A recent national survey indicates that over half of elementary school teachers do not believe young individuals should enter the teaching profession.

Their concerns vary; some cite low salaries, while others express frustration with constant grading and the challenge of managing disruptive students, alongside a lack of professional growth opportunities.

The Pew Research Center’s survey found that elementary teachers and experienced K-12 educators are the least likely to recommend teaching, with only about 44% in these categories supporting the career choice.

A separate survey from Educators for Excellence, a nonprofit led by educators, revealed that merely 16% of teachers from all grades would suggest the profession to others.

In light of these concerning statistics, YSL News reached out to various teachers who believe in the profession and asked how it could be improved. Below are their top suggestions for enhancement.

Provide continuous feedback and professional growth opportunities

Treasure Jones, a first-grade teacher in Indianapolis, expressed surprise at the lack of guidance during her initial years of teaching.

She noted that she received minimal feedback on her lessons and rarely had access to an instructional coach. Furthermore, the professional development offerings did not address the challenges she faced in the classroom.

Jones felt isolated and stagnant during her tenure at a local charter school.

“As teachers, we often feel as though we’re working in isolation, which complicates our jobs,” she mentioned.

She emphasized the importance of staff support for new educators, which is frequently lacking. More instructional coaches and stronger administrative oversight would greatly enhance the work environment.

This year, Jones transitioned to a different school where she now teaches first grade at Sankofa School of Success. Here, she benefits from daily coaching on her lessons.

Instructional coaches provide feedback either in real-time or after class, allowing her to feel more secure in delivering quality education.

“The difference is astonishing—going from a school with no oversight to one where I receive daily observations is incredible,” she stated.

Teaching assistants and aides could help lighten the burden

Julie Cusano, a kindergarten teacher, was hired to help young children learn to read and write. However, she finds herself also acting as a therapist, motivator, and coach at her public elementary school in Manchester, New Hampshire.

She revealed that the additional hours and effort needed to provide this support are the most challenging aspects of her role. Often, Cusano spends her unpaid time preparing lessons, contacting families, and writing progress reports.

“I can’t envision leaving at 3 PM or coming in at 8:15 if I want my students to succeed,” she stated. “There’s an endless list of tasks, and it’s tough not to take work home.”

To ease her workload, Cusano suggested that a classroom assistant or paraprofessional would be beneficial. She believes that more staff to support families would also help, as many children arrive unprepared to learn and may act out.

The Pew study highlighted that over half of U.S. teachers surveyed find the role challenging largely due to their extensive responsibilities.

In Urbana, Illinois, veteran fourth-grade teacher Brittany Archibald-Swank dedicates an additional 12 to 15 hours each week to her job.

“I manage my time well, yet despite 12 years of experience, I still find myself putting in extra hours,” she remarked.

Archibald-Swank believes that assistance from others could significantly reduce her workload and allow her to concentrate more on her teaching responsibilities.

Mental health counselors and behavioral support for students

In addition to the overwhelming workload, Archibald-Swank frequently has to pause her lessons to assist or comfort students who are struggling to focus.

She noted that many students in her class come with “a lot of trauma that influences their ability to learn and behave in school.”

Issues related to behavior and untreated mental health concerns have intensified since schools reopened post-pandemic.

Last year, four of Archibald-Swank’s students lost at least one parent. She explained that their school only has one full-time and one part-time social worker to provide essential support.

Since other students often kept them occupied, Archibald-Swank frequently took on the task of helping manage their emotions.

According to Archibald-Swank, having more mental health counselors and social workers available at her school would greatly enhance her effectiveness.

This additional support would result in fewer interruptions during her teaching, she mentioned.

“By the end of the day, I just want to collapse into bed because I’m exhausted,” Archibald-Swank expressed. “I still ponder whether this job is sustainable for me.”