"Teacher burnout" incorrectly frames the issue as an individual's failure to cope. The term is a convenient fiction that distracts from the real problem: school systems that create impossible working conditions through inadequate support and unmanageable workloads.

Fields like nursing, teaching, and home health care have chronically low wages because they are culturally derived from 'women's work' historically done for free in the home. This legacy creates an implicit expectation that care, not compensation, should be the primary motivation, thus suppressing wages.

Rising calls for socialist policies are not just about wealth disparity, but symptoms of three core failures: unaffordable housing, fear of healthcare-driven bankruptcy, and an education system misaligned with job outcomes. Solving these fundamental problems would alleviate the pressure for radical wealth redistribution far more effectively.

The narrative that personal problems require therapy pathologizes what are often systemic economic issues. You cannot "therapy your way out of material precarity." Structural solutions like higher wages, affordable housing, and a stronger social safety net are often more effective mental health policies than individual introspection.

The mere presence of an adult shifts responsibility away from children. They come to expect adults to enforce safety and solve conflicts, which discourages them from developing their own problem-solving skills, risk assessment, and self-reliance.

The education crisis isn't a lack of qualified people, but a lack of jobs with adequate compensation, respect, and support to retain them. It's a problem of professional unsustainability driven by systemic issues, not a scarcity of talent.

Connective labor can be sustaining, not draining. Burnout occurs when the "social architecture" lacks support systems like "sounding boards" for practitioners to process their work. The problem isn't the emotional work itself, but the conditions under which it's performed.

Laws prohibiting "divisive concepts" and increasing parental oversight create a climate of fear. To protect their jobs, teachers avoid controversial topics, leading them to intentionally "keep it vague, default to bland"—in short, to teach poorly.

Schooling has become a victim of Goodhart's Law. When a measure (grades, test scores) becomes a target, it ceases to be a good measure. Students become experts at 'doing school' — maximizing the signal — which is a separate skill from the actual creative and intellectual capabilities the system is supposed to foster.