Do teachers have a drinking problem?
Stress levels of teachers are on the rise. Alcohol dependence is too.
Harmful coping mechanisms to manage work stress affects teachers just as much as anyone else. Yes, we’re role models and held to a higher standard than other professions - but teachers are people too. Equally vulnerable to substance abuse and alcoholism.
Secret drinking is a thing in teaching. Research indicates a worrying trend in teachers using alcohol privately, to escape the pressures of the job, or to deal with crippling anxiety.
Sometimes just a harmless glass of wine to sip on while doing admin in the evenings can quickly become a routine that leads to two, three or four glasses. Alcohol is addictive - but it relaxes us, so we’re not always aware of its capacity to turn into a full-blown problem. Most teachers who’ve developed a propensity to drink too much usually do so at home, where no one can see. No colleagues, no parents, no learners. Safe from judgemental eyes. But it takes its toll gradually. And then, where does one turn for help?
Teachers have the burden of reflecting society’s image of ‘perfect’ all the time. This magnifies the loneliness one can feel in this profession. Loneliness easily fuels a drinking habit.
Besides using alcohol to cope with worries, we don’t have to look too far for inspiration to drink - South Africa has a culture of drinking, and it’s promoted everywhere. For a country to have its government ban alcohol during the pandemic lockdown of 2020 says a lot about what’s going on. And ever since, alcohol consumption has increased, as has advertising. Online orders and deliveries make it easier. Schools serve it to parents at events and fundraisers. From all angles, we’re receiving the message to drink, drink, drink. Yet, the fallout from drinking is concealed.
We need to talk about this.
What impact does our drinking have on the information we provide in the curriculum, about substance abuse in general, and alcohol in particular?
We tell learners to say “no” when we ourselves are incapable of doing so. If we, collectively, are in denial, how may we protect learners from this severely intoxicating, highly addictive substance, that could so easily wreck their lives?
This post isn’t about criticising teachers. It’s about starting a conversation.
It’s about what’s real.
Can teachers safely admit alcoholism?
Do teachers have access to rehabilitation and recovery?
Do schools have programmes to address addiction?
Alcohol misuse is a slippery slope. Looking forward to that sundowner at the end of a tough week eventually undermines mental and physical health. From impaired judgement to depression, chronic headaches, fatigue, liver damage, high blood pressure and so on, to reckless behaviour, such as driving under the influence or turning up for work drunk - the consequences for overdoing it are many. It can even end one’s career.
But addiction isn’t a choice. It’s a compulsion driven by chemical and psychological dependence. The way to intervene is to consult a health care professional and begin a supportive recovery programme. The obvious one is Alcoholics Anonymous, but South Africa also has a modern sobriety programme called Tribe Sober. Anyone can join, from anywhere in the country.
Many teachers have found successful recovery through Tribe Sober and the Teacher Training Lab highly recommends it.
Successful recovery begins with an honest audit of one’s life.
Are you finding it hard not to be triggered by teaching?
Are you uncomfortable with your relationship to alcohol, or unwell as a result of your drinking levels?
Do you worry school management will know?
You’re not alone.
Become ‘sober curious’. Change your perception of alcohol’s role in your life. It has no benefit if you’ve already crossed a line. Take back your health. Take back control.
Addressing this sensitive but important issue is part of the Teacher Training Lab’s ‘Teacher Burnout’ workshop, where we discuss facets of the profession that pose risks to teacher wellness, and ways to mitigate these - not only personally but from a whole-school perspective.