Chemistry Solutions

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As another school year comes to an end, I find myself reflecting once again on the rollercoaster that is teaching chemistry. From nurturing the confidence of a student who once said, “I’m just not good at science,” to the flurry of last-minute exam prep, this year has been full of curiosity, challenges, and countless teachable moments. But like any long-running experiment, this year has taken a toll both physically and mentally.

I often reflect on how much of myself I invested in those moments: the late nights spent refining lessons, giving up prep periods to support students who needed my help more, and the ongoing struggle to keep learning “engaging” amid a constantly-shifting classroom landscape.

Chemistry education is unique. It’s more than just delivering facts; it’s about fostering scientific thinking, helping students grasp abstract concepts, and guiding them to “see” the unseen world of chemistry. But that level of intellectual and emotional investment can be hard to sustain without support.

So, as I get ready to close the gradebook and look ahead to summer, I find myself wondering: How do I return next year not just rested, but reenergized? After two decades in the classroom and learning a few lessons the hard way, here’s what experience has taught me about staying refreshed and avoiding burnout.

1. Reclaim summer for yourself first!!

Before jumping into professional development or planning next year’s instruction, make it a priority to recharge your energy and focus on your well-being — whether that means traveling, lounging by the pool, visiting loved ones, or fully embracing the art of doing nothing. Remember that rest isn’t laziness; it’s restoration!

2. Reflect and revise, but not right away.

Give yourself space before evaluating what worked and what didn’t. After a short break, revisit your lessons with fresh eyes. Focus on making small, meaningful changes. You don’t need to rewrite the entire curriculum to make an impact. Next year, for example, I aim to create more opportunities for students to actively engage in scientific practices by incorporating additional time for modeling activities, student discourse, and evidence-based argumentation into my lessons.

Another small but meaningful addition I’m planning for next year is to have students take a few minutes at the end of a lesson to reflect on what they’ve learned, organize their ideas, and add to their notes. This idea is inspired by Scott Milam’s blog post, in which he shares how he integrates reflection into his lessons and randomly selects a student to do a daily recap of the previous lesson. These revisions for next year won’t demand much additional planning time from me, but I believe they’ll greatly enhance student learning and comprehension.

3. Connect with your ‘why.’

Take time to remember why you started teaching chemistry in the first place. Was it a passionate teacher who inspired you? A fascination with chemical reactions? Sometimes your “why” just needs a little coaxing for it to resurface. For me, it was always about the challenge of translating something complex into something students could truly understand.

Chemistry isn’t easy. It’s abstract, invisible, and full of language that can feel like a foreign code to students … but that’s exactly what drew me in. Over the years, that challenge has become my fuel. There’s something incredibly rewarding about watching a student go from, “I don’t get this,” to “Ohhh, now I see it!” That moment when confusion gives way to clarity: that’s my “why.” Attending events like senior breakfast, awards night, and graduation can be powerful reminders of the impact you’ve had, as well as great opportunities to reconnect with your purpose.

4. Build your support network.

Teaching in isolation can be a fast-track to burnout and attrition. Seek out colleagues to collaborate with, both within and outside your school and your discipline. Cross-disciplinary planning, shared assessments, or just informal conversations over coffee can reignite your creativity and remind you that you’re not alone.

Being a member of AACT is a great way to build out your support network and tap into high-quality resources. With more than 7,000 members, AACT is a robust support system created by and for its membership. This professional learning network can be a valuable resource for all chemical educators, especially isolated teachers and those looking to become teacher leaders. For more information about the importance of teacher leadership and how you can leverage AACT for support, check out my March 2024 editorial, “Teacher Leadership in Science and Chemistry.”

5. Set boundaries … and stick to them.

This is one of the hardest lessons for teachers. It’s okay to say no. It took me almost two decades to realize that I don’t have to be available 24/7. Protect your evenings and weekends; family comes first. Your mental health is worth more than answering that one last email or grading one more assignment. In the end, you will be better in the classroom if you give yourself time and space to recharge. You will show up with more patience, energy, and presence for your students the following day.

6. Foster curiosity to reignite engagement.

Sometimes we get so wrapped up in standards and assessments that we can forget the joy of inquiry and investigation that is the essence of science education. Next year, try incorporating some inquiry-driven labs, phenomena-based activities, or open-inquiry projects that excite both you and your students. Check out Linda Cummings’ article, “Teaching Beyond the Cookbook,” for strategies on how to add elements of inquiry to your favorite lab investigations next year.

In the May 2025 issue of Chemistry Solutions, you will find inspiration from teachers who share thoughtful and practical ways to engage their students with the joy of learning chemistry. Whether you’re looking for new classroom strategies or simply a new perspective, these articles offer ideas you can use next school year:

• Discover how one teacher uses lab packets instead of formal lab reports to streamline the grading process and keep students focused and organized.
• Learn how blending art with chemistry helped bring culturally-relevant and engaging lessons to one teacher’s classroom.
• Read how lab notebooks helped this high school teacher’s students develop critical thinking, collaboration, and real-world skills.

So, as the academic year concludes and our classrooms quiet down, it is vital for educators, particularly those in demanding disciplines like chemistry education, to take deliberate steps toward rest, reflection, and renewal. Teaching is both intellectually and emotionally rigorous, and sustaining this work over time requires intentional strategies to avoid burnout. By prioritizing personal well-being, reconnecting with the core purpose of teaching, engaging with professional networks like AACT, and setting clear boundaries, chemistry educators can begin to restore the energy necessary for effective and inspired instruction in the coming school year.



Martin Palermo 
Board President, AACT
2024–2025