A few years ago, after more two decades in the classroom, Chrissy Romano-Arribito began to experience something that may sound familiar to a lot of teachers: burnout. Or not burnout, exactly, but demoralization. Experts like Bowdoin College education chair Doris Santoro, author of the book “Demoralized,” note that as systemic pressure, such as top-down initiatives or punitive evaluation systems, crowd out teacher autonomy, they feel they can no longer tap into what “makes their work morally good.”
