Should educators get micro-breaks every few weeks?

By Andrew

A recent paper from the Journal of Health Economics, examined the effect of orthopedic surgeons’ breaks, measured by the number of days since their last surgery, on the health outcomes of emergency patients admitted after a hip fracture. 

Results demonstrated that mirco-breaks - four to six days without performing a surgery - reduced patients’ 30-day mortality rates by around six percent relative to no breaks. 

These findings demonstrate that how surgeons’ activity is organized is a possible determinant of the quality of care provided.

Might the same framework apply to educators? That is, does the organization of teaching determine the quality of instruction? 

The answer is unclear given available evidence - for instance anecdotal evidence strongly supports an improvement in morale and general feelings about the work environment after a sabbatical in higher education (Reynolds, 1990; Patrick 1991; Good, 1992; Douglas 1995; Wilson, 1999), but almost no empirical studies have offered documentation concerning performance indicators such as  improved teaching performance (regardless of measure). 

There is a good debate about the causes, contours, and impacts of the current educator shortage, but it seems clear that burnout is a significant input. 

Coping mechanisms - yoga, medication, exercise - won’t solve the burnout problem; only structural changes will.

 Programming challenges aside, might micro-breaks be one innovative way to bolster morale, decrease stress and potentially improve institutional quality? Given the evidence in other disciplines, the answer just might be, maybe.