By Steven Mollo- Teachers CAN Network Engagement Lead
This year, during multiple immersion sessions in Gauteng and the Northwest, one theme came through louder than any other: the mental health of teachers.
It came through in the stories they shared, sometimes in hushed voices, with tears they tried to hold back. Many spoke of the daily struggle of balancing their roles at school and home. For some, this means being faced with impossible choices, attending to their family’s needs or fulfilling their duties as a teacher. Both roles are deeply personal, deeply human, yet the pressure to “show up” for one often comes at the expense of the other.
We heard about teachers spending their lunch breaks in empty classrooms or sitting in their cars after school, quietly crying before driving home. These are not moments of weakness; they are signs of just how much our teachers carry and how much they keep inside. They work hard to hold everything in, not wanting to “break” in front of colleagues or learners.
For the Teachers CAN Network, these stories reinforce what we already know: safe spaces for teachers are not optional; they are essential. Spaces where teachers can connect, share openly, collaborate, and find solutions together. Spaces where they are reminded that they are not alone, and that their well-being matters as much as their learners’ progress.
As a network, we exist to connect, strengthen, and amplify the voices of teachers. But that work must begin with ensuring those voices are heard in their full humanity. Teacher well-being is not a “nice-to-have.” It is foundational to building an education system that works for everyone.
The message from Gauteng and Northwest is clear. Teachers are showing up for the country’s children every day. Now it’s time we show up for them with understanding, with resources, and with networks that make it possible for them to thrive.