Teacher burnout is a significant issue in education, and while we often focus on the overwhelming bureaucracy and lack of autonomy, there’s another underlying factor that rarely gets discussed: the fact that most teachers are women, yet the structure of education hasn’t evolved to accommodate their unique physiological needs.

Schools today are still operating on systems created when the majority of teachers were men, following a rigid, patriarchal schedule. This model is based on a 24-hour circadian rhythm, but women’s bodies function differently. Many women experience cyclical hormonal shifts tied to their menstrual cycles, pregnancy, or menopause, but no matter what, the expectations are the same—show up, give 100%, and be on all day, every day.

Teachers are expected to perform at full capacity, delivering energetic, engaging lessons multiple times a day. Imagine the corporate world requiring professionals to give six presentations a day with barely a break to breathe. But that’s exactly what teachers do—manage not just lessons, but also students’ emotions, behavior, and learning, often without adequate time to plan or decompress.

The expectation that teachers must consistently operate at peak performance fails to account for the natural fluctuations in energy levels that women experience throughout their cycles. There are days when a teacher may feel more energetic and outgoing, and days when they need to take it slower. Yet, the rigid demands of pacing guides and assessments leave little room for this type of flexibility.

The irony is that if teachers had more autonomy, they could optimize their teaching by syncing their schedules with their natural rhythms. On high-energy days, they could lead active, engaging lessons; on lower-energy days, they could focus on student-led projects or quieter activities. But the current system doesn’t allow for this, creating a cycle of burnout, especially among female educators.

What makes this even more challenging is that we don’t educate women enough about their cycles. Many are unaware of how their energy and focus can change throughout the month, or how to work with those changes. If we educated both teachers and administrators about these natural rhythms and gave teachers the flexibility to adjust their schedules accordingly, we could reduce burnout and increase job satisfaction.

Additionally, pregnant teachers face an even tougher challenge. They’re expected to show up and be 100% present for their students every single day while simultaneously navigating all of the changes and difficulties that come with growing a whole human being. Yet, the education system (or corporate system, for that matter) offers little compassion for their needs during this time.

Fixing this issue will require a radical shift in how we approach education. Teachers need more autonomy, but they also need accountability and recognition for their hard work. Too often, great teachers go unrecognized, receiving little more than a token gesture like a glass plaque. On the flip side, ineffective teachers are rarely held accountable.

Ultimately, we need to rethink the way we structure teaching schedules, how we train teachers, and how we support their overall well-being—especially female teachers. By syncing with natural cycles, we could create a more sustainable and supportive environment for the people who shape our future.

These are just some thoughts for today, but they reflect a conversation we need to have. There’s potential for change if we start educating and advocating for a system that honors the natural rhythms of the body, while still maintaining accountability and excellence in education.