challenges of teacher education

7 Challenges in Teaching, According to Real Teachers

• Topics : Teaching Advice A Teacher's Perspective

We surveyed the TeacherVision audience to find out what they believe to be the biggest challenges in teaching. A year later, we sent teachers the same survey to compare responses and see if the assumed challenges inside the classroom played out as expected.

In the ever-changing landscape of education, teachers face a myriad of challenges that continue to evolve. This is why we’ve asked our audience about their biggest challenges in the classroom. In this article, we explore the 7 challenges of teaching in 2024 as experienced by teachers themselves. We explore the complexities of the teaching profession, from classroom management to technology adaptation, and from dealing with large class sizes to managing parental expectations.

We asked teachers...

At TeacherVision, we are invested in supporting teachers so that they can, in turn, help their students. So, we were naturally curious about what new challenges they might have faced in these years after the start of the pandemic and what they will be facing in future school years to come.

In a recent TeacherVision survey, over  60% of teachers were concerned with students falling behind   and not performing at their current grade level . We polled hundreds of US educators at the high school, middle school, and elementary school levels on the challenges they have faced already and what they anticipate in the future. The results may surprise you.

The top 7 challenges in teaching, according to real teachers

1. Students falling behind 

Back at the start of the pandemic, teachers and parents alike were concerned about what kind of quality education could be provided on online platforms versus in-person classrooms. One major fear was the possible loss of learning and the  widening of achievement gaps .

These turned out to be both valid and growing concerns. While the poll at the beginning of the year revealed that  over 60% of teachers believed their biggest challenge in teaching would be academic progress , that number  rose closer to 70% when polled at the end of the year

Teachers have seen it all in the last few years. Dealing with the COVID-19 interruption of the traditional learning process, having to address a more diverse group of learners than ever before, and possibly managing a weightier workload due to teacher shortages and burnout were all referenced in the poll. But the numbers don’t lie. Teachers are mostly concerned with their student’s academic progress - and it’s not getting any better.

2. Behavioral challenges in the classroom

While academics were at the forefront of classroom concerns this past year, there are others quickly climbing up the polls.

When we asked teachers to provide their own suggestions of the challenges they faced outside of academics,  student behavior  was at the very top of the list— even above stress and differentiating instruction.

One teacher shared her experience about how the pandemic-induced break in learning as resulted in more behavioral issues in the classroom:

“It was apparent that because of the pandemic, not only are children behind in their academic skills, but also in their behavior skills. Children in 2nd grade who have never been to school before still throw tantrums like toddlers because they missed that important part of development in 1st grade and Kindergarten. Students in the 5th grade have no idea how to handle peer pressure and cannot hold conversations with each other because they missed that part of their development.”

There was not one thing that could be narrowed down as the cause of the decline in student behavior. However, the poll tells us that the lack of experience that leadership and administration have in dealing with these heightened challenges might have something to do with it.

“Student behavior was an issue, as well as greatly lowered standards, despite what is told to the general public,” says one teacher. Good teachers in school districts across the country are left to fend for themselves with behavior management concerns and having to lower benchmarks, as everyone is navigating uncharted waters. Unfortunately, it’s something they simply don’t have enough time for right now, among the other growing issues.

3. Adapting to technology

The sudden shift to virtual learning forced teachers to quickly adapt to new technologies. This transition has been challenging, especially for those who were not tech-savvy.

Not only did teachers have to learn new software and platforms, but they also had to find ways to ensure their students were able to adapt as well. Additionally, they had to create engaging and effective virtual lessons, which presented an entirely new set of challenges. Despite the difficulties, many teachers have reported that they feel more comfortable with technology and are better prepared for future disruptions to traditional learning.

4. Balancing work and personal life

Overwhelmingly, we have found that teachers are finding it increasingly difficult to maintain a healthy work-life balance. The increase in workload and the expectation to be available around the clock for students and parents can lead to burnout.

The issue of teacher burnout is a significant one. With the demands of preparing lessons, grading assignments, dealing with behavioral issues, and communicating with parents, teachers often find themselves with little time for personal activities or relaxation. This constant pressure can lead to stress, fatigue, and eventually burnout, which not only affects the teachers themselves but also their ability to effectively teach and inspire their students. Teachers must prioritize their well-being and take steps to manage their work-life balance.

TeacherVision provides a variety of  self-care resources  to support teachers struggling with teacher burnout.

5. Lack of resources

Many teachers are facing a lack of resources, including textbooks, technology, and other materials necessary for effective teaching. This has been especially challenging during remote learning.

In addition, these expectations can sometimes be at odds with the realities of the classroom and the unique needs of each student. Navigating these expectations while striving to provide the best education for every student is a balancing act that many teachers face.

6. Large Class Sizes

Managing large classes can be a big challenge, as it makes it difficult to give each student the attention they need. It can also make classroom management more difficult.

7. Dealing with Parental Expectations

Teachers often face pressure from parents who have high expectations for their children's academic performance. This can create additional stress and challenges for teachers.

Since the pandemic, parental expectations have shifted significantly. As parents gained a firsthand view of their children's education through remote learning, many developed higher expectations of teachers and the educational system as a whole. Teachers have been faced with the challenge of meeting these elevated expectations while also navigating the complexities of virtual instruction and dealing with the impacts of the pandemic on their students' learning.

Moving forward

There is a light at the end of the tunnel, however. Over  40% of teachers indicated that they feel their district displays appropriate staff appreciation . It’s important to note, also, the plain points of necessary improvement; only 14.8% of teachers listed peer coaching and mentoring as an active focus in their district, with team development and opportunities coming in at the bottom of the list at 8.7%.

Navigating a (not quite) post-pandemic educational landscape is not an easy task. Based on our most recent survey, we are moving in the right direction- but still have quite a way to go. The categories that require the most focus for the 2023/24 school year are academic, social/emotional, and teacher work/life balance, as the demands continue to increase without modifications to the time, it will be required to address them. We remain committed to serving teachers in the ever-changing educational environment with materials and resources that support their growing needs.

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Global report on teachers: What you need to know

What are the alarming findings regarding the shortage of teachers?

The  global report on teachers reveals an urgent need for 44 million primary and secondary teachers worldwide by 2030. This includes a demand for seven out of ten teachers at the secondary level and a need to replace over half of the existing teachers leaving the profession. Sub-Saharan Africa is especially affected, with an estimated need for 15 million new teachers by 2030. Understanding the scale of this demand, its geographical implications, and the subsequent effects on educational infrastructure and student-teacher ratios is fundamental to comprehend the gravity of the situation.

Does the teacher shortage affect specific regions or income levels?

