Abstract—Teaching in migrant children schools is anxious and overwhelmed. Teachers deserve more social attention and should be provided with appropriate care to ensure their welfare and mental health. Although previous teacher burnout studies focused on several variables (e.g. age, gender and experience), studies on migrant children schools are limited. Teachers in these schools face many unusual challenges in other schools. This article aims to explore how school climate, students, parents, and professional development lead to teachers' burnout in migrant children schools. It began with discussing the current situation of migrant children schools with reference to previous studies and reports. Then the findings showed a) that governmental support is limited; b) students are taught under the unified standard; c) the absent role of parents widens the gap of communication in the family and d) teachers in such schools see little hope in the future careers and might even want to resign. In addition, the mental status of the teachers is usually neglected, so that many teachers feel chronic helplessness.