Language Teachers in Therapy A Review of Smid and Mercer’s (2026) The Psychology of Language Teachers
By: Ana Paula Biazon Rocha
In April 2026, The Psychology of Language Teachers by Dávid Smid and Sarah Mercer was published online as part of the Cambridge “Elements” series on Language Teaching, edited by Heath Rose and Jim McKinley. It synthesises research on language teacher psychology through three core dimensions: cognition, affect, and motivation. For me, reading it felt like being in a therapy session with someone genuinely listening to and acknowledging my struggles as a language teacher. In this review, I will summarise some of the key points discussed in the book and consider how they resonate with my own experiences in language teaching.
Language Teachers are Full, Complex Human Beings
One of the crucial points when it comes to language teacher psychology is the recognition of teachers as full, complex human beings first and foremost. Recent discussions about social-emotional learning (Herrera & Chirinos, 2026) have shed light on the importance of seeing and understanding learners as people whose emotions, experiences and struggles strongly influence their learning process. This is, in fact, one of my own mantras in the classroom, especially when addressing students’ overreliance on mobile phones. I often tell my students that I teach human beings, not machines or electronic devices, and that I care for them as such. However, what seems to be missing from this equation is that teachers are equally human. As the book argues, it is high time that language teaching research and stakeholders recognised and understood teachers in the same way: “Language teacher psychology is a key determinant of practice” (p. 56).
The main argument of the book is that “the psychology of language teachers plays a central role in effective language education” (p. 1). In other words, what teachers think, feel, and believe directly affects students’ learning experiences, which, in turn, shape the wider educational system. The book is divided into six sections: introduction; cognition and metacognition; affect and emotions; motivation and engagement; conclusion and references. As an overview of the research in the field, it draws extensively on previous studies. Although the great number of references may feel slightly overwhelming at first, this does not prevent readers from understanding the main points discussed. In addition, each section includes interim summaries, tables highlighting key ideas, and reflection questions to support readers in making sense of the content. The comprehensive list of references is also a valuable resource for those interested in exploring specific studies mentioned in the text or deepening their understanding of language teacher psychology.
Teacher Beliefs Are Not Always Practiced
In terms of cognition and metacognition, one of the points that struck me the most refers to the dichotomy between what language teachers know or believe and what they actually do. In other words, what teachers know does not necessarily translate into their classroom practices, just as what they believe constitutes good teaching does not necessarily mean that they will teach in that way. As the authors suggest, “there are other personal and socio-contextual factors that influence that relationship” (p. 12). I recognise this in my own teaching: at times I advocate for practices that I know are crucial for language learning, but, when I am in the classroom, they do not work out as I had planned, be it because of time and curriculum constraints, students’ emotional states, my own psychological state, or other factors. This does not mean that we are bad teachers. In fact, it is a reminder of the complexity involved in language teaching and learning.
How You Feel Any Day Shapes the Class
The book also emphasises how language teachers’ emotions are essential in shaping their psychological well-being, teaching performance, and, ultimately, students’ learning experiences. As human beings, we all have days when we feel excited and ready to teach or learn, and days when we would rather be at home in bed under a blanket, not facing the world. Navigating that in the classroom is challenging and probably one of the most important aspects of promoting effective language teaching and learning. However, the book explains that it is not simply a matter of experiencing positive or negative emotions but understanding their functional impact. For example, when language teachers experience anxiety, boredom, or frustration, they tend to feel more demotivated and may lose their engagement, concentration, and enthusiasm, while also lacking creativity and experiencing reduced self-efficacy. Conversely, when teachers experience enjoyment, happiness, and love, their well-being and job satisfaction tend to increase, while also strengthening their relationships with students and colleagues.
I feel deeply connected to this because there are moments when I feel that I should hide my emotions and pretend that everything is fine when, in fact, I am not feeling well. I usually start my lessons with emotional check-ins to offer learners an opportunity to talk about themselves and how they are feeling, which helps build stronger connections among them. Students often say things such as “I’m so tired today,” “I’m sleepy,” or “I’m ready for the weekend,” and I ask follow-up questions to show interest and demonstrate that I care for them. However, in many instances, they do not ask me back, as if I did not have emotions of my own. Occasionally, I need to remind them by saying, “Oh, and I’m good today, thanks for asking,” after which one or two students will say, “How are you feeling today, Ana?” Sometimes it feels as though we teachers have to remind students, and the whole educational system, that we are alive, that we have emotions just like everyone else, and that they can influence our work and everyday life. As highlighted in the book, ‘the emotions that language teachers experience during their professional lives are also impacted by social norms and expectations’ (p. 30). In many ways, teaching requires considerable emotional labour: we are expected to be conscious of what emotions we can or cannot display, as well as be emotionally available to learners while possibly suppressing or concealing our own struggles.
