The beginning of a new academic year is often framed around preparation. Lesson plans, timetables, classroom displays, and stationery all demand attention. But for teachers, especially in the fast-paced reality of today’s schools, what quietly shapes the first few weeks is not just the prep. It is the presence or absence of support from the people around them.
Returning to school is not only logistical, it is emotional. The first bell can bring an electric sense of possibility, new faces, and fresh energy. It can also bring the other kind of current, the one that buzzes with timetable changes, unfinished tasks, or the worry of how to do it all well. In those overlapping waves of excitement and overwhelm, the presence of colleagues becomes a kind of anchor. Whether a new term begins with connection or isolation can influence everything from classroom energy to personal resilience.
The research reflects this reality. A 2022 study in Teaching and Teacher Education found that teachers who felt connected to their peers were significantly more motivated, more resilient, and more likely to remain in the profession. Peer relationships also increased the likelihood of confidence, innovation, and a willingness to exchange ideas openly. Yet despite this, school planning conversations often focus on systems and schedules, while overlooking something just as crucial: the culture among the adults in the building.
The truth is, some of the most meaningful support does not come from formal systems. It comes from the everyday rhythms of the staffroom. The colleague who helps you rethink a lesson that didn’t land. The brief nod of solidarity in the hallway after a tough class. The simple, quiet act of listening. These are the moments that steady us emotionally, professionally, and even pedagogically.
And this is not separate from our teaching. In fact, it mirrors it. We constantly encourage our students to collaborate, to share ideas, to learn from one another. We tell them that their peers are valuable sources of knowledge and support. If we believe that is true for them, it should be true for us too. When we model collaboration instead of isolation, generosity over competition, we reinforce what we teach not just in words, but in the way we work.
At the start of a new year, it is possible to actively cultivate this sense of support. Start small. Reach out to a new teacher in the department. Ask a colleague how they are structuring their first week. Suggest a space where staff can informally check in. These gestures help build the kind of professional trust that pays off all year long.
Stay open. Differences in teaching style, background, or values are natural. What matters is not perfect alignment but a shared willingness to learn from each other. In many schools, departments include teachers from different training backgrounds and levels of experience. These differences can be a source of strength, not tension.
Over time, these relationships become a kind of soft infrastructure. When colleagues make space for one another to vent, brainstorm, experiment, or even just pause, it becomes easier to stay grounded. That kind of environment is not just good for teacher wellbeing. It is good for schools.
Because when teachers support teachers, the work becomes more than manageable. It becomes meaningful, sustainable, and far more likely to reach every student who walks through the door.