Teacher shortages are a global issue, prevalent not only in developing nations but also in high-income regions like Europe and North America. Despite well-resourced education systems, these regions struggle to recruit and retain qualified educators, posing significant challenges to educational quality and equity. Notably, attrition rates among primary teachers almost doubled from 4.62 per cent globally in 2015 to 9.06 in 2022, with teachers often leaving the profession within their initial five years. Understanding the widespread nature of this shortage and its socio-economic impacts is crucial in formulating effective, all-encompassing solutions.

How to tackle the teacher shortage effectively?

Addressing teacher shortages requires a holistic approach. Beyond recruitment, factors such as teacher motivation, well-being, retention, training, working conditions, and social status need attention. Creating attractive career pathways with equitable access to professional development, autonomy, and purpose is crucial in sustaining teachers' motivation. Recognizing the multi-faceted nature of this issue and proposing comprehensive strategies is crucial to finding lasting solutions.

Why is promoting gender equality in teaching essential?

Inclusive policies that foster gender equality in the teaching profession are vital. Diverse teaching workforces reflecting the communities they serve enhance the relevance of education and enrich the learning experience. Encouraging women's representation in leadership positions while engaging men in the teaching profession, especially at early years education, is critical. Understanding the significance of a gender-balanced teaching workforce and its impact on educational outcomes is crucial in crafting inclusive and effective education systems.

How can countries address teacher shortages?

Enhancing wages, working conditions, and investing in education significantly impact a teacher's well-being and motivation. Involving teachers in decision-making and fostering a collaborative school culture can attract and retain quality educators. Adequate investment in novice teachers can reduce attrition and address shortages sustainably. Exploring the nuanced details of these measures and their potential impact on the teaching landscape is vital to implement effective reforms.

Why is the shortage of teachers a pressing issue?

The shortage of teachers stands as a major challenge as we approach 2030. The UNESCO-Teacher Task Force’s global report on teachers exposes alarming statistics. This scarcity is not just a number: It is a crisis undermining educational systems globally. The effect of a worldwide teacher shortage is profound, leading to larger class sizes, overburdened educators, educational disparities, and financial strain on educational systems. It is crucial to understand the profound impact this shortage has on educational quality and access.

What much will the financing of new teaching positions cost?

Determining how much to pay current teachers or investing in infrastructure or professionalization initiatives are key financial decisions for any education system. In addition, however, many countries must also factor in projected costs of new teaching positions. According to latest projections, and in order to meet the SDG target 4, the financing of the additional teachers needed will cost US$12.8 billion for universal primary education, and US$106.8 billion for universal secondary education. Combined, additional financing needed to cover new primary and secondary teaching posts’ salaries by 2030 reaches US$120 billion annually. 

How can teachers be empowered to transform education positively?

The global teacher shortage demands urgency. It's not solely about quantity but also about the quality of prepared and retained teachers. The Global Report on Teachers aims to offer evidence-informed solutions to ensure every child has access to qualified and motivated teachers. Recasting teaching as a collaborative profession, lifelong professional development, professional autonomy, and engaging teachers in decision-making are crucial aspects highlighted in the report. Delving deeper into the proposed strategies and understanding their transformative potential is essential to reshape the teaching landscape.

This new report will be launched at the  Policy Dialogue Forum on addressing global teacher shortages on 26 February 2024 in Johannesburg, South Africa. On this occasion, the  UN High-Level Panel on the Teaching Profession , supported by a joint UNESCO-ILO Secretariat, will also  release its recommendations on transforming the teaching profession. 

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10 Ways to Tackle Education’s Urgent Challenges

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To America’s resilient educators:

Take a moment to reflect on your many accomplishments during the pandemic, as well as the challenges you have faced.

You’ve supported your teams, your students, your school families and communities, all while balancing your own lives. In spite of every obstacle, you pushed through because that’s what you do. Every day.

And then, this spring, the sun seemed to shine a bit brighter. The safe and reliable vaccines that were slowing the spread of the virus forecasted a return to a normal-ish school year ahead. But COVID-19 had another plan, and its name was the Delta variant.

So here we are. And it’s complicated.

The cover of this year’s Big Ideas report from Education Week and the 10 essays inside reflect this moment and the constellation of emotions we know you’re experiencing: hope, excitement, grief, urgency, trepidation, and a deep sense of purpose.

In the report, we ask hard questions about education’s big challenges and offer some solutions. Keep scrolling for a roundup of these challenges and some new ways to think about them.

The report also includes results from an exclusive survey on educator stress, what you did well during the pandemic, and more .

Please connect with us on social media by using #K12BigIdeas or by emailing [email protected] . May the year ahead be a safe and fruitful one for you.

1. Schools are doing too much

We’re asking schools to accomplish more than what their funding allows and we’re asking their employees to do far more than they’ve been trained to do. Read more.

2. Student homelessness

The pandemic has only made student homelessness situation more volatile. Schools don’t have to go it alone. Read more.

3. Racism in schools

Born and raised in India, reporter Eesha Pendharkar isn’t convinced that America’s anti-racist efforts are enough to make students of color feel like they belong. Read more.

4. Teacher mental health

The pandemic has put teachers through the wringer. Administrators must think about their educators’ well-being differently. Read more.

5. Educator grief

Faced with so many loses stemming from the pandemic, what can be done to help teachers manage their own grief? Read more.

6. The well-being of school leaders

By overlooking the well-being of their school leaders, districts could limit how much their schools can flourish. Read more.

7. Remote learning

Educators in schools who were technologically prepared for the pandemic say the remote-learning emergency has provided new opportunities to explore better ways to connect with students and adapt instruction. Read more.

8. Setting students up for success

Educators know a lot more about students’ home learning environments than before the pandemic. How might schools build on that awareness and use it to improve their future work? Read more.

9. Parent engagement

When school went remote, families got a better sense of what their children were learning. It’s something schools can build on, if they can make key cultural shifts. Read more.

10. Knowing your purpose

We can’t build resilient schools until we agree on what education’s core role should be. And right now, we don’t agree. Read more.

A version of this article appeared in the September 15, 2021 edition of Education Week as Editor’s Note

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Teacher education and learning outcomes

This brief examines the impact of teacher education on the quality of education. It provides suggestions of how educational planners and decision makers can improve the effectiveness of initial teacher education programmes and continuing professional development (CPD) to improve teaching quality.

Many countries are unable to recruit and train enough teachers to provide universal access to both primary and secondary education (Education International and Oxfam Novbib, 2011; UNESCO IICBA et al., 2017). Some countries hire unqualified and/or untrained teachers to fill the gap. (ADEA, 2016). Globally, 85 per cent of primary teachers were trained in 2018, whereas in sub-Saharan Africa, only 64 per cent of primary and 50 per cent of secondary teachers were trained in 2018–17 (UIS, TTF, and GEMR, 2019).

