Burnout among educators, administrators, and the school board members responsible for making difficult decisions about the future of their schools is a critical issue that's often overlooked when making tough decisions about school district budgets, writes NSBA Executive Director and CEO Verjeana McCotter-Jacobs. Boards have a responsibility to be thoughtful stewards of public resources, and that also means asking whether the people responsible for carrying out district priorities have the capacity and support they need.
September 15, 2026
Every budget season, school board members and district leaders face a familiar challenge: How do we provide students with the opportunities and support they need while balancing rising costs, increasing demands, and limited resources?
Those decisions are rarely easy. But one cost may not appear on a budget spreadsheet: burnout—not only among educators and administrators, but also among the school board members responsible for making difficult decisions about the future of their schools.
When budgets are tight, vacancies may remain unfilled, class sizes may grow, and teachers, principals, counselors, and support staff may take on additional responsibilities. New initiatives may be introduced without adequate time, staffing, or resources. Over time, talented educators can become overwhelmed, morale can decline, and experienced professionals may leave.
At the same time, school board members are being asked to do more with less. They are navigating increasingly complex issues, contentious public meetings, competing community expectations, and difficult financial decisions. They deal with this while often serving as volunteers with full-time jobs and family responsibilities of their own.
Burnout is not simply an individual challenge. It can be an organizational issue shaped by the conditions in which people are expected to work and lead.
As a former board of education chair, I learned that a school budget is much more than a financial document. It is a reflection of a community's priorities. Every allocation—and every reduction—sends a message about what we value.
Fiscal responsibility is essential. Boards have a responsibility to be thoughtful stewards of public resources. But responsible budgeting also means asking whether the people responsible for carrying out the district's priorities have the capacity and support to do so. That means asking questions such as:
- Are staffing levels aligned with student needs and employee capacity?
- Are educators and administrators equipped with the resources, technology, and support they need?
- Are we investing in professional development, leadership development, and employee well-being?
- Are we considering the workload and capacity of school board members as we add responsibilities, initiatives, and expectations?
- Are new initiatives being evaluated not only for their potential benefits, but also for the time, staffing, and leadership required to implement them successfully?
The answers will help boards understand the impact of budget choices. Reducing staff, for example, may help close a budget gap in the short term. But if the result is larger workloads, increased absenteeism, and higher turnover, the district may ultimately pay in other ways. Similarly, when board members are continually asked to navigate crises, community conflict, and tough decisions without adequate support, they too can become exhausted and disengaged.
Supporting the workforce—including the board itself—is not at odds with responsible budgeting. It is part of it.
The next time your board begins its budget discussions, consider asking one additional question: How will this budget affect the people doing the work—and the people responsible for leading it?
When we invest wisely in those people, we invest in the stability, quality, and future of our schools—and ultimately, in our students.
Verjeana McCotter-Jacobs, Esq. (ceo@nsba.org) is NSBA’s executive director and CEO and the publisher of American School Board Journal.