I've been trawling through my blog's top search terms recently and besides this post, which has been a permanent fixture on that list for somewhere around two years now, one of the most consistent things that people find me through is the simple, clear phrase "teaching sucks".

I have touched on this subject before — hence the presence of the search term — but perhaps haven't described the extent to which I suffered in particularly great detail. This was for several reasons, chief among which was the fact that I wasn't sure if I ever wanted to go back into that particular career path. I spent a year of my life earning a professional qualification to prove that I'm allowed to stand up in front of children and tell them things, after all, so I didn't want to rule it out entirely.

Having found myself doing things that I actually enjoy now, however, I'm pretty certain that I won't ever be jumping back on that train. So here, then, are just some of the many reasons Why Teaching Sucks.

My first teaching position was at a comprehensive secondary school somewhere near the Surrey/Hampshire border. I was hired as a music teacher, though had also agreed to take on some additional responsibilities because I'd been advised that making yourself out to be somewhat flexible was The Thing to Do. Specifically, I'd said that I'd also be happy to take on some English and ICT teaching as appropriate, though with the proviso that I'd not been specifically trained in those subject areas.

I was offered the job, and it was something of a relief as it was getting rather late to be applying for positions. I had been feeling a growing sense of unease — was I doing something terribly wrong at interview? Was I not cut out for this career? Was I a bad person? Some of these thoughts were unreasonable and irrational, of course, but it's the way my brain works. So when the headteacher offered me the position, his only criticism of my interview and observed lesson being the fact that my tie was a little bit creased, I accepted with haste. (As a matter of fact, in most cases you don't have any option but to accept with haste when being interviewed for a position at a school — most seem to expect you to give an answer there and then.)

The time came to start. My heart was in my mouth as the fateful day in September approached, though I was pleased there were a few days to plan and prepare before the kids actually showed up. I took the time to get to know my colleague in the Music department, and also discovered that I'd been signed up to teach "Key Skills" lessons. The exact nature of these lessons wasn't entirely clear, but I was promised that all lesson plans and relevant material would be prepared for me.

By the time the kids arrived, I was starting to feel reasonably positive. I could do this. I was trying desperately to ignore the things some of my new colleagues had said about the local squaddies' families having semi-regular violent altercations with local traveller families, and felt pretty much prepared for what faced me.

Things got underway, and to cut a long story short, it wasn't exactly plain sailing. Year 7 classes were mostly manageable, as the kids were generally fairly bright-eyed and fresh from primary school. Above that, though, and things got difficult. There was the kid whose mum said he didn't have to attend detentions, making all punishments effectively worthless. There was the kid who liked to climb bookshelves. There was the kid who threatened to knife me when I politely asked him to be quiet.

It wasn't all bad times, of course. My GCSE Music class were a joy to spend time with, and while some of them weren't the most gifted musicians in the world, they were fun to hang out with and always tried their best because they liked what they were doing, and they liked me. There were other students who brought a bit of light into the darkness, too, some of whom I've discussed on this very blog. And the school production of Seven Brides for Seven Brothers is a particular highlight that I doubt I'll ever forget — even if it meant me staying up until 3 in the morning arranging music on several occasions. And my colleagues were consistently super-awesome — what I discovered in that school was that people tend to stick together in adversity to support and help each other. I made some good friends, and without them I probably wouldn't have made it as far as I did.

It wasn't to last. The previous headteacher retired and a new head came in — oddly enough, he was an ex-teacher of my housemate at the time, though that's somewhat beside the point. The new head had been brought in to "fix" things — the school was about half a million in the red, behaviour was awful and clearly Things Needed To Be Done. So he did — he immediately expelled a selection of the worst kids in the school (and expelling kids is not an easy process these days), which made him look like he meant business. And he then set about tackling the budgetary problems.

Unfortunately, this meant redundancies. And it became abundantly apparent that the Music department was going to be on the chopping block. As I was the last in, I was also highly likely to be the first out, and sure enough, I was informed that my job would likely no longer be there after the end of the year.

Although I regularly went home cursing the names of the students I taught for the stress they caused me, I sort of enjoyed the job, and very much enjoyed the financial security of having regular income. I didn't want that to go away, and broke down in tears in the Music department staffroom one lunchtime. It was not a pleasant feeling, though it was somewhat cathartic to let out the pent-up emotions while surrounded by sympathetic ears. It didn't help that I was then invited to effectively go and plead for my job to the board of governors, a soul-destroyingly humiliating experience which I hope I never have to go through again.

By the time the end of term came, however, I'd secured a new position at a nearby school and was feeling a little more positive about things. My first impression of the new school had been a positive one, and I felt better about the whole "security" thing. I even managed to give a memorable leaving speech, during which I was able to slip in a saucy joke at the deputy headmistress' expense, offer some earnest thanks to the colleagues who had made my time at that school bearable, and wish them luck for the undoubtedly tough times ahead.

The summer holidays came and went, and I found myself at the new school. This was in a more affluent area, but it was still "the shit school" in the town in question. Once again I went in, got to know my colleagues and prepared for the coming storm.

And once again, all was well to begin with. In most schools, new teachers can enjoy a few weeks of relative calm as the students acclimatise to the new regime, occasionally push the boundaries but mostly seem to want to get on with things. As time passed, however, things declined somewhat. It became more and more difficult to control the classes as the children became more and more confident — overconfident, some might say. I had several pieces of expensive equipment stolen from my (locked) classroom, I was verbally abused on a regular basis, the equipment in the department hadn't been refreshed for a good ten years and there was no money to buy any more, and I was starting to feel the "cracks" from stress.