Sustainable Development Goal target 4.c seeks to increase the supply of qualified teachers (Education 2030, 2016). Five of the seven indicators relate to teacher training or qualifications. However, teacher education programmes vary between countries regarding length, content, modality (school or institution based), and entry requirements (OECD, 2018; UIS, 2017). Countries define the status of a ‘qualified teacher’ differently, making data comparisons difficult (UIS, 2017). Furthermore, ‘qualified’ does not necessarily equate to being trained to teach (target 4.c.1, 4.c.3) (Bengtsson et al., 2020).

What we know

Quality teachers a key role improve learning outcomes (Cosentino and Sridharan, 2017). Analysis from sub-Saharan Africa found that teacher content and pedagogical knowledge significantly improve student achievement (Bold et al., 2017).

Research on the direct impact of pre-service teacher education and CPD is inconclusive. Initial training is not always adapted to the challenges teachers face (Best, Tournier, and Chimier, 2018), and the effectiveness of the few evaluated in-service CPD programmes is mixed (Popova et al., 2019).

Research is inconclusive about the minimum academic level required for teaching, especially at primary level. Some studies show that beyond a certain threshold, academic level has moderate or no effects on primary level learning outcomes (Best, Tournier, and Chimier, 2018). Conversely, a study in sub-Saharan African countries demonstrated that teachers with upper secondary education affect learners more positively than those with lower secondary education (Bernard, Tiyab, and Vianou, 2004). However, ‘in India, pre-service teacher training and holding a Master’s level qualification were found to have a significant positive correlation to learner outcomes’ (UNESCO, 2019: 47).

Pre-service education can improve effectiveness. Practice must be linked to theory for recruits to apply their knowledge and skills in a classroom setting before teaching full-time (OECD, 2018; UNESCO, 2019). ‘The most effective teacher training courses involve active, experiential, practice-based learning focusing on outcomes rather than inputs. These courses consider trainee teachers as “reflective practitioners”, who learn both by doing and reflecting on their practice’ (UNESCO, 2019: 48).

Instruction type and quality matter more than participation (Martin, 2018; OECD, 2018; Taylor and Robinson, 2019). Effective training includes a specific subject focus, initial face-to-face aspect, follow-up, and participatory practices for everyday teaching activities. CPD opportunities linked to career progression, salary increases, or other incentives are more likely to be successful (Martin, 2018; Popova et al., 2019).

Classroom management and pedagogical skills help develop more effective teachers. Classroom management, providing feedback, learner-centred practices, and flipped classrooms appear to have a positive impact on learner performance. Pre- and in-service teacher education programmes could develop these skills (Best, Tournier, and Chimier, 2018). CPD programmes focusing on subject-specific pedagogy could enhance learning significantly (Popova et al., 2019).

Teacher education best functions as part of a continuum, that includes pre-service training, induction and mentoring of new teachers, and CPD (Education Commission, 2019; Martin, 2018; OECD, 2019; Popova et al., 2019; Taylor, Deacon, and Robinson, 2019; UNESCO, 2019; UNESCO IICBA et al., 2017; VVOB, 2019). Ministries of education, schools, and teacher training institutions should coordinate their training efforts and opportunities (UNESCO, 2019), and embed CPD into career structures (Tournier et al., 2019: 68) for teachers to continuously gain new skills.

Collaborative practices are important. Activities that combine CPD and colleague collaboration facilitate both the teachers’ need for competence and relatedness (Tournier et al., 2019). Some countries have established professional learning communities to support collaborative learning and mentor new teachers and senior staff (Jensen et al., 2016).

Lack of capacity and coordination.  Many countries lack the resources to provide pre-service training to enough new teachers due to limited training facilities; too few well-trained, qualified educators; and the inability to provide supervised school placements (Taylor and Robinson, 2019). Some programmes do not align with national curricula or national education policies and do not prepare teachers for the real world (Westbrook et al., 2013). Other issues include planning pre-service training alongside recruitment strategies and existing teacher needs (UNESCO, 2019).

There is a gap between research-supported CPD and that provided by many government-funded, at-scale programmes (Popova et al., 2019: 2). In-service training, especially in low- and middle-income countries (LMICs) is often ineffective and does not meet teachers’ needs (Popova et al., 2019; UNESCO IICBA et al., 2017; World Bank, 2018). Follow-up training, and monitoring and evaluation of effectiveness are often non-existent (Taylor and Robinson, 2019; UNESCO IICBA et al., 2017; World Bank, 2018).

Difficulties in balancing pre-service professional development programmes.  Teacher education programmes often struggle to balance theory and practice, content knowledge, pedagogical content knowledge, and pedagogy (Taylor and Robinson, 2019). Some programmes rely too much on theoretical teaching teach theory rather than giving students classroom experience (Popova et al., 2019; UNESCO, 2019). High-performing systems typically incorporate more practical training into their pre-service programmes (OECD, 2018). Many teachers in LMICs lack the minimum subject matter knowledge to teach (Popova et al., 2019; Taylor, Deacon, and Robinson, 2019). This typically stems from low entry requirements to pre-service training or shorter programmes.

Lack of qualified motivated candidates entering teacher education programmes. Underperforming education systems produce too few quality candidates to create a new cohort of quality teachers (Taylor, Deacon, and Robinson, 2019; Taylor and Robinson, 2019). Minimum entry requirements should attract candidates with a sufficiently high level of education while still guaranteeing sufficient candidates to meet needs (UNESCO, 2019). In some contexts, it is already difficult to attract candidates, and raising entry standards could reduce numbers further.

Cost, sustainability and coherence.  Central challenges include cost and sustainability. Resources are required to build more training facilities; hire, train, and support teacher educators; and offer higher salaries to attract better candidates. Some LMICs use assistance from NGOs or other international organizations to mitigate this issue, but most of these programmes are unsustainable (Martin, 2018; Taylor and Robinson, 2019). This raises coordination and consistency issues for programmes provided by different NGOs and other organizations, especially in crisis-affected contexts (Richardson, MacEwen, and Naylor, 2018).

Equity and inclusion

A lack of proper training leaves teachers unprepared to treat vulnerable populations (girls, students with disabilities, ethnic minorities, or displaced students) fairly and equitably. Training helps teachers to understand exclusion and discrimination and to adapt inclusive teaching methods to suit students with different learning needs (Education Commission, 2019; UNESCO, 2019). Especially in crisis and refugee settings, teachers are often not prepared to offer specialized psychosocial support; do not have pedagogical skills for multigrade classrooms; and are unable to deal with potentially dangerous classroom situations, special needs learners, and/or learners who have missed a significant amount of school (Richardson, MacEwen, and Naylor, 2018). Research is focusing more on the importance of training teachers to enhance their own social-emotional learning, manage stress, build resilience, and better support learners (Schonert-Reichl, 2017).

