post-traumatic stress in police officers. Transl Psychiatry. 2020 Aug 11;10(1):233. doi: 10.1038/s41398-020-00910-6. PMID: 32778671; PMCID: PMC7417525.

Tozzi, L., Zhang, X., Pines, A. et al. Personalized brain circuit scores identify clinically distinct biotypes in depression and anxiety. Nat Med (2024). https://doi.org/10.1038/s41591-024-03057-9

Grant Hilary Brenner, M.D., a psychiatrist and psychoanalyst, helps adults with mood and anxiety conditions, and works on many levels to help unleash their full capacities and live and love well.

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At any moment, someone’s aggravating behavior or our own bad luck can set us off on an emotional spiral that threatens to derail our entire day. Here’s how we can face our triggers with less reactivity so that we can get on with our lives.

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Your manager is not your therapist

One of the worst things your company can do for your mental health is talk about it too much.

Gen Z wants to talk about mental health . And these days, they want to talk about it at the office.

In a 2023 survey of nearly 3,000 people, Gen Z was almost twice as likely as other generations to say they struggled with their mental health . And nearly half said they're fine talking about it at work — 20% more than other generations. Anecdotally, managers have said their youngest employees confront anxiety and have no qualms about openly discussing it .

This comfort with vulnerability shouldn't be a surprise. Gen Zers grew up amid a movement to destigmatize mental illness and encourage people to get treatment. They witnessed suicide rates tick up, especially among their peers. They watched celebrities like Selena Gomez , Simone Biles , and Demi Lovato speak out about once taboo subjects such as bipolar disorder, depression, and ADHD. And over the past few years, they've watched rates of depression and anxiety climb through the roof. They've felt increasingly empowered to be open about their struggles, support their coworkers, and lobby management for better benefits.

In a recent survey of US businesses conducted by the consultancy group Mercer and published by the US Chamber of Commerce, companies reported an overwhelming increase in demand for mental-health care over the past few years. In response, 94% of companies employing more than 500 people have added mental-health benefits — from expanded access to therapy to in-office programs for mental-health training . Across corporate America, talking about mental health is all the rage.

There's just one problem. While destigmatizing mental illness is important, a workplace overly focused on mental health isn't always a recipe for better mental-health outcomes. Recent articles about " therapy speak " and being " overtherapized " point to a growing sense that all the mental-health talk might be a bit much. In fact, researchers studying the issue think that talking about your psychological struggles too much can make your problems worse.

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A healthy work environment is one where people feel supported and encouraged to do meaningful work — not one that fixates on their mental health.

Americans are overwhelmingly worried about a mental-health crisis . In a 2022 poll of American adults conducted by the American Psychiatric Association, 79% said they viewed mental health as a public-health emergency in the US. When asked in a December KFF poll about crucial issues for the 2024 presidential candidates to discuss, far more people said access to mental-health care was most important compared with those who listed immigration, gun violence, abortion, or the climate crisis as the top issue.

The concern is well placed. Gallup found that between 2015 and 2023, the share of Americans who said they had been diagnosed with depression increased from about 20% to almost 30%. In just two decades, the number of Americans who received mental-health treatment shot up from 27 million in 2002 to nearly 56 million in 2022. Half of US physicians in a CVS Health/Harris Poll survey last year reported that their patients' mental health was declining.

Among young people, the problem is worse: A 2022 KFF/CNN survey found that adults under 30 were far more likely than those in older age groups to report that they often or always felt depressed or anxious. In a recent survey from the Archbridge Institute's Human Flourishing Lab, where I serve as the director, only 64% of Americans between the ages of 18 and 29 said their mental health was good — less than any other age group and a stark contrast from the roughly 90% of people over 45 who said the same.

These trends have important implications for the workplace. Poor mental health reduces labor-force participation , work engagement, and job performance, costing the economy an estimated $50 billion in lost productivity each year. And companies are noticing the impact: In a 2023 survey of 152 large American employers, 77% of companies reported an increase in mental-health concerns among their employees.

Some psychologists believe that efforts to increase public awareness of mental-health problems in the Western world have actually made the problem worse.