This leads to the role that emotional contagion plays in the classroom: teachers’ emotions affect students’ and vice versa. When we see students engaged in the lesson, participating actively, smiling and enjoying themselves, we tend to feel more positive and energised. If they also notice that we are allowing ourselves to enjoy the lesson, smile and have fun with them, anxiety is reduced, pressure is more manageable and a sense of community is built. However, the opposite is also true: when students are bored or disengaged, their body language, posture, and tone of voice can affect us, making everything feel more difficult and less effective. Consequently, The Psychology of Language Teachers also highlights the need to help teachers develop emotional intelligence and strengthen emotional regulation, so they can better manage their own emotions and maintain focus on the positive aspects of classroom interaction rather than the negative ones.
How to Stay Motivated and Engaged?
Another relevant point made in the book is about language teacher motivation and engagement, which is described as “multifaceted” and “context- and time-sensitive” (p. 39). As the authors note, it is important not to romanticise teaching as purely a gift or an innate talent, or as an act of altruism, ‘working with students, aiding the achievements of future generations, and contributing to the positive progress of society and a greater understanding of the target language and culture in the world’ (p. 41). It is a profession and needs to be recognised as such. This directly affects teacher motivation and engagement, and language education as a whole. In many cases, language teachers are poorly paid, have demanding schedules, deal with diverse classroom situations and receive limited institutional support for professional development, even when they are expected to engage in it. It is really difficult for teachers to invest in professional development when they are already exhausted and demotivated. As the book concludes, it is crucial to consider how to foster enjoyment and well-being in order to strengthen teacher engagement. In turn, higher teacher engagement is likely to support greater student engagement, and vice versa: ‘a win-win situation for both’ (p. 48).
Finally, the book advocates for the inclusion of explicit training and development in language teacher psychology, benefiting both novice and experienced teachers. The authors highlight the need for teachers to engage in “emotional literacy” (p. 35), so they can enhance their own well-being as well as their teaching practice and impact on students. The book also points to considerable existing gaps and challenges in research, suggesting that ‘language teacher psychology has room to expand’ (p. 57). Much more still needs to be done to enrich the knowledge base in this field.
We Are Not Alone
As mentioned previously, reading Smid and Mercer’s text was an enlightening and comforting experience. There were many moments when I found myself thinking, “Yes, I know, I feel that too,” (e.g., ‘being curious more generally can impact a language teacher’s motivation to seek out professional development opportunities’, p. 52) or “I have colleagues who have experienced the same” (e.g., ‘false growth mindset’: some experience teachers believe their skills in a particular domain could not improve further and therefore see no need for additional professional development, p. 51-2). Being heard and recognised is a powerful experience, as is the realisation that we are not alone: we are all language teachers navigating our own complexities, challenges, and emotions. This sense of belonging, of being part of a community and being valued as human beings, is essential to our social brain and our need for connection (Kelly, 2024).
This is not to say that teachers matter more than learners or vice versa. Rather, it is an attempt to recognise that both are at the centre of language education, and that they are intrinsically connected. I am a teacher, and my role is to facilitate students’ learning, but that does not mean I must make myself invisible in order to prioritise learners. I am there with them. The book also prompted me to rethink my relationship with colleagues, and how we might better support one another despite our differences and distinct approaches to the profession.
Suffice it to say, I think it is well worth reading this book and discussing it with colleagues, school coordinators, administrators, and even learners, depending on the context. Ultimately, it reframes language teacher psychology not as an optional add-on, but as central to understanding what happens in language classrooms. As language teachers, we should allow ourselves to seek support and care when needed. After all, learners and teachers are essentially full, complex human beings.
References
Herrera, L. J. P. & Chirinos, G. M. M. (2026). Social-Emotional Learning for English Language Educators (English Language Teacher Development). DTESOL Press.
Kelly, C. (2024). The Neuroscience of Language Learning [online course]. International Teacher Development Institute (iTDi). https://www.itdi.pro/community/course/the-neuroscience-of-language-learning/#component=course
Smid, D., & Mercer, S. (2026). The psychology of language teachers: Cognition, affect, and motivation. Cambridge University Press.
Ana Paula Biazon Rocha is a DELTA-qualified teacher, originally from Sao Paulo, Brazil, but currently based in Sheffield, UK. She has been teaching English for more than twenty-three years. She is a member of the Teaching Development team at the English Language Teaching Centre (ELTC), University of Sheffield. She is also a committee member and resident blogger of IATEFL PronSIG.