Entry standards for teacher education programmes do not always address equity across gender, ethnic backgrounds, or candidates with disabilities, which may affect learning outcomes (Education Commission, 2019; UNESCO, 2014, 2019). Teachers who closely identify with their students through culture, language, or ethnicity can impact learning positively (UNESCO, 2014).

Policy and planning

• Establish recruitment and selection strategies that attract quality and diverse candidates. Targeting selected groups (based on gender, ethnicity, or geographical location) and offering merit scholarships can make teaching more attractive (Education Commission, 2019; UNESCO, 2019). Selection practices should consider basic academic achievement level, overall capabilities, motivation, and attitude (Education Commission, 2019; UNESCO, 2019).
• Improve access and quality of pre-service teacher education and prepare teacher educators. Policy design often overlooks appropriate qualifications for teacher educators and their access to professional development (UNESCO, 2019). They should understand active learning methods and pedagogy; support training; apply various active teaching methods, techniques and processes; have practical classroom experience; and be involved or at least informed of research in their area of expertise (UNESCO, 2019: 48–49).
• Obtain teacher input when designing training programmes. To ensure that in-service training meets the needs of teachers, input from the teachers themselves should be sought (Cosentino and Sridharan, 2017; Tournier et al., 2019; VVOB, 2019). This also provides teachers with a sense of empowerment and can help improve their motivation (Tournier et al., 2019; Consentino and Sridharan, 2017), especially in crisis and displacement settings, where teachers are rarely trained to face complex situations and have few opportunities to learn from others (Chase et al., 2019).
• Balance theoretical and practical aspects of teacher training. Training should provide practical guidance and avoid overly theoretical content (OECD, 2018; UNESCO, 2019). School-led training conducted by principals or senior teachers can be effective and save costs (Martin, 2018). Partnership guidelines between teacher training institutions and schools can validate training and give candidates practical experience (Education Commission, 2019 UNESCO, 2019; World Bank, 2018).
• Include the development of social-emotional competencies during pre- and in-service teacher training. These influence teaching effectiveness, mental and emotional well-being, and willingness to continue teaching (Jennings, Frank, and Montgomery, 2020; Zakrzewski, 2013), and improve students’ academic learning and mental health (Bayley et al., 2021, Duraiappah and Sethi, 2020). Understanding how behaviour and emotion affect teaching and learning helps teachers confidently create a positive learning environment (Schonert-Reichl, 2017 as cited in Jennings, Frank, and Montgomery, 2020). CPD that deepens knowledge of social-emotional theories, concepts, and activities for teachers to improve their own social-emotional competencies can provide a model for students and create a positive learning environment (Jennings, Frank, and Montgomery, 2020).
• Integrate information and communications technology (ICT) and digital literacy skills. Most creative solutions during COVID-19 closures relied on technology-based education (Vincent-Lancrin, Cobo Romaní, and Reimers, 2022), underscoring the importance of ICT skills and digital literacy in classrooms. Teachers need to understand digital technologies to support their pedagogy and content knowledge, student learning, and assessment and collaboration with peers (Unwin et al., 2020). Pre-service training and CPD in ICT skills should include competency assessment, hardware and software familiarization, ongoing training, hands-on instruction, and examples of pedagogical ICT use (UNESCO, 2018). Providing teachers with support and training to use different technologies improve teachers’ pedagogy whether schools are open or closed (UNICEF, 2021).
• Continuously build additional teacher skills and expertise. Probationary periods and mentorship can support new teachers and provide additional training while settling in the classroom (OECD, 2018; UNESCO, 2019; World Bank, 2012). Individual CPD plans can address specific career needs and help teachers take responsibility for their CPD (UNESCO, 2019).
• Provide ongoing support and post-training monitoring to sustain school-based training. Effective, practical follow-up and actionable feedback help translate the knowledge teachers gain into practice. A supportive environment, peer-to-peer exchanges, communities of practice, and interschool collaboration also help build sustainable training. ‘In-person, on-site coaching is an effective way to deliver advice on classroom practice, and coaching should be the core of any good professional development programme’ (UNESCO, 2019: 52). Peer mentoring, observation, and lesson preparation meetings can also be used to support school-based CPD (UNESCO, 2019).
• Integrate inclusive education into all CPD programmes. Specific courses and inclusive pedagogy can be mainstreamed into all professional pre- and in-service courses (Lewis and Bagree, 2013). Teacher development should take place primarily in classrooms; connect to and build on in-school expertise; create cooperative spaces; and engage teachers in developing a common language of practice (UNESCO, 2017).
• Plan financial resources for CPD in advance. Include training expenses in education budgets: ‘An annual CPD allocation per teacher, adjusted for purchasing power parity, including the cost of paying to supply teachers where necessary, may be a strategy to finance CPD’ (UNESCO, 2019: 53).

Plans and policies

• Uganda:  The National Teacher Policy
• United Nations Relief and Works Agency for Palestine Refugees (UNRWA):  Teacher Policy
• UNESCO. 2019. Teacher Policy Development Guide

ADEA (Association for the Development of Education in Africa). 2016. Policy Brief: In-service Teacher Education in Sub-Saharan Africa. Abidjan: AfDB.

Bayley, S.; Wole, D.; Ramchandani, P.; Rose, P.; Woldehanna, T.; Yorke, L. 2021. Socio- emotional and Academic Learning Before and After COVID-19 School Closures: Evidence from Ethiopia. RISE Working Paper Series, no. 21/082.

Bengtsson, S.; Kamanda, M.; Ailwood, J.; Barakat, B. 2020. ‘Teachers are more than “supply”: Toward meaningful measurement of pedagogy and teachers in SDG 4’. In: A. Wulff (ed.), Grading Goal Four (pp. 214–237). Leiden: Koninklijke Brill NV.

Bernard, J.M.; Tiyab, B.K.; Vianou, K. 2004. Profils enseignants et qualité de l’éducation primaire en Afrique subsaharienne francophone : Bilan et perspectives de dix années de recherche du PASEC. Dakar: CONFEMEN.

Best, A.; Tournier, B.; Chimier, C. 2018. Topical Questions on Teacher Management. Paris: IIEP-UNESCO.