To address this problem, human-resources departments have flooded the workplace with resources and programs: everything from online resources through partnerships with wellness and therapy apps like Calm and BetterHelp to in-house resources such as office peer support groups, mental-health seminars, and spaces specifically for meditation and yoga. Many companies are also facing a push for cultural change. In a recent survey by the National Alliance on Mental Illness, three-quarters of workers polled said it was appropriate to discuss mental health at work, and even more said that supervisors and senior leadership were responsible for helping employees feel comfortable discussing their mental health.

On TikTok, people are recording their on-the-job breakdowns. Across social media, Gen Zers swap tips on avoiding toxic workplaces . And in work-based TV shows like "Severance," "Industry," and "The Bear," mental health is front and center. Everyone seems to agree that companies need to do something.

Breaking through the mental-health stigma is important: Many people struggling with depression or anxiety do not seek help because of their fear that it could harm their reputation, social relationships, and professional aspirations. In that sense, it's a good thing when workplaces become supportive environments where colleagues and supervisors view mental-health issues humanely.

But there's a limit. Too much mental-health talk can be counterproductive. Take concept creep, for example — the idea that the meanings of things like abuse, trauma, anxiety, and depression have expanded over time. Over the years, negative emotional experiences that were once considered a normal part of life have increasingly been viewed as signs of psychological disorders. Trauma , for example, once referred to the severe psychological distress that came from rare, life-threatening experiences. Now, it's used to describe less-severe distress caused by a wider variety of adverse events, such as exposure to offensive speech or violent media.

Some psychologists believe that efforts to increase public awareness of mental-health problems in the Western world have actually made the problem worse — they have encouraged people to fixate on negative psychological experiences and interpret normal levels of emotional discomfort as abnormal. This misinterpretation can lead to a self-fulfilling prophecy, they argue, whereby people begin to think and behave as if they truly have a mental disorder, ultimately increasing their risk of developing one.

Well-intentioned efforts to get people to think and talk more about mental health may inadvertently promote excessive dwelling on negative emotions and personal insecurities — known in psychology as rumination — which can exacerbate psychological distress. Research indicates that rumination can make depression and anxiety disorders worse, which is why helping other people is an especially effective way to reduce symptoms of anxiety and depression — it takes people's minds off their own problems.

The more people view their lives — and work — as meaningful, the lower their risk for depression, anxiety, substance abuse, and suicide is.

So when employers encourage workers to spend time focused on their mental states with "emotional check-ins" or by including more mental-health language in office communications, they may well push staff to ruminate on their problems — and make them worse. And while workplace leaders can lend a sympathetic ear, most are not trained psychologists or psychiatrists and thus lack the expertise required to properly identify and address mental illness.

There's also a professional risk. Sharing your personal health information with colleagues and supervisors can blur professional boundaries and result in discrimination due to an altered perception of your competence that could affect your career advancement. When managers share too much about their psychological struggles, researchers have found, it can undermine how their employees see them.

In other words, the office isn't equipped to treat mental-health issues — but it can help in other ways.

What does have a tangible impact on people's well-being at work is whether they find their work meaningful . The more people view their lives — and work — as meaningful, the lower their risk for depression, anxiety, substance abuse, and suicide is. And when people experience mental-health problems, the things in life they find meaningful can play an important role in their recovery. At work, finding meaning also improves the overall organization. Workers are more likely to report high levels of job satisfaction and low intentions of quitting if they view their work as meaningful.

I've spent two decades of my career as an existential psychologist studying the need for meaning in life. The most important lesson employers can learn is that meaning is about social significance . People feel the most meaningful when they believe that they're making important contributions to the lives of others. Research has found that people are more likely to derive meaning from their work when they focus on how it serves a greater good, rather than how it advances their career. Other research has found that work feels the most meaningful when workers have a strong sense of autonomy at work and believe their efforts significantly and positively influence the lives of others.

Prioritizing positive mental health in the workplace is crucial — most of us spend the majority of our time on the job, after all. But the solution, ultimately, isn't as straightforward as raising awareness and fostering open conversations. Instead, employers should ensure their staff have access to mental-health care while building a positive culture that promotes meaningful work.

Clay Routledge is vice president of research and director of the Human Flourishing Lab at the Archbridge Institute.

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Which Antidepressants Cause Weight Loss?

Weight changes as a potential side effect

Antidepressants That Can Cause Weight Loss

Antidepressants that can cause weight gain, how do antidepressants affect weight.

