Over Half of Teachers in Austria Feel Psychologically Stressed

Special Education Schools Particularly Affected

The stress is particularly pronounced in special education schools: there, 75 percent of teachers report a psychologically stressful work routine. In vocational schools, however, the figure is significantly lower at 32 percent – the study authors therefore describe vocational schools as 'resilience islands'.

Study author Christoph Helm from the Department of Educational Research at the University of Linz contextualizes the results: "Many teachers experience meaning in their work, but at the same time are under considerable pressure." With this, he describes the central tension that the survey makes visible.

Main Causes: Bureaucracy and Large Classes

The study names administrative tasks, overly large classes, and maintaining discipline as the main causes of stress. The support of children with insufficient German language skills or special educational needs is also perceived as a significant challenge by around half of the respondents.

Exhaustion becomes clearly apparent over the course of the day: 74 percent of teachers report a significant increase in exhaustion during a school day. 58 percent feel significantly or completely exhausted by the end of lessons. A similarly high proportion also finds the short breaks between lessons to be a stressful factor.

Engagement Remains High

Despite these stress levels, teacher engagement remains remarkably high. Eight out of ten teachers state they are motivated. They draw their drive primarily from social relationships (85 percent), achieving goals (83 percent), positive emotions (77 percent), and experiencing meaning and purpose (75 percent).

Between 86 percent in vocational schools and 68 percent in special education schools report experiencing meaning and purpose in their lives. Helm sees this as a crucial factor: "This is the engine that drives teachers."

Students Also Under Pressure

According to the teachers, students are also under pressure. Every second teacher assumes that at least 40 percent of their students are affected. One-third even estimates this proportion to be at least 60 percent, and 80 percent see the majority of their class as stressed.

80 percent of teachers identify the use of social media and mobile phones as the biggest stress factor for children and adolescents. Lack of support at home and academic pressure are considered other significant sources of stress. At least two-thirds of respondents are already implementing measures against psychological stress in their lessons – including personal conversations, physical activity, and relaxation and breathing exercises. Special education teachers do this most frequently, even though they themselves are the most stressed.

According to the study, a regional comparison shows no significant differences between the federal states. Helm emphasizes: "One might think that Vienna is different from the other federal states due to the composition of its student body. We do not see that. Teacher well-being is not a regional issue."

The surveyed teachers are demanding concrete relief measures: supervision and psychological support, smaller classes, less bureaucracy, and more support staff. Politically, a first response is emerging: starting from the 2026/27 school year, 800 additional positions are planned for schools with high support needs as part of the "Chancenbonus" program – including teachers, school psychologists, and social workers. However, Helm sees this as just a beginning: "In my view, there is clearly a need for action here."