Teacher discomfort is a reality that affects the educational community. The psychological state of the agents who intervene with pupils is of paramount importance as it affects academic performance, the classroom and school climate, and has repercussions on the number of absences from work, to cite a few examples. Teachers are exposed to a range of stressors that overwhelm the coping strategies and resources they have available to deal with them, such as lack of time, bureaucracy and difficulty in controlling multiple behaviours in the classroom. Awareness of the situation needs to be raised in order to develop preventive programmes to avoid the emergence of problems associated with chronic stress, such as burnout syndrome, which is made up of three dimensions (emotional exhaustion, depersonalisation and low professional fulfilment). It is estimated that one in three people who work in teaching have associated symptoms. The conclusions presented will be useful for understanding the current situation of teachers and for directing actions for the benefit of their psychological well-being.