The Right to Disconnect for Teachers: Balancing Wellness

by | May 7, 2023

The right to disconnect has become an increasingly important topic in today’s society, as technological advancements have blurred the lines between work and personal life. The rise of smartphones and digital communication tools has made it easier for employees to stay connected to their work, but it also raises questions about the boundaries between professional and personal time. For teachers, the right to disconnect is especially crucial, given the unique challenges and demands of their profession. In this article, we will discuss the key factors impacting teachers’ right to disconnect, including wellness, communication, and professional expectations. We will also explore the tradeoffs involved in balancing these factors and the challenges associated with different approaches.


Wellness is an essential consideration when discussing the right to disconnect for teachers. Research has shown that maintaining a healthy work-life balance is vital for mental and physical health, as well as for overall job satisfaction and performance. When teachers are constantly connected to their work, they may experience increased stress, burnout, and other negative consequences. Thus, having the opportunity to disconnect from work during personal time can contribute to improved well-being and a more sustainable career.


Effective communication is a cornerstone of successful teaching. Teachers must be able to communicate with students, parents, and colleagues to address concerns, share information, and collaborate on projects. With the widespread use of email, messaging apps, and social media, staying connected can be an asset in maintaining open lines of communication. However, this constant connectivity can also make it challenging for teachers to establish boundaries and protect their personal time. Striking a balance between maintaining open communication and respecting the right to disconnect is essential for supporting healthy professional relationships and reducing stress.

Professional Expectations

Teachers are often held to high professional standards, with expectations to be available for students, parents, and colleagues outside of school hours. While this can be helpful in addressing urgent issues and providing support, it can also contribute to an unsustainable workload and blurred boundaries between work and personal life. Once one teacher replies to a parent after hours it builds an expectation for all teachers. Schools and education systems must consider the implications of these expectations on teacher well-being and the right to disconnect. Policies that promote a healthy work-life balance and set realistic expectations for communication outside of school hours must be modeled and supported by leadership. It is only when this is done teachers will feel safe enough to turn their email off.

Balancing Factors and Tradeoffs

Finding a balance between wellness, communication, and professional expectations is key to addressing the right to disconnect for teachers. One approach to balance these factors is to establish clear guidelines and expectations for communication outside of school hours. Teachers may set specific “office hours” for addressing work-related matters, allowing them to disconnect during other times. Additionally, schools may implement policies that encourage respect for personal time and discourage work-related communication during evenings, weekends, and holidays.

However, these approaches may present challenges. For instance, setting strict boundaries for communication may inadvertently hinder the availability of support for students and parents in need. Moreover, teachers may feel pressured to maintain a certain level of connectivity to meet professional expectations, even when policies encourage disconnection.

To reduce these pressures, it is essential to establish clear guidelines for the entire school community and support them with community education workshops. By ensuring that everyone is aware of and understands the policies in place, they can work together to create a more supportive environment. For example, if a parent knows a teacher will reach out to them the next day if there has been an issue in their child’s class, they are less likely to react impulsively, which in turn reduces the teacher’s stress.

Impact on Decision-Making

When making decisions about the right to disconnect, it is crucial to consider the potential impact on teachers, students, and the broader educational community. Establishing a healthy balance between connectivity and disconnection can support teacher well-being, job satisfaction, and overall performance. However, it is essential to remain flexible and adaptable to the unique needs of individual teachers, students, and situations. Encouraging open dialogue between teachers, school administrators, and other stakeholders can help identify the best strategies for promoting the right to disconnect while maintaining a high level of support and communication.


The right to disconnect for teachers is a complex issue that requires balancing various factors, including wellness, communication, and professional expectations. While it is crucial to consider the impact of the right to disconnect on overall well-being, it is also necessary to maintain effective communication and meet the demands of the profession. The school community must work together to establish policies and guidelines that respect personal boundaries while still fostering a supportive and collaborative environment.

Written By Dwayne Primeau

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