May 21, 2026

Why Boredom Belongs on Your Summer Agenda

Summer break features a wide variety of activities, roles, and responsibilities for teachers. Contrary to popular assumption, most teachers do not have the luxury of taking the summer off to relax and do nothing. Teaching summer school, completing curriculum projects, engaging in professional learning, and taking temporary jobs to supplement income are just some of what fills the summer months—either by choice or necessity.

Obviously, boredom is not what most teachers anticipate and plan for when the school year comes to an end. Yet, finding time and ways to experience and embrace boredom can offer some important benefits, both personally and professionally. Seeking to be bored may seem counterintuitive, but boredom can create conditions for and be a source of important mental and emotional work.

Consider that many of history’s most creative people and greatest thinkers used boredom as the context and stimulus for some of their most important work. Isaac Newton developed some of his most significant theories while idling away hours at the family farm during the plague. Charles Darwin depended on his daily walks to allow his mind to wander and wonder. Maya Angelou chose to write in hotel rooms devoid of pictures, decoration, and distracting views to create a boring backdrop for her creative work. These innovative people and others leveraged the mental space offered by boredom to synthesize their thinking, make connections, complete ideas, and generate possibilities.

We may not have the luxury of extended time to become bored, but we can create space to reflect, make connections, integrate information, and generate ideas. We might set aside time on weekends, take advantage of time while driving, schedule regular hikes or strolls, or choose other spaces and activities that allow time to think. Be assured that the choice can be more than worth the effort. Here are just a few benefits you can experience:

Recovering mentally. When our brain is not occupied, it shifts into default mode, much like reflection. The rest can refresh our thinking and renew our energy; thinking about nothing can be very therapeutic.

Rebalancing emotions. In the absence of input and focus, the brain can resurface unresolved thoughts and lingering emotions, allowing up to work through unhealed wounds and decide how to deal with them. This space can also help us to process residual stress and allow it to dissipate rather than carry it with us.

Repositioning our relationship with time. During the year, we might seek to make every moment productive. Setting aside time to be bored can remind us that time can be experienced and valued as a pause as much as for activity.

Unleashing creativity. Boredom can create space for our unconscious mind to see connections we might have missed, to complete thoughts or finish partially formed ideas, and to generate new insights.

Reconnecting with purpose. We might spend most of our time during the year planning, responding, completing tasks, managing deadlines, and other time-consuming activities. During such a level of activity, we can lose track of what is rewarding about our work and what renews our spirit. Boredom can interrupt the cycle and create space to reconnect to why we choose this profession.

Expanding identity. Taking time to be bored can invite us to be curious and explore. We might rediscover interests we have abandoned, try a new activity, or explore a hobby. Boredom can create space to expand our sense of who we are and who we want to become.

Finding or making time to be bored isn’t likely to be at the top of most educators’ list of summer priorities, though maybe it should be. Finding time to renew, refresh, and reframe our thoughts and emotions can be a great way to let go of the past year and create space and anticipation for what lies ahead.