Teacher sitting in classroom clasping hands.
Photograph courtesy of FuelEd
Partner Spotlight


The Problem

  • According to a RAND survey, over half of teachers reported feeling burned out.93 Teacher and principal turnover is also on the rise, and it is highest in urban school districts, high-poverty districts and those where students of color represent a majority.94
  • While burnout affects all teachers, surveys show that educators of color — who are already underrepresented in schools — may leave at greater rates.95
  • Teacher well-being is important for teacher retention and contributes to the diversity of the education workforce and the success of students of all backgrounds.96

CZI Support

FuelEd recognizes there is a gap in teacher education around relationships and human development, and believes that leveraging educators’ capacity to build secure relationships can have a powerful impact on their students. FuelEd is partnering with school districts to offer professional learning opportunities that equip educators with the interpersonal skills, self-awareness and emotional well-being practices necessary to build strong relationships with students. While most teacher professional development centers on what educators teach in the classroom, FuelEd focuses on how the science of attachment can help teachers understand not only their own needs, but that of their colleagues and their students. 

The Impact

FuelEd has worked with more than 18,000 educators to prioritize healthy relationships that create the conditions for learning and development. The impact of this work extends beyond the classroom. Nine out of 10 program participants report that their involvement with FuelEd influences practices or policies in their school or district.97 FuelEd also developed programs to support the broader implementation of educator well-being practices to foster lasting change in schools and districts.




FuelEd develops emotionally intelligent educators who create relationship-driven schools.

If we can shift the definition of trauma-informed practice to include educator trauma, school climates can become places where students and adults alike can heal and thrive. Because well-supported educators have a positive and cascading impact on students, families and school culture, when district and school leaders take care of teachers, they are also taking care of students.

Megan Marcus