Measurable Impact
Educator perceptions of workplace well-being, job satisfaction, and retention intentions help us tailor our approach and check for impact along the way.
Retention
97% of participants in the treatment group returned the following year, compared to 90% of a matched comparison group.
Job Satisfaction
100%
100% of professional learning cohorts report an increase in job satisfaction.
Emotional Well-being
10%
Participants reported a 10% decrease in emotional exhaustion over time, as measured by the Maslach Burnout Inventory.
decrease in exhaustion
Research
Everything we do at Educators Thriving is guided by research in educator well-being. Our strategies are grounded in empirical evidence, designed for real-world application, and tested with our partners. We collaborate with academic institutions, researchers, and education professionals to continuously refine our approach and ensure that our solutions are both effective and sustainable.
2024 Well-being Report Card
The Inside Read on Burnout
Explore our first annual share out of educator well-being trends and recommendations based on the voices of nearly 11,000 educators. Learn what well-being means to them and the changes that they most frequently requested to improve their well-being at work.
Where We Partner
See how Educators Thriving has supported districts like yours.
Stockton Unified School District
Educator Well-Being Series | Fall 2024–Winter 2025
An opt-in cohort of 68 educators participated in a 6-session well-being series held on Tuesday evenings from October 2024 to January 2025. Over the course of the program, participants reported:
Increased job satisfaction and positive emotion
Stronger intentions to stay in the district
A significant drop in emotional exhaustion, a trend that typically moves in the opposite direction during the school year
These findings demonstrate that intentional, research-based well-being support can counteract burnout and foster a more engaged, energized educator workforce.
This program has been so helpful in my personal and professional life. I feel more energized to teach with more purpose and to visualize and implement plans to be authentic to what it is I want to do in my life.”