The Hidden Cost of the 60-Hour Week
In education, long hours are often worn like a badge of honour. Late nights marking, weekend planning, and early morning meetings all feel like part of the job. But a new neuroscience study suggests these long working weeks might be doing more than just exhausting teachers. They could be changing their brains.
In the 2025 research by Jang et al., “Overwork and Changes in Brain Structure,” it was found that consistently working more than 52 hours per week may actually alter the parts of the brain responsible for emotion, stress, and decision-making. For teachers who regularly work 60+ hours a week and school leaders who approach 80 hours, this raises vital questions about how workload impacts not just their wellbeing but also their long-term cognitive health.
What the Research Reveals
The study, conducted in South Korea with healthcare professionals, utilised MRI scans to compare the brains of individuals working over 52 hours per week with those working fewer hours. The findings revealed increased volume in regions associated with executive function and emotional regulation.
In plain terms, long work hours appear to reshape the parts of the brain that teachers rely on most to plan lessons, manage behaviour, respond empathetically, and make fast decisions under pressure.
While it’s too early to say whether these changes are harmful or adaptive, the takeaway is clear: there is a physical and neurological impact of sustained overwork. And for a profession built on rapid thinking and emotional resilience, this matters more than ever.
Why This Matters for Schools and Colleges
This isn’t just about work-life balance anymore. If overworking staff affects brain health, then workload becomes a safeguarding issue for both teachers and students. A frazzled brain is not a high-functioning one and exhausted teachers can’t deliver their best in the classroom.
The implications are enormous:
- Could chronic overwork be dulling decision-making?
- Are emotionally drained teachers more susceptible to burnout or classroom missteps?
- Is the profession building expectations that push its workforce beyond safe cognitive limits?
What School Leaders Can Do Right Now
Reducing workload isn’t just about ticking off tasks; it’s about protecting the core asset in any school: its people. Here’s how leaders can respond:
- Track staff hours honestly – how many are over the 52-hour threshold?
- Audit tasks – identify what’s essential, what’s tradition, and what’s time-consuming but low impact.
- Protect recovery time – make space for genuine rest during term time, not just in holidays.
- Rethink “busy culture” – being stretched shouldn’t be celebrated.
- Educate on brain health – use CPD to explore the science behind stress and cognitive overload.
Reflection Points for Schools
- How does your school monitor staff workload across the academic year?
- Are teachers supported to work smarter, not just harder?
- Does your CPD include wellbeing, metacognition, and recovery strategies?
- Would your staff speak up if they felt cognitively overwhelmed?
Your Brain Is Your Best Teaching Tool—Look After It
Teaching is already one of the most cognitively demanding professions. This research highlights that long hours don’t just feel tiring—they may be physically reshaping the brain. If we want to keep brilliant teachers in the profession and support students effectively, then protecting teacher brain health must become a priority, not a footnote.
