There are several facts we know about stress. First, in the lives of practicing educators, it is inevitable; each day is filled with expectations for high performance, decisions that have an impact on the lives of others, and priorities that compete for our attention and action. Second, not all stress is bad; while some types and levels of stress can certainly gnaw at our confidence and sap our energy, other kinds of stress can nudge us to do our best work. The third thing we know about stress is that, when sustained, it is harmful to our mental and physical health; we need to have breaks from high levels of stress to recover and regain our emotional balance and energy.
Another thing is certain: If we fail to manage our stress, it will manage us. Failing to manage stress can lead to depression, exhaustion, and burnout. Sophia Mullins, founder of the Wall Street Wellness consultancy and former Wall Street investment banker, notes in Fast Company that roughly half of all workers are chronically exhausted from stress. The numbers are even higher for educators.
Mullins argues that the secret to having a healthy relationship with stress is to manage our energy. She notes that by becoming more aware of situations that carry varying levels of stress, we can adjust our approach to regulate and preserve our energy, thus reducing the negative impact of sustained stress.
Mullins proposes three states of energy that people experience throughout their day. Intentional intensity occurs when we invest maximum levels of energy and mental focus. Stress during these times activates adrenaline and cortisol, two performance-enhancing chemicals. A second state, relaxed productivity, allows us to perform routine tasks without investing the high levels of mental energy required in stressful circumstances. A third state is restorative time, when we shift our attention and allocate our energy in areas apart from work and other stress-inducing activities. Of course, the key is to recognize when it is time to shift our energy and minimize “spillover” from other energy states. Let’s examine these energy states in greater detail and then discuss how we can manage energy transitions successfully.
Intentional intensity: These times represent our zone of peak performance. These are times of high stakes, high impact, and high pressure. They ask us to be our most efficient, give our highest levels of focus, and do our best work. These times require our full attention, best judgment, and most impactful communication. Providing initial instruction, attempting a new strategy that moves us out of our comfort zone, offering feedback, redirecting student attention, and dealing with behavior are examples of when we may exert intentional intensity. However, too much time spent at this energy level can lead to burnout, so we need to move away from it when what we are doing does not require such a level of focus and effort.
Relaxed productivity: These are periods when we need to be productive, but the tasks we are working on do not demand our full mental capacity. This is the state of energy where most professional work is accomplished. For educators, the tasks that fall into this category might include designing lessons, responding to emails and other correspondence, reflecting on our actions and experiences, consulting with colleagues, and reviewing student work. These responsibilities are important, but they are not typically all-consuming of our energy.
Restorative time: These are times when we fully detach from work thoughts and tasks. Time for restoration is important and should be included in every day, but it does not always have to be lengthy. Examples of restorative time might include taking a walk, listening to music, engaging in a favorite hobby, and visiting with friends, family, and colleagues. Too few restorative periods and too little time spent at this level of energy can lead to burnout as certainly as spending too much time engaged in intentional intensity.
To some extent, as we transition from one activity to another or relocate from one setting to another, we may naturally transition from one energy level to another. When finishing a lesson, wrapping up an important meeting, or completing the workday, we might automatically shift our energy—but not always. We may maintain the mental state and energy of a high-stress activity into another that demands less, thus wasting energy and depleting our reserves.
Mullins recommends that we create physical or sensory signals that tell us it is time to switch our energy state, like taking a few deep breaths, going on a short walk, stretching, or even just rolling our shoulders. Depending on our circumstances and preferences, we may even have playlists to help us make key transitions to productive or restorative times. The key is to have as many signals for our body as we can to alert our nervous system that we can step back, shift gears, or even “turn off’ for a few minutes.
Our ability to match our energy to the situations we face and switch as circumstances shift can make a significant difference in the weight of the stress we carry and our ability to thrive despite it. Remember, emotional exhaustion is not just the result of working too hard. It is the result of not taking the time to recharge.
Source:
Mullins, S. (2025, February 13). Work-life balance is a myth. Here’s why I practice intentional intensity. Fast Company. https://www.fastcompany.com/91277352/work-life-balance-is-a-myth-heres-why-i-practice-intentional-intensity
