After six to eight weeks of nonstop “go go go,” many new teachers hit what New Teacher Center founder Ellen Moir calls the disillusionment phase, usually lasting from November through January.

Parent conferences are coming, energy is dropping, and self-doubt is growing. Many teachers start questioning whether they’re good enough or even want to stay. The combination of tiredness, pressure, low confidence, and emotions often leads to burnout or illness.

The recipe for new teacher attrition starts during this phase. Those with little or no preparation or limited support are 2.5 times more likely to quit after their first year.

All teachers go through highs and lows, but these swings hit hardest in year one. Still, feeling this way isn’t a sign of failure. It’s a normal part of learning the job. The real question is how schools step in with the right support when this phase arrives.

Why it matters

The disillusionment phase is a major turning point for teacher retention. The risk of ignoring it wastes the time and money spent on training, disrupts student learning, and shakes school stability. Researchers at Harvard’s Graduate School of Education note that we must “equip [teachers] to handle” predictable stress and not accept burnout as the cost of survival.

When systems are designed for retention, new teachers receive focused, timely support with whole-school impact — stronger instruction and climate, tight teacher professional communities, and a cadre of emerging teacher leaders.

Additionally, as the teacher workforce shifts, Gen Z educators want schools that walk their talk — where the care for students’ well-being matches how they treat adults. This further underscores the importance of taking on disillusionment head-on before it happens.

5 strategies to help new teachers through the disillusionment phase

These strategies support new teachers beyond “just surviving.” They enable and support growth, confidence, and resilience.

1. Anchor them in a strong, non-evaluative mentoring relationship

High-quality mentoring from a well-trained professional is one of the best ways to keep new teachers and a hallmark of the New Teacher Center’s approach shaping the teaching profession.

• Pair new teachers with mentors who teach similar grades or subjects (to the extent possible) and have aligned schedules.

• Set weekly protected time (about 180 minutes per month) for reflection, planning, or coaching.

• Train mentors to act as coaches, not “experts” — asking curious questions, supporting risk-taking, and validating emotions.

2. Normalize and name the disillusionment phase

Many new teachers think they’re the only ones struggling. But most follow that common pattern (aka, “the phases of first-year teaching”): anticipation → survival → disillusionment → rejuvenation → reflection.

• Talk about this openly in induction meetings: “You’re not alone — most teachers feel this way.”

• Use journaling, mentor check-ins, or debriefs to help teachers sort through stress and notice what improves over time.

• Encourage peer groups of first- and second-year teachers to share stories and hear from veterans who’ve been there too.

3. Help them simplify, prioritize, and set boundaries

When overwhelmed, new teachers often try to fix things by doing more while neglecting personal needs, which only drains them faster.

• Mentors can help identify what’s essential and what can wait.

• Coach teachers to set clear limits — like a “no planning after 7 p.m.” rule or setting an end-of-day time.

4. Build emotional and relational support into daily practice

Disillusionment is emotional. Teachers’ confidence and sense of purpose are at risk. True wellness will never be found in a pizza party or self-care coupon. How leaders schedule time, give feedback, and show care will produce a far more lasting effect. For Gen Z educators, especially, these actions that align with their values will matter deeply.

• Train mentors and leaders in active listening — letting teachers express feelings, reflecting back what they hear, and normalizing struggle before offering solutions.

5. Use observation and feedback wisely

The disillusionment phase can often overlap with formal evaluations, parent conferences, and back-to-school nights — all high-stress moments. It’s no wonder many new teachers express self-doubt, have lower self-esteem, and question their commitment during these months.

• Use learning-focused walkthroughs or informal “look-fors” linked to teachers’ growth goals and connect with other mentors to pool knowledge.

• Keep feedback centered on students’ learning evidence — what students are doing and thinking — rather than judging teacher performance.

From disillusionment to sustainability

If we see disillusionment as inevitable and unchangeable, we lose good teachers before they’ve had a chance to grow. But if we plan early, support intentionally, and lead with care, we can manage the shift from burnout to sustainability.

Supporting teachers through this phase isn’t about adding more to an already full plate. It’s about thinking deeply about how we lead, mentor, and build community.

If you’re in leadership or teacher development:

• Pick one focus for your new-teacher group this winter.

• Ask for feedback — what worked, what didn’t — and use it to improve next year’s approach.

If you’re a new teacher:

• You are not alone.

• This phase is tough, temporary, and completely normal.

• Share what’s hardest for you — swap stories and let others how you made it through.