• Other Side Effects
• Managing Weight
• Antidepressant for Weight Loss

Weight changes are not uncommon while taking certain antidepressants. Some cause weight gain, while others may cause weight loss.

If your healthcare provider prescribes an antidepressant for you, you may want to know which ones can cause weight loss as a side effect.

Antidepressants that can cause weight loss may include certain selective serotonin reuptake inhibitors (SSRIs) and serotonin-norepinephrine reuptake inhibitors (SNRIs) .

Usually, antidepressants that cause weight loss may do so indirectly by decreasing appetite. Typically, this side effect is temporary.

This article will describe how antidepressants affect weight and which are more likely to cause weight loss or weight gain. It will also discuss how depression may affect your weight and give a few tips for healthy ways to manage your weight while taking an antidepressant.

Getty Images / SEBASTIEN BOZON  / Contributor

Many antidepressants can cause weight changes as a side effect. Although antidepressants are more likely to increase weight than decrease it, a few can cause weight loss. In many cases, the weight loss is temporary.

Antidepressants that cause weight loss typically do so because they decrease appetite as a side effect. Some examples are:

• Cymbalta (duloxetine) : In an analysis of 10 studies that took place during Cymbalta's approval process, people with depression who took duloxetine lost an average of about 1 pound in the short term (eight to nine weeks). However, in the long term (26 to 52 weeks), people who took duloxetine tended to gain an average of about 2 pounds.
• Prozac (fluoxetine) : A review of studies in 2022 found that adults who took fluoxetine 20 to 60 milligrams (mg) once daily lost an average of about 6 pounds after two to 52 weeks.
• Wellbutrin (bupropion) : Another study found that people who took bupropion lost an average of about 7 pounds after two years of treatment. However, this weight loss only occurred in study participants who did not smoke. People who smoked gained an average of about 2 pounds instead.

Though Zoloft (sertraline) does not seem to cause weight loss in adults, studies of children taking the same drug reported decreased appetite and weight loss as common side effects.

The manufacturer of Zoloft recommends monitoring children who take it for signs of weight loss and problems with growth. If your child takes Zoloft, let their healthcare provider know if you have concerns about your child's weight or growth during their treatment.

Which Antidepressant Is Most Likely to Cause Weight Loss?

Antidepressants that have caused some weight loss in studies include Wellbutrin, Prozac, and Cymbalta. Of the three, Wellbutrin was associated with the most significant weight loss.

Keep in mind that study results may differ from your individual results. Talk with your healthcare provider if you have questions about weight loss caused by antidepressants.

Some antidepressants have been associated with weight gain. In studies, weight gain was more likely to happen during the second and third years of taking an antidepressant.

The following antidepressants can cause some weight gain:

• Remeron (mirtazapine)
• Tricyclic antidepressants , such as amitriptyline and doxepin
• Paxil (paroxetine)

Antidepressants may affect weight in several ways. Sometimes, weight gain or loss is a result of a side effect of the medication. Other times, antidepressants affect weight indirectly by improving the symptoms of your condition.

The following explanations may help you better understand the link between antidepressant therapy and weight changes.

Improves Depression Symptoms

One way antidepressants can affect weight is indirectly by improving your depression symptoms .

Changes in appetite can be a symptom of depression.

Depression can affect your weight in several ways. Some researchers believe that depression can be divided into two categories:

• Type 1 has symptoms such as decreased appetite, weight loss, trouble sleeping , and suicidal thoughts .
• Type 2 has symptoms such as increased appetite, weight gain, excessive sleeping, heaviness in the arms and legs, and metabolic hormone imbalance.

For some people, depression may cause weight loss due to a decrease in appetite. Others may gain weight because of an increased appetite. Decreased physical activity due to excessive sleepiness or feelings of heaviness in your body may also lead to weight gain.

As your antidepressant starts to work, your appetite may return to normal. In time, your weight may also return to what it was before your depression symptoms began.

Blocks Histamine Receptors

Some antidepressants may affect weight by increasing your appetite. They do this by blocking histamine receptors in your brain.

Histamine is a chemical in your body typically associated with allergic reactions. However, histamine in your brain is also responsible for regulating your appetite. It's released when you eat and plays a part in letting you know when you are full.

Tricyclic antidepressants, such as amitriptyline, block the action of histamine. This may prevent you from feeling full after eating and contribute to overeating.

