Cognitive Overload in Teachers: Why We Need to Talk About It

Everyone talks about reducing cognitive overload for students, but what about teachers? The conversation around cognitive load theory often focuses on how to help students retain information, but we rarely acknowledge the immense mental burden placed on teachers every single day.

I’ve felt it. The constant juggling act, the feeling that my brain is running on overdrive from the moment I step into the classroom to the moment I finally sit down in the evening (and let’s be honest, sometimes even then). In primary schools, teachers are expected to be experts in every subject, seamlessly shifting from phonics to fractions, from science experiments to Spanish (even when you don't speak Spanish). In secondary schools, things aren’t much easier. Many teachers are increasingly being asked to cover subjects they aren’t trained in—teaching GCSE science despite specialising in English, or suddenly finding themselves responsible for a subject they haven’t studied in years.

As teachers, we love learning (or we wouldn’t be in this profession), but that doesn’t mean we can master everything overnight. If a subject doesn’t spark our interest, learning it feels like wading through treacle. And even when we enjoy it, the sheer volume of content we have to absorb—and then teach—can be overwhelming.

The Hidden Impact of Cognitive Overload

When cognitive overload sets in, it’s not just about feeling a bit frazzled. It impacts everything—lesson planning, marking, classroom management, and even interactions with students. Decision fatigue creeps in, making it harder to prioritise tasks, respond to unexpected challenges, and maintain the energy needed to engage a class.

And let’s talk about marking. The endless cycle of marking policies, feedback expectations, and data tracking is a massive contributor to teacher burnout. We’re told that meaningful marking is essential, yet research shows that extensive written feedback often has little impact on pupil progress, nor is this expected by Ofsted. So why are we still drowning in marking?

What Needs to Change?

To tackle cognitive overload in teaching, we need systemic shifts—not just a few productivity hacks. Here are some key changes that could make a real difference:

• Scrapping excessive marking – Schools need to prioritise effective feedback strategies that reduce workload rather than adding to it. Whole-class feedback and verbal feedback strategies are just as effective as written comments.
• Rethinking planning expectations – Teachers don’t need to write out lesson plans in excruciating detail. Trust in professional expertise and collaboration is key.
• Reducing subject overload – Expecting teachers to be subject experts in everything is unrealistic. Schools should invest in better CPD and provide more structured support when cross-teaching is necessary.
• Giving teachers autonomy over workload – One-size-fits-all policies around marking, planning, and feedback rarely work. Teachers should be trusted to make professional decisions that suit their students without unnecessary bureaucracy.
• Final Thoughts

Cognitive overload in teachers isn’t just about being busy—it’s about constantly operating at mental capacity with no room to breathe. I know I’m not the only one who’s felt like this. If we truly care about teacher retention, wellbeing, and ultimately pupil outcomes, we need to start prioritising what actually works. Because if we want students to learn effectively, we need teachers who aren’t running on empty.

Next Steps: Taking Control of Your Workload

One actionable step you can take today is to audit your workload. Take 10 minutes to write down all the tasks you do in a week and categorise them into three groups: essential, beneficial, and unnecessary. Look at the unnecessary tasks and see if there’s a way to eliminate or delegate them. For the beneficial ones, ask yourself if they could be streamlined. Small changes can make a big difference in reducing cognitive overload and reclaiming your time.

If you’d like a more structured way to assess your workload, I’ve created a Teacher Workload Audit that you can fill in. Once completed, I’ll provide you with personalised, actionable steps to help you cut down on your workload and free up your time. Click here to access the audit and take the first step towards a more manageable workload!