Bold, T.; Filmer, D.; Martin, G.; Molina, E.; Rockmore, C.; Stacy, B.; Svensson, J.; Wane, W. 2017. What do Teachers Know and Do? Does it Matter? Evidence from Primary Schools in Africa. Policy Research Working Paper, no. 7956. Washington, DC: World Bank.

Chase, E.; Kennedy, E.; Laurillard, D.; Abu Moghli, M.; Pherali, T.; Shuayb, M. 2019. A Co-designed Blended Approach for Teacher Professional Development in Contexts of Mass Displacement. New York, NY: INEE.

Cosentino, C.; Sridharan, S. 2017. Improving Teacher Quality: Lessons Learned from Grantees of the Partnership to Strengthen Innovation and Practice in Secondary Education. Washington, DC: Mathematica Policy Research.

Duraiappah, A.K.; Sethi, S. 2020. ‘Social and emotional learning: The costs of inaction’. In: N. Chatterjee Singh and A.K. Duraiappah (eds.), Rethinking Learning: A Review of Social and Emotional Learning for Education Systems (pp. 187–218). New Delhi: Mahatma Gandhi Institute of Education for Peace and Sustainable Development.

Education 2030: Incheon Declaration and Framework for Action for the Implementation for Sustainable Development Goal 4: Ensure Inclusive and Equitable Quality Education and Promote Lifelong Learning. 2016.

Education Commission. 2019. Transforming the Education Workforce: Learning Teams for a Learning Generation. New York, NY: Education Commission.

Education International; Oxfam Novib. 2011. Quality Educators: An International Study of Teacher Competences and Standards. Brussels: Education International.

Jennings, P.; Frank, J;. Montgomery, M. 2020. ‘Social and emotional learning for educators’. In: N. Chatterjee Singh and A.K. Duraiappah (eds.), Rethinking Learning: A Review of Social and Emotional Learning for Education Systems (pp. 123–154). New Delhi: Mahatma Gandhi Institute of Education for Peace and Sustainable Development.

Jensen, B.; Sonnemann, J.; Roberts-Hull, K.; Hunter, A. 2016. Beyond PD: Teacher Professional Learning in High-Performing Systems. Washington, DC: National Center on Education and the Economy.

Lewis, I.; Bagree, S. 2013. Teachers for All: Inclusive Teaching for Children with Disabilities. Brussels: International Disability and Development Consortium.

Martin, J. 2018. UNICEF Think Piece Series: Teacher Performance. Nairobi: UNICEF Eastern and Southern Africa Regional Office. 

OECD (Organisation for Economic Co-operation and Development). 2018. Effective Teacher Policies: Insights from PISA. Washington, DC: OECD Publishing.

––––. 2019. A Flying Start: Improving Initial Teacher Preparation Systems. Washington, DC: OECD Publishing.

Popova, A.; Evans, D.K.; Breeding, M.E.; Arancibia, V. 2019. Teacher Professional Development Around the World: The Gap Between Evidence and Practice. CGD Working Paper 517. Washington, DC: Center for Global Development.

Richardson, E.; MacEwen, L.; Naylor, R. 2018. Teachers of Refugees: A Review of the Literature. Berkshire: Education Development Trust and IIEP-UNESCO.

Schonert-Reichl, K.A. 2017. ‘Social and emotional learning and teachers’. In: Future of Children, 27(1), 137–155.

Taylor, N.; Deacon, R.; Robinson, N. 2019. Secondary Level Teacher Education in Sub-Saharan Africa. Teacher Preparation and Support: Overview Report. Mastercard Foundation.

Taylor, N.; Robinson, N. 2019. Secondary Education in Sub-Saharan Africa. Teacher Preparation and Support Literature Review. Mastercard Foundation.

Tournier, B.; Chimier, C.; Childress, D.; Raudonyte, I. 2019. Teacher Career Reforms: Learning from Experience. Paris: IIEP-UNESCO.

UIS (UNESCO Institute of Statistics). 2017. Improving the Global Measurement of Teacher Training.  Background paper prepared for the 2017/8 Global Education Monitoring Report, Accountability in Education: Meeting our Commitments.

UIS (UNESCO Institute for Statistics); TTF (International Task Force on Teachers for Education 2030); GEMR (Global Education Monitoring Report) Team. 2019. World Teachers’ Day 2019: Fact Sheet.

UNESCO. 2014. Advocacy Toolkit for Teachers to Provide a Quality Education. Paris: UNESCO.

––––. 2017. A Guide for Ensuring Inclusion and Equity in Education. Paris: UNESCO.

––––. 2018. UNESCO ICT Competency Framework for Teachers. Paris: UNESCO.

––––. 2019. Teacher Policy Development Guide. Paris: UNESCO.

UNESCO IICBA (International Institute for Capacity-Building in Africa); Education International; International Labour Organization; Association for the Development of Education in Africa; African Union; Dept. of Human Resources, Science and Technology; Forum for African Women Educationalists. 2017. Teacher Support and Motivation Framework for Africa: Emerging Patterns. Addis Ababa: IICBA.

UNICEF. 2021. Reopening with Resilience: Lessons from Remote Learning during COVID-19. Florence: UNICEF Innocenti Office of Research - Innocenti.

Unwin, T.; Naseem, A.; Pawluczuk, A.; Shareef, M.; Spiesberger, P.; West, P.; Yoo, C. 2020. Guidance Note 10 Prioritising Effective and Appropriate Teacher Training from the Report: Education for the Most Marginalised Post-COVID-19: Guidance for Governments on the Use of Digital Technologies in Education.

Vincent-Lancrin, S.; Cobo Romaní, C.; Reimers, F. (eds.). 2022. How Learning Continued During the COVID-19 Pandemic: Global Lessons from Initiatives to Support Learners and Teachers. Paris: OECD Publishing.

VVOB. 2019. Annual Report 2018: Unlocking the Potential of Teachers and School Leaders for SDG4. Brussels: VVOB.

Westbrook, J.; Durrani, N.; Brown, R.; Orr, D.; Pryor, J.; Boddy, J.; Salvi, F. 2013. Pedagogy, Curriculum, Teaching Practices and Teacher Education in Developing Countries. Final Report. Education Rigorous Literature Review. Department for International Development.

World Bank. 2012. What Matters Most in Teacher Policies? A Framework for Building a More Effective Teaching Profession. Washington, DC: World Bank.

––––. 2018. World Development Report 2018: Learning to Realize Education’s Promise. Washington, DC: World Bank.

Zakrzewski, V. 2013. 'Why Teachers Need Social-emotional Skills'.  Mahatma Gandhi Institute of Education for Peace and Sustainable Development

Related information

• International Task Force on Teachers for Education 2030
• In-service teacher training
• Pre-service teacher training

Four of the biggest problems facing education—and four trends that could make a difference

Eduardo velez bustillo, harry a. patrinos.