Increases Serotonin

Other antidepressants, such as SSRIs, may affect weight through their action on serotonin.

SSRIs increase the amount of serotonin available for your brain to use. They do this by downregulating (decreasing the action of) serotonin receptors in your body.

Serotonin is a chemical found in your brain and throughout your body that helps regulate mood.

However, serotonin also has other functions, including regulating your appetite. Researchers believe the downregulation of serotonin receptors by SSRIs over time may affect how serotonin affects appetite.

Other Side Effects Associated With Antidepressants

Commonly prescribed antidepressants can have other side effects besides weight changes.

These can include:

• Constipation
• Sexual side effects
• Increased risk of bleeding

A lot of times, side effects with antidepressants are mild and resolve over time. Seeing noticeable benefits from the medication can also take some time.

However, your provider can work with you to better optimize your treatment if side effects become too disruptive. Finding the right drug can sometimes take some trial and error.

How to Safely Manage Weight While on Antidepressants

If you're worried about weight changes due to antidepressant therapy, there are a few steps you can take to manage this potential side effect.

You can also speak to your provider about your concerns. They'll likely consider your preferences when choosing an antidepressant to prescribe and can work with you to find one that helps you feel the best.

Maintain a Healthy Diet

Whether you're experiencing weight loss or weight gain during your antidepressant treatment, it's important to stick to a healthy, well-balanced diet to maintain your weight at a healthy level.

The following are tips for a healthy eating plan from the Dietary Guidelines for Americans 2020-2025 :

• Prioritize fruits, vegetables, whole grains, and fat-free or low-fat milk products.
• Opt for healthy protein sources, such as lean meats, seafood, eggs, beans, peas, nuts, and soy products.
• Minimize foods with added sugars, salt, saturated fats, and high cholesterol.

Increasing your physical activity can help with both your weight management and depression symptoms.

Exercising regularly can have a positive impact on your physical as well as mental health. And studies show that you can benefit from just a moderate amount of regular physical activity.

The good news is that many ways to increase your physical activity don't require extra expenses or equipment. You can even incorporate some of these activities into your daily routine.

For example, you can try:

• Taking a short walk during your lunch break
• Parking your vehicle farther than you usually do when running errands
• Washing your car yourself instead of using a drive-through car wash service
• Raking leaves or shoveling snow instead of using a leaf or snow blower

Other activities that can help increase your physical activity include:

• Running or jogging
• Weight lifting
• Resistance band training

Are Antidepressants Taken for Weight Loss?

Most antidepressants are not approved by the U.S. Food and Drug Administration (FDA) for weight loss. However, healthcare providers may use certain antidepressants off-label for weight management.

Off-label use is when a medication is prescribed to treat a condition or at doses that differ from the drug's approved dosage.

For example, fluoxetine and bupropion may sometimes be taken off-label for weight loss.

A different drug called Contrave (bupropion/naltrexone) is approved for weight management in certain adults. This medication contains a combination of the antidepressant bupropion and the opioid antagonist naltrexone.

Keep in mind that bupropion should not be prescribed for people who have a history of eating disorders , such as bulimia or anorexia nervosa.

If you are interested in losing weight, talk with your healthcare provider. They can discuss the many options now available for weight management. Together, you can decide which is best for you.

Help Is Available

If you or someone you know are having suicidal thoughts, call or text  988  to contact the  988 Suicide & Crisis Lifeline  and connect with a trained counselor.

If you or a loved one is in immediate danger, call  911 . For more mental health resources, see the  National Helpline Database .

Changes in weight can be a common side effect of antidepressants. Although weight gain is more likely to happen with antidepressants, weight loss is also possible.

Examples of antidepressants that may cause some weight loss include Cymbalta, Prozac, and Wellbutrin. Of the three, Wellbutrin is the most likely to cause weight loss. Antidepressants more likely to cause weight gain include amitriptyline, Paxil, and Remeron.

Keep in mind that depression can also affect your weight. Often, taking an antidepressant may cause changes in your weight as it starts to work and improve your symptoms.

While taking an antidepressant, It's important to maintain a healthy lifestyle, including a well-balanced diet and exercise. This can greatly help you manage a healthy weight while improving your mental well-being.

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By Rosanna Sutherby, PharmD Sutherby is a community pharmacist with over 20 years of experience in medication review, counseling, and immunization.