Two final-year occupational therapy students from the University of Pretoria are taking meaningful strides to address caregiver burnout at a preschool located in one of Pretoria’s informal settlements. Sarah Whitfield and Naomi van der Nest, both in their fourth year of study, recently hosted a practical burnout prevention workshop as part of their community-based work-integrated learning.

The preschool, which accommodates five full-time teachers, operates with class sizes ranging from 20 to 35 learners per teacher — well above the ratios recommended by the National Department of Education. According to guidelines, Grade RRR should have six children per teacher, while Grade R and RR should not exceed 28 and 26 learners respectively. With the current situation far exceeding these limits, teachers face a significantly heightened risk of burnout.

Burnout is a long-term stress condition linked to physical, psychological, and emotional exhaustion. It is marked by symptoms such as demotivation, irritability, and reduced productivity — challenges that teachers at the preschool reported experiencing, albeit without fully understanding the underlying cause.

On 26 February 2025, Whitfield and van der Nest led a workshop for the preschool’s educators, splitting the hour-long session into two smaller groups to ensure child supervision continued during the training. The session focused on helping teachers understand what burnout is, how it develops, and, most importantly, how it can be managed and prevented.

“Many of the teachers had never heard the term ‘burnout’ before,” said van der Nest. “They thought their exhaustion was just part of the job. It was humbling to see how eager they were to learn and to take better care of themselves.”

Each teacher received a pamphlet outlining causes, symptoms, and practical coping strategies. Discussions were guided in everyday language, with special emphasis on self-care and setting emotional boundaries. The session ended with a short mindfulness exercise — a technique the students encouraged the teachers to incorporate into their daily routines.

In addition, each participant received a booklet with step-by-step guides for implementing burnout prevention tools, and a small chocolate as a token of appreciation.

Feedback from the teachers was positive. Many reported that the workshop gave them a new perspective on their mental health and inspired them to try new self-care practices.

“Burnout isn’t just a healthcare issue,” added Whitfield. “In professions like teaching — especially in under-resourced settings — it has a direct impact on performance and quality of life. As occupational therapy students, part of our responsibility is to support not just individuals, but the systems and communities around them.”

Burnout is a growing concern across many professions, including healthcare, where administrative burden and high patient volumes often take their toll. The Faculty of Health Sciences encourages students across disciplines to engage in interprofessional work and community-led initiatives to build resilience and support well-being in both formal and informal settings.

Whitfield and van der Nest’s project is one of many student-led interventions focusing on preventative care and mental health support, particularly in vulnerable communities.

Sarah Whitfield previously studied Human Physiology and hopes to pursue a career in neurological and physical rehabilitation, with a dream to incorporate hippotherapy into her work. Naomi van der Nest has long been inspired by occupational therapy and plans to focus her career on adult or pediatric neurology, combining her passion for helping others with solution-based thinking.

Reflecting on the experience, both students expressed deep gratitude for the opportunity to make a tangible impact.

“We hope the strategies we introduced will make a difference not just this year, but long-term,” said van der Nest. “These teachers are pillars in their community, and they deserve the same care and support they so willingly give to others.”