Abstract
This opinion piece argues that educators are performing emotional labourwhen giving feedback to students. I propose that this emotional labour is performed due to the desire to balance the promotion of student learning with the increasing need for efficiency and quality control. This attempt to balance an abundance of care with a dearth of time leaves a gap between the compassion an educator wants to provide,the guidelines that must be followed, and what is feasible from a workload perspective. Are we equipped to give effective feedback at scale, and what are the emotional strategies used for, and consequences of, doing so?
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