In 2022, we published, Lessons for the education sector from the COVID-19 pandemic , which was a follow up to,  Four Education Trends that Countries Everywhere Should Know About , which summarized views of education experts around the world on how to handle the most pressing issues facing the education sector then. We focused on neuroscience, the role of the private sector, education technology, inequality, and pedagogy.

Unfortunately, we think the four biggest problems facing education today in developing countries are the same ones we have identified in the last decades .

1. The learning crisis was made worse by COVID-19 school closures

Low quality instruction is a major constraint and prior to COVID-19, the learning poverty rate in low- and middle-income countries was 57% (6 out of 10 children could not read and understand basic texts by age 10). More dramatic is the case of Sub-Saharan Africa with a rate even higher at 86%. Several analyses show that the impact of the pandemic on student learning was significant, leaving students in low- and middle-income countries way behind in mathematics, reading and other subjects.  Some argue that learning poverty may be close to 70% after the pandemic , with a substantial long-term negative effect in future earnings. This generation could lose around $21 trillion in future salaries, with the vulnerable students affected the most.

2. Countries are not paying enough attention to early childhood care and education (ECCE)

At the pre-school level about two-thirds of countries do not have a proper legal framework to provide free and compulsory pre-primary education. According to UNESCO, only a minority of countries, mostly high-income, were making timely progress towards SDG4 benchmarks on early childhood indicators prior to the onset of COVID-19. And remember that ECCE is not only preparation for primary school. It can be the foundation for emotional wellbeing and learning throughout life; one of the best investments a country can make.

3. There is an inadequate supply of high-quality teachers

Low quality teaching is a huge problem and getting worse in many low- and middle-income countries.  In Sub-Saharan Africa, for example, the percentage of trained teachers fell from 84% in 2000 to 69% in 2019 . In addition, in many countries teachers are formally trained and as such qualified, but do not have the minimum pedagogical training. Globally, teachers for science, technology, engineering, and mathematics (STEM) subjects are the biggest shortfalls.

4. Decision-makers are not implementing evidence-based or pro-equity policies that guarantee solid foundations

It is difficult to understand the continued focus on non-evidence-based policies when there is so much that we know now about what works. Two factors contribute to this problem. One is the short tenure that top officials have when leading education systems. Examples of countries where ministers last less than one year on average are plentiful. The second and more worrisome deals with the fact that there is little attention given to empirical evidence when designing education policies.

To help improve on these four fronts, we see four supporting trends:

1. Neuroscience should be integrated into education policies

Policies considering neuroscience can help ensure that students get proper attention early to support brain development in the first 2-3 years of life. It can also help ensure that children learn to read at the proper age so that they will be able to acquire foundational skills to learn during the primary education cycle and from there on. Inputs like micronutrients, early child stimulation for gross and fine motor skills, speech and language and playing with other children before the age of three are cost-effective ways to get proper development. Early grade reading, using the pedagogical suggestion by the Early Grade Reading Assessment model, has improved learning outcomes in many low- and middle-income countries. We now have the tools to incorporate these advances into the teaching and learning system with AI , ChatGPT , MOOCs and online tutoring.

2. Reversing learning losses at home and at school

There is a real need to address the remaining and lingering losses due to school closures because of COVID-19.  Most students living in households with incomes under the poverty line in the developing world, roughly the bottom 80% in low-income countries and the bottom 50% in middle-income countries, do not have the minimum conditions to learn at home . These students do not have access to the internet, and, often, their parents or guardians do not have the necessary schooling level or the time to help them in their learning process. Connectivity for poor households is a priority. But learning continuity also requires the presence of an adult as a facilitator—a parent, guardian, instructor, or community worker assisting the student during the learning process while schools are closed or e-learning is used.

To recover from the negative impact of the pandemic, the school system will need to develop at the student level: (i) active and reflective learning; (ii) analytical and applied skills; (iii) strong self-esteem; (iv) attitudes supportive of cooperation and solidarity; and (v) a good knowledge of the curriculum areas. At the teacher (instructor, facilitator, parent) level, the system should aim to develop a new disposition toward the role of teacher as a guide and facilitator. And finally, the system also needs to increase parental involvement in the education of their children and be active part in the solution of the children’s problems. The Escuela Nueva Learning Circles or the Pratham Teaching at the Right Level (TaRL) are models that can be used.

3. Use of evidence to improve teaching and learning

We now know more about what works at scale to address the learning crisis. To help countries improve teaching and learning and make teaching an attractive profession, based on available empirical world-wide evidence , we need to improve its status, compensation policies and career progression structures; ensure pre-service education includes a strong practicum component so teachers are well equipped to transition and perform effectively in the classroom; and provide high-quality in-service professional development to ensure they keep teaching in an effective way. We also have the tools to address learning issues cost-effectively. The returns to schooling are high and increasing post-pandemic. But we also have the cost-benefit tools to make good decisions, and these suggest that structured pedagogy, teaching according to learning levels (with and without technology use) are proven effective and cost-effective .

4. The role of the private sector

When properly regulated the private sector can be an effective education provider, and it can help address the specific needs of countries. Most of the pedagogical models that have received international recognition come from the private sector. For example, the recipients of the Yidan Prize on education development are from the non-state sector experiences (Escuela Nueva, BRAC, edX, Pratham, CAMFED and New Education Initiative). In the context of the Artificial Intelligence movement, most of the tools that will revolutionize teaching and learning come from the private sector (i.e., big data, machine learning, electronic pedagogies like OER-Open Educational Resources, MOOCs, etc.). Around the world education technology start-ups are developing AI tools that may have a good potential to help improve quality of education .

After decades asking the same questions on how to improve the education systems of countries, we, finally, are finding answers that are very promising.  Governments need to be aware of this fact.

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• Academia - The Importance of Action Research in Teacher Education Programs
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In nearly all countries, courses of the Normal School B, college , and university categories contain three main elements. The first element is the study of one or more academic, cultural, or aesthetic subjects for the purpose both of continuing the student’s own education and of providing him with knowledge to use in his subsequent teaching career. A second element is the study of educational principles, increasingly organized in terms of social science disciplines such as psychology, sociology, philosophy, and history. A third element consists of professional courses and school experience. Primary teachers may also receive instruction in the content and methods of subjects other than their own specialties that figure in the primary curriculum. In normal schools and colleges, and some universities, the three elements run parallel to one another, and the student is professionally committed from the outset of his course. Elsewhere, the study of educational processes and professional work (including school experience) may follow the completion of a period of academic study that the student has begun without any prior commitment to teaching as a career. There are still advanced countries where the possession of a university degree , without any qualification in education as such, is sufficient basis for the award of qualified teacher status. In England and Wales, for example, compulsory training for graduates, generally comprising two terms (six months) of professional and theoretical studies and a further three-month period of school experience, was scheduled to come into effect only in 1973.

