La confesión de una sobreexigida

An overachiever’s confession

A Reckoning by the Sea

It happened while I was watching the pelicans.

They dive with such certainty, folding their wings at the last possible moment, surrendering to gravity and instinct. They do not second-guess the trajectory. They do not calculate whether the fish is worth the effort. They dive, surface, swallow, and rest on the water until the next impulse moves them.

Watching them, coffee cooling in my hands, I felt something crack open inside my chest. The realization arrived without announcement, without the careful preparation I usually require before allowing myself to know brutal truths.

I am an overachiever. And I am burned out.

The words felt foreign, even as I knew them to be true. For decades, I had called it other things: dedicated, committed, hardworking, passionate. I had worn exhaustion like a badge, proof that I was earning my place in a world that seemed to demand constant demonstration of worth.

What I Could Not See

Brené Brown (2010), in The Gifts of Imperfection, names the belief system I had been living inside without recognizing its walls. Her research reveals that perfectionism operates as a self-destructive and addictive pattern, rooted in the belief that flawless appearance, behaviour, and accomplishment can somehow shield us from shame, judgement, and blame. Brown’s work demonstrates that most perfectionists were raised receiving praise primarily for achievement and performance, whether academic grades, good manners, rule-following, or people-pleasing. Somewhere in that conditioning, many of us internalized a dangerous equation: our worth equals our accomplishments and how well we accomplish them.

Reading those words by the sea, I felt the shock of recognition. That belief had been the operating system of my entire adult life. Every committee I joined. Every extra course I taught. Every student crisis I absorbed as my own responsibility. Every late night, every weekend sacrificed, every moment of rest interrupted by the nagging sense that I should be doing something more, something better, something that would finally prove I deserved to be here.

Brown’s research reveals a more complicated truth: perfectionism fundamentally concerns itself with earning approval and acceptance rather than with genuine self-improvement (Brown, 2010). The pattern follows a predictable sequence: please, perform, perfect. I had been following that formula in education for twenty-five years, believing it would eventually lead to security, to belonging, to the sense that I had finally done enough.

It never did. It never could. That is the nature of the trap.

What Burnout Looks Like From the Inside

Christina Maslach and Michael Leiter (2016), the researchers who developed the most widely used measure of occupational burnout, describe it through three interconnected dimensions. The first involves overwhelming exhaustion, the sense of being worn out, depleted, and unable to recover. The second manifests as cynicism and detachment from work, a protective numbing that separates us from caring too much. The third is a diminished sense of professional efficacy, a creeping belief that nothing we do makes a real difference.

What struck me, reading their work, was how the third dimension creates a vicious cycle. The more burned out we become, the less effective we feel. The less effective we think, the harder we push to prove our worth. The harder we try, the more depleted we become. I had been running that cycle for years, perhaps decades, without seeing it clearly.

Bessel van der Kolk (2014), in The Body Keeps the Score, observes that people who have experienced chronic stress often feel perpetually unsafe within their own bodies. While I would hesitate to claim trauma as an identity, I recognize its residue: the years of institutional vigilance, the constant calibration to others’ needs, the way exhaustion became so familiar I forgot it was exhaustion. My shoulders, perpetually braced. My jaw was clenched through the night. My sleep, fractured by worry that arrived without specific content, just a generalized dread that something was undone, someone was disappointed, some standard had been missed.

Here, by the sea, those symptoms have begun to ease. The shoulders are learning to drop. The jaw softens. Sleep comes and stays. The body is remembering safety, one quiet morning at a time.

Exhaustion as Status Symbol

Brown (2010) names something I had never consciously examined: the cultural tendency to treat exhaustion as a status symbol and productivity as the measure of self-worth. In academic culture, in caregiving, in so many of the roles I have inhabited, exhaustion signals commitment. To admit tiredness is to demonstrate that I am working hard enough to deserve my place. To acknowledge a need for rest is to risk appearing uncommitted, unserious, insufficient.

The contract I wrote this morning, the one promising myself eight hours of sleep and mornings without performance, pushes directly against this belief. Every clause is a small rebellion against the culture that trained me to equate worth with output, value with visible effort.

Jenny Odell (2019), in How to Do Nothing: Resisting the Attention Economy, writes about a different kind of productivity, one focused on maintaining oneself and healing rather than generating output. That concept stopped me when I first encountered it. The productivity of healing. As if rest could be framed as output. As if I needed permission, even from myself, to justify time spent recovering.

Perhaps I do need that permission. Maybe the language of productivity is the only dialect my overachiever’s mind can currently accept. If so, I will use it as a bridge until I can cross to the other side, where rest requires no justification at all.

What Solitude Makes Visible

Christopher Long and James Averill (2003), in their foundational study of positive solitude, found that being alone provides a particular kind of freedom: release from external constraints, from the performance demands of social interaction, from the need to calibrate ourselves to others’ expectations. In their research, people reported that solitude allowed them to see themselves more clearly, free from the distortions of social performance and others’ expectations. Solitude strips away the roles we perform, leaving us face-to-face with who we have become.

That confrontation can be painful. What I am seeing here by the Sea of Cortez is a woman who has spent decades outrunning her fear of inadequacy. A woman who believed, at some level too deep for conscious examination, that if she ever stopped performing, stopped achieving, stopped proving, she would discover she was nothing at all.

