Many therapists experience a natural shift from clinician to educator as their work evolves and their desire to share knowledge grows

At some point in a therapist’s career, the work begins to shift.

Not because you’re finished with clinical care but because you’ve grown into it.

You may notice that you’re explaining the same concepts again and again. You’ve refined your language. You’ve developed frameworks that help clients and colleagues understand complex ideas more quickly. People start asking how you think about certain cases or why you approach things the way you do.

And quietly, a new question emerges:

How do I share what I’ve learned?

This is the transition from clinician to educator, and it’s one we rarely talk about openly.

When the Work Starts to Feel Different

For most therapists, this shift doesn’t arrive with a bold announcement or a clear decision. It shows up gradually.

You start noticing repetition.
You crave clarity.
You think more about sustainability—not just in your schedule, but in your impact.

Sometimes this happens after burnout.
Sometimes after mastery.
Often in midlife, when you realize you don’t want the next decade of your work to look exactly like the last one.

Here’s the part that often needs saying out loud:

Wanting to teach does not mean you’re leaving clinical work behind.

More often, it means you’ve integrated it deeply enough that you’re ready to share it.

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Why Therapists Hesitate to Teach

Therapists are trained to be cautious.

We’re taught to stay humble, defer to research, and avoid positioning ourselves as “the expert.” These values matter but they can make teaching feel uncomfortable or even unethical.

Common thoughts I hear from therapists include:

• Who am I to teach this?

• Everyone already knows this.

• I need one more certification before I’m qualified.

But most therapists who feel drawn to teaching aren’t trying to elevate themselves. They’re trying to reduce confusion. They’re trying to make things clearer, more ethical, and more usable.

Teaching, at its core, is not self-promotion.

It’s stewardship.

The Myth of the “Expert Educator”

There’s a persistent belief that to teach, especially to create continuing education, you need to be an academic or a researcher.

But that’s only one kind of educator.

Some people generate research.
Others translate it.

Therapists are exceptional translators.

You understand nuance. You recognize patterns. You know what works in theory and what actually works in real sessions with real clients.

You don’t need to invent a new model to be an educator.

You need clarity, ethical grounding, and lived clinical experience.

Teaching isn’t about novelty.
It’s about synthesis.

What Changes When You Step Into Teaching

One of the biggest shifts from clinician to educator is moving from one-to-one impact to one-to-many impact.

In the therapy room, you can explore and adapt in real time. When you teach, you have to decide: What is the one thing I want someone to walk away with?

That kind of clarity sharpens your thinking.

Many therapists find they actually become better clinicians once they begin teaching—because they understand their own work more intentionally instead of intuitively.

Teaching doesn’t replace therapy.

It often deepens it.

The Emotional Work of Being Seen

This is the part no one really prepares therapists for.

Teaching requires visibility.

Your ideas are no longer held privately in the therapy room. They’re shared, where they can be misunderstood, critiqued, or compared.

Perfectionism shows up.
Imposter syndrome shows up.
Old narratives about being “too much” or “not enough” resurface.

If this resonates, it doesn’t mean you’re not meant to teach.

It usually means you’re stretching into something new.

This is nervous system work - not just professional development.

Ethics Are the Foundation, Not the Barrier

One of the most common concerns therapists have about teaching is ethics, and that concern is valid.

Teaching is not therapy.
It’s not supervision.
And it’s not consultation.

Ethical education focuses on frameworks, not prescriptions. It offers options rather than mandates and invites discernment instead of dependence.

When boundaries are clear, teaching becomes more confident, not riskier.

Ethics aren’t a barrier to teaching.

They’re what make teaching possible.

Sustainability Matters as You Evolve

As therapists begin to think about teaching, mentoring, or expanding their impact, sustainability becomes critical.

Energy often leaks through systems that feel disconnected from our actual clinical thinking - documentation, admin tasks, or overly complex workflows.

When systems support clarity and continuity, they protect energy. And protected energy creates space for creativity, teaching, and professional evolution without burnout.

This is why I pay attention to tools and workflows that reduce friction instead of adding to it. Sustainability isn’t about doing more; it’s about doing what matters with less strain.

My Own Path Into Continuing Education

When I started creating continuing education, it wasn’t because I wanted to “sell courses.”

It was because I kept seeing the same gaps between theory and practice, between ethics and real-world decision-making, and between what therapists were taught and what they were actually navigating in sessions.

Audio-based education, in particular, felt aligned with real life. Learning while walking, commuting, or cooking dinner, without more screens or more exhaustion.

Teaching became a way to extend clinical care, not replace it.

If You’re Curious, You Don’t Have to Commit

If you’re feeling the pull to teach, you don’t need to decide anything today.

Just notice.

You might be a skill-based teacher.
A conceptual translator.
An ethics guide.
An integrative practitioner.

Teaching doesn’t have to be big or public. It can be small, thoughtful, and deeply impactful.

If you’re not ready to create a full course but want to explore the idea, I’ve created a free CE ChatGPT tool—CE Course Builder for Mental Health Clinicians. It’s designed to help you clarify ideas, explore learning objectives, and think like an educator—without pressure or obligation.

Sometimes clarity doesn’t come from deciding.

It comes from exploring.

You’re Not Behind—You’re Evolving

If this resonates, know this:

Wanting to teach doesn’t mean you’re leaving clinical care behind.

Often, it means you’re ready for the next expression of it.

Sometimes the next phase of your work isn’t about doing more.

It’s about sharing what you already know.

Links mentioned in this episode:

📝 Berries – Therapy Documentation & Clinical Workflow Support
Berries recently launched a new Treatment Plan experience that creates a true “golden thread” between treatment plans and session notes, keeping documentation aligned with real clinical work. They’ve also added a Patient Letter feature that allows you to generate summaries, instructions, and letters directly from your session notes in just a few clicks.

👉Try Berries for free here

💸Plus get $50 off your first month with code: THERAPYSHOW50

🤖 Free CE ChatGPT Tool: CE Course Builder for Mental Health Clinicians
If you’re curious about teaching or continuing education but aren’t ready to commit to creating a full course, this free tool is designed to help you explore ideas, clarify learning objectives, and think like an educator, without pressure or obligation.

👉Access the free CE Course Builder here.

Need CE contact hours? Explore my NBCC-Approved Podcourses & CE Courses

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The Therapy Show with Lisa Mustard is for informational and entertainment purposes only and should not be considered a substitute for professional advice. Always consult with your own healthcare provider regarding any personal health or medical conditions.