The sequencing, balance, content, and organization of general and specialist academic work, courses in education, and professional studies and teaching experience has been a subject of discussion since the earliest days of organized teacher education. The importance of the element of general education has been defended on various grounds. Sometimes such academic work may be highly specialized. Students in many colleges of education in England study only one principal subject, to which they devote about one-third of their total time, and teachers who graduate from universities have often pursued three-year courses for single-subject honours degrees. In the United States and elsewhere the academic element is broader, and the first two years of college or university work may embody a wide range of elective subjects from diverse disciplinary fields. Both patterns have their critics, the first because it produces narrow intellectual specialists, the second because it encourages dilettantism and inadequate depth. Where a pattern of electives is combined with a units/credits system, as in some universities in Japan and the United States, it is claimed that one result is an undesirable fragmentation of study and effort. In his influential Education of American Teachers (1963), James B. Conant recommended that half the course requirements of the four-year program of preparation for elementary teachers should be given over to general courses, a further quarter to an “area of concentration,” and the remaining quarter to professional studies, including school experience. Prospective secondary teachers would spend still more time on the subjects they were preparing to teach, with less than 10 percent of their time devoted to practice teaching and special methods. Such a subject emphasis for secondary teachers can be found in many countries. In France the École Normale Supérieure still places freedom of study and the nurture of intellectual curiosity above questions of professional teacher training. Generally speaking, wherever there is a stress upon academic excellence and the achievement of high standards of scholarship, there is likely to be skepticism as to the claims of professional training for teaching. Oxford University had still not appointed a professor of education by the beginning of the 1970s.

In countries where technical or vocational education forms an important part of secondary school provision, there have sometimes been specialist institutions for the training of teachers for this work. Such teachers tend to have lower status than the secondary school staff who teach academic subjects, and efforts have been made to upgrade the position of the teacher of agricultural and industrial arts, home economics, and handicrafts. Nearly all the universities in England and Wales that now offer the bachelor of education degree for college of education students include technical subjects within their list of approved options.

The element of educational courses in the teacher preparation program has been the object of criticism from academic specialists, defenders of liberal culture , and practical-minded professional educators. The growing range of speculation and empirical data generated by the burgeoning social sciences, philosophy, and history, have provided a rich ore from which those responsible for teacher preparation mined the materials they needed for the construction and legitimation of their pedagogic systems and principles. But such borrowing has done little to establish any very coherent system of educational ideas, or to provide the basis for a systematic theory of teaching adequate to sustain the variety and complexity of teacher preparation programs. In his Evolution of American Educational Theory (1964), C.J. Brauner was forced to conclude that

middleman theorists, inexpert as scholars, had naïvely striven for some impossible synthesis that would be at once faithful to scholarship, useful to the practitioner, intelligible to the populace and thus comprehensive as a discipline , workable as a general method, and defensible as a social institution.

The nation's top teachers share their biggest challenges: Burnout, student mental health and more

One theme was the need for more "respect and dignity" for educators.

Top teachers across the country say they face major hurdles in the classroom -- including staffing shortages, the pinch of low pay and addressing students' mental health -- many of which stem from closures during the COVID-19 pandemic, a recent ABC News survey found.

"I think teachers are just the fabric of our communities," Rebecka Peterson, the 2023 educator of the year, told ABC News earlier this year. "And I think we have to think of big and small ways that we can wrap our arms around teachers and remind them how important they are to us individually and to us as communities."

For this story, ABC News solicited responses from each state teacher of the year winner to see what they viewed as the greatest current challenge facing educators.

Thirty-five out of the 55 teachers answered and the rest elected not to participate, according to a spokesperson for the Council of Chief State School Officers , which runs the state teacher of the year program.

The issues that the group highlighted include navigating advancements in technology, teaching larger class sizes and more.

The two most common answers were meeting students' social, emotional and academic needs and solving the staffing shortage.

Despite emerging cultural flashpoints in the classroom like instruction on LGBTQ topics, book bans and the appropriateness of discussing critical race theory, the teachers instead pointed to student mental health, low pay and burnout as causes for concern.

Iowa's teacher of the year, Krystal Colbert, described the latter as a "real" and "recognizable" crisis that deserves more attention.

Meeting students where they are

Nine respondents said what deserves the most attention is how to reach students who may be struggling amid broader emotional challenges, whether it's what they called a youth mental health crisis or trauma brought on by the pandemic.

Maine's Matt Bernstein believes it's time to maximize this moment.

"Meeting the needs of all students is a responsibility that educators are proud to take on, but it is challenging and takes a lot of work, energy, and dedication," Bernstein, a professional learning coach, wrote in the survey.

He and other educators stressed how cultivating relationships is also a solution for a problem they described as largely created by social isolation and distance learning when schools shuttered three years ago to limit the health risks of COVID-19.

"By building solid relationships and comprehensively investing in education, we have a better chance of ensuring that every student can achieve their full potential and contribute to the success of our society," wrote Alabama fifth-grade teacher Reggie LeDon White.

Washington, D.C.'s Jermar Rountree, a health and physical education teacher and 2023 national finalist, explained that kids also need movement, which will help them handle their emotions.

"We as teachers need the support to be able to handle the traumatic experiences that our students are coming to school with," Rountree wrote "Teachers are constantly swimming upstream to meet students where they are, but after the pandemic we do not even know where to begin. However, one place to start would be to prepare our new teachers on what to expect and how they can be severely helpful to our veteran teachers. Giving all teachers the tools to be successful increases the [professional] lifespan of a teacher 2 times over."

Teachers have to accommodate students not only in their lessons but in all aspects of life, according to Stephane Camacho Concepcion, a Guam elementary school teacher.

"Educators have to be able to be counselors, social workers, and etc to ensure that they [children] have all they need to have a successful academic journey," she wrote.

Recruiting and retaining teachers

According to experts, education departments, agencies and associations, 42 states and territories report ongoing shortages this school year.

Seven teacher of the year respondents -- from rural Alaska to New Jersey -- indicated they're feeling that strain.

"Shortages have always been fairly normal, but the past few years have seen the shortages drastically increase," wrote Alaska first-grade teacher Harlee Harvey, a 2023 national finalist. "This provides issues for several reasons. First, students are without highly qualified teachers in their classrooms, which will negatively impact the quality of instruction. Second, it puts an additional burden on teachers and paraeducators who have stayed, increasing the stress of their jobs and the likelihood that they will step away from our schools as well," she added.

