“We felt so alone, but at least we felt it together”: Self‐compassion among teachers

Abstract In recent years, the topic of self‐compassion has attracted increasing attention in the literature, yet little is known about teachers' perceptions of self‐compassion in their daily practice. This qualitative study adopted a phenomenological approach to deepen the understanding of self‐compassion among this population. Thirty‐four teachers in Israel aged 25–63 were interviewed face‐to‐face in 2023, using a semistructured interview guide. Thematic content analysis revealed three main themes: (1) an approach to life and professional practice—fostering connection and collaboration; (2) an evolving process—accepting and forgiving oneself; and (3) training—strengthening the self‐compassion muscle. The findings suggest that fostering self‐compassion among teachers can help alleviate occupational stress and burnout. Schools should provide resources and promote a collaborative culture, implement mentorship programs, and incorporate self‐compassion tools into teacher training programs. Additionally, policy‐makers should promote practices that focus on enhancing teacher self‐compassion. By implementing these recommendations, schools can create a supportive environment that promotes teachers' overall health and well‐being. This study offers practical implications for teachers, administrators, and teacher education programs, and highlights relevant areas for future research.