This is what Brown (2010) means when she describes perfectionism as a heavy shield we carry around, believing it will protect us, when in reality it prevents us from taking flight. I have been carrying that shield for so long that I forgot it was heavy. Here, I am finally setting it down.

What Comes After Recognition

The novelist Anna Quindlen once observed that the truly difficult and truly amazing work lies in giving up on being perfect and beginning the work of becoming yourself (as cited in Brown, 2010). That work starts here, in this place where no one knows my credentials or my accomplishments or how many hours I have logged in service to institutions that offered little security in return. Here, I am simply a woman by the sea. A woman learning to rest without guilt. A woman discovering that her worth existed before she proved anything, and will remain after she stops proving altogether.

Brown (2010) describes herself as a recovering perfectionist and an aspiring good-enoughist. That phrase makes me smile, this gentle reframing of recovery from perfectionism. I am an aspiring good-enoughist. I am learning to accept that enough is a destination, perhaps the only one worth reaching.

The pelicans are diving again. They do not keep score. They do not compare their catches to yesterday’s haul. They rest when they are full and dive when they are hungry, floating on the water between efforts, trusting that the sea will continue to provide.

I am watching them. I am learning.

Learning to Be Alone Without Loneliness

References

Brown, B. (2010). The gifts of imperfection: Let go of who you think you’re supposed to be and embrace who you are. Hazelden.

Long, C. R., & Averill, J. R. (2003). Solitude: An exploration of benefits of being alone. Journal for the Theory of Social Behaviour, 33(1), 21–44. https://doi.org/10.1111/1468-5914.00204

Maslach, C., & Leiter, M. P. (2016). Understanding the burnout experience: Recent research and its implications for psychiatry. World Psychiatry, 15(2), 103–111. https://doi.org/10.1002/wps.20311

Odell, J. (2019). How to do nothing: Resisting the attention economy. Melville House.

Van der Kolk, B. (2014). The body keeps the score: Brain, mind, and body in the healing of trauma. Viking.

Author: amytucker

Weytk. I am Amy Tucker, an educator whose life has been shaped by questions of belonging, precarity, and the institutions that hold us or let us fall. I was the first person in my family to attend university. By the time I was twenty-five, I was a single mother of three, working at a donut shop, taking courses part-time when I could afford them, learning what it means to calculate whether you can afford both groceries and textbooks. Those years taught me things about resilience and systemic exclusion that no textbook could convey. They also taught me that the academy is simultaneously a site of possibility and a space where people like me were never quite expected to arrive. For twenty-five years, I have worked in education, including eighteen years at Thompson Rivers University on the unceded territory of the Tk'emlúps te Secwépemc within Secwépemcúl'ecw. Seventeen of those years have been as a contract faculty member, teaching organisational behaviour, business ethics, strategic leadership, teamwork, creativity and innovation, and human resources. I also serve as Prior Learning Assessment Advisor, guiding learners to recognise and document the knowledge they carry from lived experience. My pedagogy draws from trauma-informed education, Indigenous methodologies, and humanities theory, approaching each subject as a human question shaped by power, meaning, and the knowledge systems we choose to honour. I am currently completing my Doctor of Social Sciences at Royal Roads University, with defence expected in early Winter 2026. My dissertation, Through Our Eyes: A Photovoice Study of Belonging, Precarity, and Possibility with International Students in Higher Education, employs participatory visual methodology to document how international business students experience and theorise the gap between institutional inclusion rhetoric and lived belonging. The research integrates sociology, leadership, communication, ethics, and higher education studies, grounded in what I call asymmetrical precarity: a recognition that precarities can rhyme without being identical, enabling solidarity without appropriation. I serve as Chair of the Non-Regular Faculty Committee for the Federation of Post-Secondary Educators of BC, advocating for sessional and contract educators whose resilience too often subsidises institutional failures they never created. This work is inseparable from my scholarship: both are forms of witnessing, naming, and refusing to accept conditions that diminish human dignity. My research interests include academic precarity, equity and inclusion in post-secondary institutions, labour in higher education, community-based and participatory methodologies, trauma-informed pedagogy, AI ethics, and leadership in crisis. I seek an interdisciplinary postdoctoral position, doctoral fellowship, or qualitative research project to continue this work. Beyond academia, I am a monthly columnist for The Kamloops Chronicle and a regular book reviewer for The British Columbia Review. I represent Team Canada in age-group triathlon and am a long-distance open-water swimmer, finding in endurance sport the same lessons I find in scholarship: that meaningful work requires patience, that discomfort is often the pathway to transformation, and that we are capable of more than we imagine when we refuse to quit. I carry within me threads of French ancestry reaching back to Acadian territory, a distant Mi'kmaq connection I hold with curiosity and respect rather than claim, and an Austrian grandfather who crossed an ocean knowing that belonging must be made rather than assumed. These inheritances shape how I understand identity, territory, and the ethics of conducting research and teaching on Indigenous lands. I believe the classroom remains the most radical space of possibility in the academy. I believe research should serve transformation. And I believe that belonging, when it comes, is made rather than given. Kukwstsétsemc.

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