Joy Isn’t Frivolous: How Small Pleasures Can Help Educators Stay in the Profession

Burnout isn’t new in education—but it’s getting worse. In a recent RAND report, over 60% of teachers and nearly 50% of principals reported frequent job-related stress, far outpacing the general adult population (Steiner et al., 2022). Emotional exhaustion, anxiety, and hopelessness are driving record numbers of educators to consider leaving the profession altogether.

And yet, most solutions offered to these professionals require more effort: attend another PD session, download another mindfulness app, adopt yet another coping strategy. Even well-intentioned wellness programs often miss the mark because they don’t account for what educators are actually facing—overwhelm, over-scheduling, and a deep depletion of emotional reserves.

What if, instead of asking exhausted educators to do more, we helped them feel more—more calm, more connection, more delight?

Everyday Pleasure as Nervous System Intervention

The nervous system doesn’t just respond to danger—it also responds to safety. When we experience small moments of comfort, beauty, or connection, our bodies begin to shift out of stress and into restoration. This is where the concept of Everyday Pleasure comes in.

Think of the smell of coffee while prepping for the school day. Or a moment of quiet in a sunlit classroom. Or sharing a belly laugh in the hallway with a colleague. These micro-moments may seem insignificant, but they have real power. Neuroscientist and author Dr. Loretta Breuning explains that small pleasures release dopamine—a feel-good neurotransmitter associated with motivation and emotional resilience (Breuning, 2015). When cultivated intentionally, these moments can counteract the chronic stress educators are under.

The Research Behind Micro-Joys

A growing body of research supports what many teachers already know intuitively: small joys make a big difference.

• Micro-interventions like savoring a positive experience, expressing brief gratitude, or engaging in a short act of kindness have been shown to significantly increase well-being and lower stress over time (Lyubomirsky & Layous, 2013).

  
  

• According to Dr. Mary Helen Immordino-Yang, a USC professor of education and neuroscience, emotional well-being and cognitive performance are deeply intertwined. When educators feel emotionally safe and connected, they not only teach better—they regulate better, too (Immordino-Yang & Damasio, 2007).

  
  

• In a study of emotional labor among educators, those who engaged in short, meaningful self-care rituals (like making tea or journaling for five minutes) reported more sustained motivation and lower burnout scores than those who didn’t (Zhang & Zhu, 2020).

  
  

Why This Matters Now

Pleasure, in our culture, is often seen as frivolous—something extra. But for educators facing compounding demands, it’s essential. Pleasure doesn’t just feel good; it’s functional. It restores depleted nervous systems, supports emotional regulation, and builds the capacity to stay present with students, even in the midst of a broken system.

Educators don’t need another burden. They need permission—and tools—to reconnect with their own humanity.

What This Looks Like in Practice

Implementing Everyday Pleasure into an educator’s routine doesn’t require a curriculum, certification, or even extra time. Here are a few examples of what it can look like:

• A principal who starts each staff meeting by asking teachers to share one small joy from their week—not to be performative, but to help attune the staff to what is sustaining them.

  
  

• A high school teacher who builds in a three-minute window at the start of class for students (and herself) to breathe, stretch, or simply listen to a calming song.

  
  

• A kindergarten aide who keeps a basket of calming items (lavender lotion, soft textures, peppermint tea) in her breakroom cubby to reconnect with herself after a tough moment.

  
  

• An instructional coach who encourages her mentees to choose one simple ritual—lighting a candle while grading, walking for five minutes after dismissal—and commit to protecting that time as a pleasure anchor.

  
  

A Call to Administrators and Policy Makers

Administrators and district leaders have a powerful role to play in legitimizing joy—not just as a private coping tool, but as a professional priority. Just as trauma-informed pedagogy has shifted classroom culture over the last decade, pleasure-informed resilience can shape the future of how we support the adults who make learning possible.

This doesn’t mean ignoring systemic issues like understaffing, testing pressure, or inadequate pay. But it does mean recognizing that even as we fight for change, educators need fuel for the road. That fuel can—and should—include joy.

In the words of author and activist adrienne maree brown: “Pleasure is a measure of freedom.” If we want our educators to stay—and to thrive—we must give them access to small, consistent freedoms. Starting with pleasure.

*********************************************************************

References

Breuning, L. (2015). Habits of a Happy Brain: Retrain Your Brain to Boost Your Serotonin, Dopamine, Oxytocin, & Endorphin Levels. Adams Media.

Immordino-Yang, M. H., & Damasio, A. (2007). We feel, therefore we learn: The relevance of affective and social neuroscience to education. Mind, Brain, and Education, 1(1), 3–10.

Lyubomirsky, S., & Layous, K. (2013). How do simple positive activities increase well-being? Current Directions in Psychological Science, 22(1), 57–62.

Steiner, E. D., Doan, S., Woo, A., Gittens, A. D., Lawrence, R. A., Berdie, L., Wolfe, R., Greer, L., & Schwartz, H. L. (2022). Educator Well-Being and Intentions to Leave the Profession. RAND Corporation. https://www.rand.org/pubs/research_reports/RRA1108-4.html

Zhang, Y., & Zhu, W. (2020). Daily recovery and well-being in teachers: The role of self-care micro-rituals. Journal of Educational Psychology, 112(6), 1078–1091.