Before reading these articles, I was already aware of the emotional and cognitive fatigue that can result from technology-mediated practice, largely based on my own experiences as an educator. During the pandemic, the shift to virtual instruction revealed how exhausting it can be to manage multiple platforms, maintain student engagement through a screen, and respond to digital communications around the clock. I noticed that even though technology offered flexibility, it also blurred the boundaries between work and personal life, making it harder to disconnect and recharge.
Among the four areas presented in Hilty et al.’s (2023) continuum from health to burnout, the cognitive domain resonated most with me. As an educator, especially in an interrelated role, I often experience cognitive overload from multitasking, managing individualized education plans (IEPs), navigating digital platforms, and responding to constant communication demands. The mental effort required to stay organized, make decisions quickly, and remain attentive to each student’s unique needs can be exhausting.
The issue I selected was Tech and Office setup. The issue is poor ergonomics and frequent workflow interruptions due to multiple tech platforms. As a Interrelated Special Education teacher I often switch between student data systems, email, virtual learning platforms, and IEP documentation tools. This constant toggling disrupts my focus and increases physical strain (e.g., neck and eye fatigue). I would advocate for a streamlined tech ecosystem—fewer platforms with better integration—and set up an ergonomic workspace with proper screen height, lighting, and seating. I’d also schedule “tech-free” blocks to reduce interruptions and allow for focused work.
When reading the clinician reactions in MacDonald’s (2022) article, I was particularly struck by the mixed feelings about remote work—some found it liberating and restorative, while others felt isolated or disconnected from their clients. What resonated most with me was the sense of relief and improved work–life balance that some practitioners experienced. As someone in a helping profession, I understand how emotionally taxing face-to-face interactions can be, especially when compounded by administrative demands and limited downtime. The idea that remote work could offer a buffer against burnout felt validating, especially after experiencing similar benefits during periods of virtual instruction.
I found several of Ratcliff’s (2024) suggestions for preventing burnout to be both practical and relevant, especially her emphasis on self-care strategies like mindfulness, boundary-setting, and seeking peer support. These approaches resonate with my experience as an educator, where emotional exhaustion can build up quickly without intentional recovery practices. Her framing of self-care as a public health intervention—not just a personal responsibility—was especially impactful, as it shifts the focus toward systemic support and workplace culture.
However, while her suggestions were useful, I felt that they could have gone further in addressing the institutional barriers that often prevent helping professionals from engaging in self-care. For example, time constraints, lack of administrative support, and unrealistic expectations can make it difficult to implement even the most basic wellness strategies. I would have liked to see more emphasis on organizational accountability, such as policies that protect planning time, reduce caseloads, or provide access to mental health resources.
References
MacDonald, L. M.-H. (2022). Impact of working from home on addressing practitioner burnout and work–life balance in mental health. The Permanente Journal, 26(2), 77–82. https://doi.org/10.7812/TPP/21.186
Ratcliff, M. (2024). Social workers, burnout, and self-care: A public health issue. Delaware Journal of Public Health, 10(1), 26–29. https://djph.org/article/social-workers-burnout-and-self-care-a-public-health-issue/
Hilty, D. M., Groshong, L. W., Coleman, M., Maheu, M. M., Armstrong, C. M., Smout, S. A., Crawford, A., Drude, K. P., & Krupinski, E. A. (2023). Best practices for technology in clinical social work and mental health professions to promote well-being and prevent fatigue. Clinical Social Work Journal, 51(3), 211–245. https://doi.org/10.1007/s10615-023-00865-3
Darcy,
Nice job on this post. As someone who teaches online, asynchronous classes, I also experience conflicting emotions. The fkexibility allows me to deal with life (like caring for my brother long distance), but it also robs me of the opportunity to connect with each of you on much more of a personal level. I’m not always sure how to hold both of those conflicting reactions at the same time.
Just remember to place your image in the featured image location, on the right side with all the menu items, all the way at the bottom. It says “set featured image.”
Dr P