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QUOTE:  "Your body remembers what your mind tries to forget." (Emma Taylor)

Nervous System Recovery: Strengthening Educator Well-Being

As educators, we often face unique pressures that test not only our professional skills but also our inner resources. Peter Levine, a leading thinker in this area, has emphasized the importance of nervous system recovery as a cornerstone of resilience and long-term effectiveness in teaching and school leadership.

When we talk about the nervous system getting out of balance, we’re often referring to dysregulation between the sympathetic (“fight, flight, freeze”) and parasympathetic (“rest, digest, repair”) branches of the autonomic nervous system. Stress, chronic worry, or even constant low-level demands at school can keep the sympathetic system stuck “on.”  

Neurotransmitters like cortisol and adrenaline flood the system, priming the body for survival instead of sustained focus or connection. Over time, this imbalance can impair neuroplasticity, sleep cycles, and even memory consolidation, leaving educators feeling depleted and reactive.

Recovery is not just “taking a break”—it’s a physiological recalibration. When we engage in practices that restore balance—such as deep breathing, mindfulness, or physical activity—the parasympathetic system gets a chance to reassert itself. This slows the heart rate, lowers blood pressure, and reduces cortisol levels.

Neurologically, it allows the prefrontal cortex to re-engage, bringing back perspective, creativity, and problem-solving skills. Physiologically, recovery promotes the release of restorative neurochemicals like serotonin, oxytocin, and GABA, which soothe the nervous system and create a felt sense of calm and safety. Muscles relax, digestion improves, and the immune system strengthens. In short, recovery is the body’s way of shifting from a state of protection to one of healing and growth—essential if we want to consistently show up whole, grounded, and resilient.

Recognizing the Symptoms
Educators can often sense when their nervous system recovery is lacking. Signs might include:

• A growing sense of exhaustion or overwhelm that feels harder to shake. After a day of juggling lesson planning, parent emails, and unexpected student behavior, the nervous system can remain “switched on,” tricking the body into thinking it’s still in crisis.
• Negative or rigid thought patterns that make small challenges feel insurmountable.  A teacher might find themselves spiraling—“I’ll never get through to this class” or “Everything is falling apart”—because the prefrontal cortex is under-functioning.
• Emotional withdrawal from colleagues or students as a protective mechanism.  When the nervous system is overwhelmed, shutting down can feel safer than engaging.
• Difficulty sustaining joy, curiosity, or compassion in daily interactions. Burnout often dampens the very qualities that make teaching meaningful.

If you recognize these symptoms in yourself, it may be an indication that focusing on nervous system recovery could make a meaningful difference.

A Strategy You Can Use Right Away

Peter Levine recommends actionable steps that educators can begin practicing immediately. One effective strategy is this 5-step course of action:

1. Pause and identify the specific moment or trigger where stress or difficulty arises.
2. Name the thought or emotion you are experiencing without judgment.  
3. Reframe or regulate the moment using a proven tool—for example, deep breathing for calm, setting a boundary with kindness, or challenging a negative belief.
4. Anchor the experience by noticing any shift in energy, relief, or clarity.
5. Commit to repeating this practice daily for small, sustainable change.

Why This Matters

Prioritizing nervous system recovery is not just about avoiding burnout; it’s about building a foundation where educators can thrive. When teachers and administrators strengthen this capacity, they model resilience and authenticity for their students, creating classrooms and schools that are healthier and more supportive for everyone.
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DAD JOKE:  I used to hate facial hair, and then it grew on me.