Tackling Burnout in the School Setting: Practical Tips for School-Based Speech-Language Pathologists

Abstract

Purpose School-based speech-language pathologists (SLPs) are responsible for providing services to about 55% of students with disabilities in the school setting across the nation. A shortage of qualified school-based SLPs continues to persist in the United States. Research has aimed to identify factors that lead to diminished career intentions, occupational stress, and ultimately, job burnout. However, there is a dearth of literature regarding the prevention of job burnout in the school setting. In this tutorial, we provide school-based SLPs with strategies that aim to reduce and prevent burnout symptoms related to occupational stress and satisfaction. We (a) define and describe burnout, (b) discuss the possible stressors and job-related challenges that are within SLPs' control of change, (c) provide evidence-based strategies that may alleviate occupational stress related to workload factors before and after burnout has occurred, and (d) provide examples of ways to advocate within the profession. Conclusions SLPs are encouraged to make minor adjustments in their work settings. Suggested strategies include recognizing overwhelm, incorporating broader and workload-specific changes to daily routines, and engaging in advocacy efforts. Two resources, one for evaluation and another for consolidating information about a caseload, are provided.