Burn Out

How can tutors and course leaders support students who experience burnout?

First of all, what is burnout?

Burnout is a term that was coined by American psychologist Herbert Freudenberger, in the 1970’s. Freudenberger used it to describe “the consequences of severe stress and high ideals experienced by people working in ‘helping’ professions.”

However, the term has become more common, as it can affect not only those in “helping professions.” Anyone can suffer the symptoms of burnout, whether you are an activist, a stay-at-home mum (or both), or a student. Put simply, burnout is synonymous with over-exhaustion.

It is the result of being overspent; putting in too much work and not getting enough time to rest. It is being entirely consumed by taxing activities and having little balance in one’s life. This prolonged mental, emotional and physical stress becomes excessive, and eventually leads to an inability to function as normal, in turn affecting one’s quality of life.

Symptoms of burnout can be extreme tiredness, insomnia, losing interest in your passions, a weakened in immune system resulting in frequent bouts of illness or heightened symptoms of depression and anxiety.

The simple solution to burnout, would be to just make sure you allow yourself time to rest. Sounds easy enough, right? Well for many isn’t as simple as it sounds, especially when you’re under an excessive amount of pressure. At this point, the important things can begin to slip. From remembering deadlines, meetings or appointments, to giving yourself time to eat during the day.

How does this affect students?

I believe in looking at such issues with an intersectional lens; understanding that our individual circumstances affect the intensity of the oppressions we face as people, as well as our ability to cope with them.

For any student, burnout is the last thing you need because in order to stay on your course deadlines have to be met. In order to excel, the quality of your work needs to be high – which of course requires time and effort, as well as talent.

For many, the stresses of university are more than just a heavy workload and looming deadlines. For some, the stresses of university are an almost paralysing paradox. Whether they are:

• The first in their family to attend university and work to towards a degree, and have little to no support.

• Working a job alongside university, not only to sustain themselves but in order to survive.

• Having to work ten times harder to prove the relevance or validity of their work, within institutions rooted in white privilege.

• Suffering from depression or anxiety whilst studying, as a result of the last three points.

Whilst tutors and course leaders cannot be blamed for individual student circumstances. Many a time, these stresses are heightened by tutors and course leaders; due to ignorance, closemindedness, lack of awareness, lack of creative flexibility and internalised privilege.

What can be done to support and resolve?

First of all, acknowledging that singing praises about having a “diverse” student body, means nothing if the curriculum and styles of teaching do not reflect that. It means nothing if all students are being assessed in a “one-size-fits-all” manner, yet ironically encouraged to embrace their individuality.

As a tutor or course leader, you may find that you have students who are barely present, who are disengaged or whom you are unable to connect with.

As a first measure, you must ask yourself the following questions:

• Have I given these students a platform to freely express their ideas without passing bias or instilling fear of judgement?

• Has there been an incident where a student has presented their ideas or work to me and I have been biased or dismissive towards it?

• Am I informed enough on interests other than my own, to be able to support a student who wishes to pursue them?

• Has there been an incident where a student has presented their work to me and I personally couldn’t understand or didn’t know enough about it? Did I put them in touch with someone that does?

• Is my style of teaching evolving along with the way the world is evolving, or am I falling behind? If not, what I can I do to stay in touch?

• As a tutor/course leader in a multi-cultural environment, do I know enough about other cultures to not be unknowingly ignorant and offend students of cultures other than my own?

• Am I open to criticism from my students.

• Do I speak to my students about how I can be a better tutor for them, and use their direct responses to improve?

• Do I respect and value my own voice, more than I do my student’s voices?

• Do ALL of my students feel comfortable to enough to raise their concerns, and to have them be heard and taken on board?

University is demanding enough without unnecessary added pressure, there is much tutors can do to improve student experience, if they are open and willing. It is indeed a duty.