Is your calling killing you?

Written By Veronica McComb

Fourteen years ago, early career as a faculty member, I was attending a session at a conference when I struck up a conversation with the graduate student next to me who was in the thick of it. We mused about the joys and challenges of studying our passion. We also discovered that we had one odd thing in common: we both had micro-cracks in our teeth from persistent grinding. “I wonder how common that is among academics. Someone should study that!” I quipped. Fourteen years later, I am still asking myself that question.

In the 2023- 2024 academic year alone, two college presidents and one vice president—all black women, like myself-- died unexpectedly, the latter by suicide. In that same year, I faced several of my own medical complications, all linked to acute stress. Those micro-cracks were the least of my worries.

I love my work in education. Like many teachers, I view my work as a calling and a central part of my identity. Unfortunately, advancing within Higher Education reinforces the belief in work as worth and work as self (ask any professor part-time or full-time, tenure-track or non-tenure track). This creates a very simple equation, the sum of which does not always add up to good health and well-being. Calling + work= high potential for burnout.

Callings bring a source of purpose, meaning, and deep fulfillment to one’s life. (For more on this see resources at the end). However, the very thing that inspires us can also become the source of chronic stress, anxiety, and even physical health issues. The micro-cracks in our teeth, the sleepless nights, and the stories of colleagues facing tragic outcomes are not isolated incidents; they are symptoms of a larger problem.

The “Tyranny of Work”: Myths that Fuel Burnout

The dangers of seeing work as a calling are particularly prevalent in service-related industries and professions like healthcare, education, and hospitality. In her book, The Burnout Epidemic, Jennifer Moss interviews hundreds of workers from a range of industries, including education, healthcare, and other service fields. Her research reveals a troubling pattern: those who view their work as a calling are often the most susceptible to chronic stress and burnout.

Moss’s interviews highlight that the passion and sense of purpose that drive people in service professions can also make it difficult to set boundaries or recognize when work is taking a toll. The stories she shares echo the experiences of many educators: sleepless nights, persistent anxiety, and physical symptoms (headaches, high blood pressure, and yes, micro-cracks in our teeth). These are not isolated incidents, but signs of a systemic issue affecting those who pour themselves into their work.

Many industries in American culture often celebrate work as the ultimate measure of worth. Journalist Simone Stolzoff calls this “the tyranny of work”—a set of powerful myths that shape how we see ourselves and our value in society. These myths tell us that a “dream job” is the key to fulfillment, that our careers should be our central identity, and that relentless dedication is a virtue.

When we internalize the notion that our professional achievements define us, it becomes difficult to set boundaries or prioritize our well-being. The pressure to live up to the ideal of the tireless, passionate educator can make it hard to admit when we’re struggling. Packed schedules, mountains of deadlines, and endless to-do lists become emblems of productivity.  Days off are seen as signs of questionable commitment. When organizations reward overwork and treat exhaustion as a badge of honor, they reinforce the very myths that put our health at risk.

Right-sizing our Capacity

Colleges and universities that prioritize productivity, advancement, and reputation above the well-being of their faculty and staff, perpetuate a system where burnout becomes inevitable. Policies that encourage long hours, undervalue boundaries, and overlook mental health concerns send a clear message: self-sacrifice is expected, and asking for help is a sign of weakness.

But institutions have the power and the responsibility to change this culture. And I am not just talking about group yoga classes or Employee Assistance Programs (EAPs) which, though well-intended, place the onus on the individual rather than the system. By recognizing the dangers of burnout and actively promoting organizational wellness, we can create environments where meaningful work and personal well-being are not mutually exclusive. This means rethinking reward structures, addressing work-load issues, training managers who can model empathetic listening and human-centered leadership, and aligning our expectations with our capacity (good bye “do more with less”). For more on what you can do as an individual, a manager, or at the institutional level see Jennifer Moss’s work on burnout recovery.

Ultimately, institutional change requires leadership that values people as much as performance. When organizations model healthy boundaries and prioritize the holistic well-being of their members, they not only prevent burnout, they cultivate a culture where everyone can thrive.

Reclaiming Balance and Meaning

The drive to answer a calling in education is powerful—it inspires, motivates, and shapes lives. Yet, as we’ve seen, when passion is left unchecked by boundaries and care, it can lead to exhaustion, anxiety, and even tragedy. The myths that equate work with worth, and the institutional cultures that reward overwork, put both individuals and communities at risk.

But change is possible. By challenging cultural narratives, advocating for healthier institutional policies, and prioritizing our own well-being, we can begin to reclaim balance.

As we start out 2026 and the back half of the academic year, those of us in the trenches, living out our calling should pause to ask ourselves: how are we doing? How are we REALLY doing? And what do I need to thrive?

Further Reading and Resources

Veronica McComb https://kindmindstudio.com
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