In the case of this school, there was no sense of camaraderie — at least, I didn't encounter any. No-one talked to me in the staffroom. Even my own departmental colleague preferred to hang out with her friend from Maths than talk to me. I found myself feeling unsupported, unliked and unappreciated. When things went well, I felt like I didn't receive recognition for them. And when things went badly, I felt like I didn't get the help I so desperately needed. I ended up taking quite a few days off sick when I felt I couldn't cope or face the day ahead — and still had to send in work for my classes to complete when that happened.

One particular day I was teaching a class, and had just set them off on an activity to compose some music. I had divided them into groups, I had set clear expectations as to what I wanted them to do and when I expected it to be done by, and I had the equipment set up ready to record their work at the end of the session. In short, there wasn't much else I could have done in order to make that lesson run any smoother.

Unfortunately, it was that day that several groups of students decided to kick off. No-one was concentrating on the task, despite my going around and helping them. Group members were arguing, disagreeing and in some cases threatening to get violent with one another. And they would not respond to me at all.

I could feel the pressure building in my brain like a pot slowly coming to the boil. I knew that something was going to give. I felt it happen as I was standing out in the main hall trying to convince the children who were using the piano to get on with their work rather than thump each other with percussion instruments. Nothing was happening. Nothing was working. I couldn't cope. I wanted out. I couldn't escape, and right at that point, there was nothing I wanted more than to be somewhere else.

I ran off and broke down in tears, thankfully out of sight of the students. It's a blur as to what exactly happened — I think I hid in the equipment cupboard. Somehow someone found me — either my departmental colleague or the Drama teacher — and gently escorted me into our office, away from prying eyes.

I was sobbing uncontrollably by this point. "I can't do this," I remember saying. "This isn't me. This isn't me." Over and over. At the back of my mind the mostly-dominated rational part of my brain was thinking "so this is what a nervous breakdown feels like", and my body was certainly providing an apt demonstration. It took a long time for me to calm down, by which time someone had gone and placated my class, or removed them to somewhere else — I didn't know. I didn't care by this point, either.

I escaped the premises as soon as I could, went home and cried again. I had got myself into this situation, and I didn't know how to get out. I was scared. I was sad. I was angry. I didn't know what to do — but I knew what I didn't want to do.

I made an appointment with my doctor. The time came to see her and, voice shaking, I explained how terrible I was feeling and how I had suffered my embarrassing emotional breakdown. I was terrified that the doctor would judge me, tell me I was being stupid, refuse to do anything and force me back into that hell. But she didn't. She gave me a sympathetic look and asked me what I wanted her to do for me.

"I can't go back there," I said. "I just can't."

She nodded, clearly understanding, and wrote me a sick note signing me off for "work-related stress". I couldn't face handing it to someone in person, so the next day, I wrote a brief letter to the headteacher apologising for my absence, attached the sick note and took it into the school one afternoon when I knew all the staff would be in a meeting. I left it there, swearing I would never set foot in that place again.

The next day, the headteacher's personal assistant phoned me, saying that the head was concerned about me and wanted to come over to my house and talk later that week. Panicking and not knowing what to do, I said that would be all right and immediately regretted it the moment after I put the phone down. I took to a teachers' forum I frequented and picked the brains of the community — was this normal, I wanted to know? Was it something I should be allowing?

It was recommended that I contact my union representative, and I did so. They told me that it would probably be a bad idea to have that meeting, so, not being able to face any more phone calls — telephobia, remember — I sent an email to the head's assistant saying that I was sorry, but I didn't think the meeting would be a good idea. I then closed my email program and promptly became terrified and paranoid about what the response would be. I was too afraid to look at it for most of the rest of the day, but when I did, I found that I had actually received a rather understanding response. I realised that in my mind, I was building up a feeling that everyone was out to get me, that I wasn't safe, that I couldn't escape. But it transpired that people were just worried about me.

This story has already gone on a long time — longer than I perhaps intended — so I'll just say at this point that I, unsurprisingly, resigned from my post while I was signed off sick. I sent a lengthy letter explaining exactly why I was resigning, taking the opportunity to share a number of concerns that both my colleagues and I had. I received a response from the head thanking me for the time I had served at the school, and noting that my concerns were valid, warranted and shared by many other members of staff, including him. That made me feel a bit better.

Since that time, I haven't really looked back. I spent a short time working in a primary school as an experiment to see if working with younger kids was any easier, but no — all the same stressors were still there. Behaviour, threats of violence, government interference, endless bureaucracy and the constant feeling that you're doing a Bad Job even when you're not. It didn't help, of course, that I was working at a school that was failing so hard it was in "Special Measures", meaning that government interference was even higher than it usually was. But that's a story for another time — in fact, the way that particular sorry episode made me feel is chronicled extensively at the start of my "oneaday" entries.

Fortunately, in that case, I was on a temporary contract rather than a full-time permanent position. As such, I was free to walk away — even though at the time I didn't have anything to go to. To date, I sometimes wonder if I made the right decision, as it proved to be the catalyst for a fairly cataclysmic Heroic BSOD in my own personal story.

But looking at where I am now… I'm in a better place. (No, not dead. Though it's not an exaggeration to say that was, at a number of points during the story above, a very real concern.) I'm doing a job I enjoy, living with a person I love and leading a life which may not be perfect, but it's certainly pretty good. Had I stayed in teaching, I'm not sure I'd be able to say the same thing.

If you read all that, thanks for listening.

TL;DR: Don't go into teaching. It'll fry your brain.