Sustaining the spark: How early childhood leaders and educators can avoid burnout

Burnout is a growing concern across the early childhood education and care (ECEC) sector. From educators and early childhood teachers to centre managers and support staff, the toll of workforce shortages, regulatory demands and the emotional labour of the profession is becoming increasingly visible. As the sector continues to evolve, addressing burnout is not only a matter of wellbeing but also of quality, continuity and retention.

Defined by emotional exhaustion, reduced professional efficacy and depersonalisation, burnout can have a profound impact on both individuals and the broader learning environment. In early learning settings, this often presents as fatigue, disengagement, absenteeism and high turnover, affecting relationships with children and families and undermining team cohesion.

Early childhood professionals work in complex, relational roles that demand empathy, flexibility and ongoing reflection. When these demands are not matched by adequate time, support or recognition, the risk of burnout increases. The National Workforce Strategy and Quality Area 7 of the National Quality Standard both highlight the importance of prioritising wellbeing and strong leadership to mitigate these risks.

Leadership Matters: The Role of Approved Providers and Centre Managers

Leaders play a critical role in fostering emotionally safe, supportive and sustainable work environments. Practical actions include:

• Embedding staff wellbeing goals in Quality Improvement Plans (QIPs).
• Creating space for regular team reflection and professional conversations.
• Modelling balanced work habits and self-care.
• Providing access to Employee Assistance Programs (EAPs), mental health supports and supervision.
• Encouraging participation in sector events and professional networks.

Workplace culture is a key protective factor. When educators feel heard, valued and professionally supported, resilience increases and burnout decreases.

Supporting Educators and Teachers

For educators and early childhood teachers, managing energy and boundaries is essential to sustaining a long and meaningful career.

Strategies include:

• Establishing clear boundaries between work and personal time.
• Making time for reflective practice, journaling or peer debriefing.
• Seeking support from mentors, professional associations or networks.
• Taking regular breaks throughout the day, even if brief.
• Accessing professional development that aligns with personal growth goals.
• Setting personal and career goals to create a sense of direction and purpose.
• Making time for activities that nurture self-identity beyond the workplace.

It is also important to recognise the signs of burnout early. Fatigue, irritability, loss of motivation or a sense of disconnection are all valid signals that support may be needed.

Sector Support and Resources

While individual strategies are important, systemic support is essential. National and state-based organisations such as the Australian Childcare Alliance Queensland, ELAA and CELA continue to advocate for sustainable workforce conditions, improved funding and recognition of the sector’s value.

Key resources to support wellbeing include:

• Be You Educator Wellbeing resources
• ACECQA National Workforce Strategy
• Safe Work Australia mental health toolkit

Avoiding burnout is a shared responsibility that spans individual, organisational and sector-wide levels. By embedding wellbeing into everyday practice, investing in leadership, and advocating for structural change, the ECEC sector can continue to nurture not only the children in its care, but the professionals at its heart.