Compassion Fatigue in Swedish Teachers: Reduced Compassion and the Role of Teacher–Student Interaction Quality and Professional Self-care

Abstract

Compassion fatigue (CF), a diminished empathic capacity resulting from prolonged exposure to others’ distress, is an emerging concern in the teaching profession. This study investigates the prevalence and predictors of CF among Swedish teachers, with a particular focus on reduced compassion toward students. Drawing on the job demands-resources model and the compassion fatigue resilience model, we surveyed 170 teachers using an adapted version of the reduced compassion subscale from the compassion fatigue inventory and a self-identification item for CF. One in four teachers reported experiencing CF, and higher levels of reduced compassion were associated with lower general well-being and job satisfaction. Hierarchical regression analyses showed that stronger teacher–student interaction quality and greater engagement in self-care strategies, in particular life balance and cognitive awareness, were linked to lower levels of reduced compassion. These findings underscore the importance of relational and individual resources in buffering emotional strain in teachers, and point to potential targets for interventions aimed at fostering teacher resilience and retention.