Listen to this story Members can listen to an AI-generated audio version of this article. 1.0x Audio narration uses an AI-generated voice. 0:00 0:00 Become a member to listen to this article Subscribe The final ESOL assessments have been marked, class trips to zoos and museums have gone well, all that remains is a few class parties and tidying up our desks. A time to reflect and take stock. How do I actually feel after another demanding term in an FE ESOL department? Frazzled, burned out and emotionally empty. With over 60 students under my care, 90 per cent of them being refugees and asylum seekers, the emotional load of getting these students to the finishing line is becoming more and more difficult. Teaching English is a fraction of the workload. Yes, planning and delivering lessons and administrating and marking assessments is a huge task, but the difficulties of managing 60 complex people in a classroom day in day out is far more gruelling. Become a member for unlimited access to FE Week Our members enjoy early access to exclusive content and in-depth articles before anyone else. Get expert journalism on FE and skills, experience fewer ads, and unlock a growing range of member benefits. subscribe If you have an account, please login. Sign in