Arizona's Ty White, who teaches high school chemistry, explained that the "massive" shortage is more pronounced in rural districts in the U.S., especially for aspiring educators.

"Since most university driven teaching programs are located in larger cities, many teachers aren't familiar with rural communities to begin with," White wrote. "When these new teachers start job searching and find rural job postings, they are often less attractive because in states with Local Education Agency control, salaries are not competitive with larger communities."

In New Jersey, where state officials have said special education, science and math teachers are in high demand, Christine Girtain called for better funding practices that would help instructors earn more amid the shortage.

The National Education Association (NEA) found that teachers make thousands less than they did a decade ago when adjusted for inflation. The average salary of classroom teachers declined by an estimated 6.4% over the past decade, according to NEA data.

"Teachers should not have to work 2nd & 3rd jobs to afford to live," Girtain, a high school science teacher and director of authentic science research, wrote. "We need larger nationwide investment in funding education and paying teachers a living wage."

School safety

Two respondents included school safety in their answers to this survey. Still, recent fears of gun violence also has other teachers on edge.

Melissa Collins said learning loss was this nation's greatest education challenge. But in the wake of the mass shooting at the Covenant School in Nashville, Tennessee, Collins said she hopes the massacre prompts legislators to pass more gun reform.

"I don't have a hand to carry a gun," the state's teacher of the year told "Good Morning America" in March. "My hands are full because I am carrying our future leaders."

Respecting the profession

Respect remains a major challenge facing public educators, too, the surveyed teachers said.

Rebecka Peterson, this year's national teacher of the year, aims to use her platform to share positive messages about education. But recently she told ABC News that many teachers still feel they aren't valued as much as they should be.

"What every teacher says when I ask them the recruit and retain [question], right, they come back to respecting and appreciating the profession," Peterson said last month before being honored with a crystal apple at the White House.

Most teachers in Peterson's cohort agree: The lack of appreciation is undeserving of the job.

"In any other profession, professionals are treated with respect and dignity," Kentucky sixth-grade English Language Arts teacher Mandy Perez wrote in the ABC News survey. "We deserve to be treated with the same importance and value," she wrote.

Tara Hughes believes respecting education could even improve working conditions for teachers. "Uplifting the education profession and retaining teachers will lead to smaller class sizes, resulting in higher student engagement, the ability to meet academic and social-emotional needs, and a decrease in teacher burnout," Hughes, who teaches Pre-K in New Mexico, wrote.

Working with the community to respect and prioritize students' needs is at the top of Missouri English teacher Christina Andrade Melly's agenda.

"Public education is a public good - we have to respect it and invest in it for our students to thrive," Melly wrote, adding, "All of us want our students to be successful, and we must remember how to work together towards that goal."

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What’s It Like To Be a Teacher in America Today?

4. challenges in the classroom, table of contents.

• Problems students are facing
• A look inside the classroom
• How teachers are experiencing their jobs
• How teachers view the education system
• Satisfaction with specific aspects of the job
• Do teachers feel trusted to do their job well?
• Likelihood that teachers will change jobs
• Would teachers recommend teaching as a profession?
• Reasons it’s so hard to get everything done during the workday
• Staffing issues
• Balancing work and personal life
• How teachers experience their jobs
• Lasting impact of the COVID-19 pandemic
• Major problems at school
• Discipline practices
• Policies around cellphone use
• Verbal abuse and physical violence from students
• Addressing behavioral and mental health challenges
• Teachers’ interactions with parents
• K-12 education and political parties
• Acknowledgments
• Methodology

In addition to asking public K-12 teachers about issues they see at their school, we asked how much each of the following is a problem among students in their classroom :

• Showing little to no interest in learning (47% say this is a major problem)
• Being distracted by their cellphones (33%)
• Getting up and walking around when they’re not supposed to (21%)
• Being disrespectful toward the teacher (21%)

Some challenges are more common among high school teachers, while others are more common among those who teach elementary or middle school.

• Cellphones: 72% of high school teachers say students being distracted by their cellphones in the classroom is a major problem. A third of middle school teachers and just 6% of elementary school teachers say the same.
• Little to no interest in learning: A majority of high school teachers (58%) say students showing little to no interest in learning is a major problem. This compares with half of middle school teachers and 40% of elementary school teachers. 
• Getting up and walking around: 23% of elementary school teachers and 24% of middle school teachers see students getting up and walking around when they’re not supposed to as a major problem. A smaller share of high school teachers (16%) say the same.
• Being disrespectful: 23% of elementary school teachers and 27% of middle school teachers say students being disrespectful toward them is a major problem. Just 14% of high school teachers say this.

About eight-in-ten teachers (82%) say their school or district has policies regarding students’ use of cellphones in the classroom. Of those, 56% say these policies are at least somewhat easy to enforce, 30% say they’re difficult to enforce, and 14% say they’re neither easy nor difficult to enforce.

High school teachers are the least likely to say their school or district has policies regarding students’ use of cellphones in the classroom (71% vs. 84% of elementary school teachers and 94% of middle school teachers).

Among those who say there are such policies at their school, high school teachers are the most likely to say these are very or somewhat difficult to enforce. Six-in-ten high school teachers say this, compared with 30% of middle school teachers and 12% of elementary school teachers.

Most teachers (68%) say they have experienced verbal abuse from their students, such as being yelled at or verbally threatened. About one-in-five (21%) say this happens at least a few times a month.

Physical violence is far less common, but about one-in-ten teachers (9%) say a student is physically violent toward them at least a few times a month. Four-in-ten say this has ever happened to them.

Differences by school level

Elementary school teachers (26%) are more likely than middle and high school teachers (18% and 16%) to say they experience verbal abuse from students a few times a month or more often.

And while relatively small shares across school levels say students are physically violent toward them a few times a month or more often, elementary school teachers (55%) are more likely than middle and high school teachers (33% and 23%) to say this has ever happened to them.

Differences by poverty level

Among teachers in high-poverty schools, 27% say they experience verbal abuse from students at least a few times a month. This is larger than the shares of teachers in medium- and low-poverty schools (19% and 18%) who say the same.

Experiences with physical violence don’t differ as much based on school poverty level.

Differences by gender

Teachers who are women are more likely than those who are men to say a student has been physically violent toward them. Some 43% of women teachers say this, compared with 30% of men.

There is also a gender difference in the shares of teachers who say they’ve experienced verbal abuse from students. But this difference is accounted for by the fact that women teachers are more likely than men to work in elementary schools.

Eight-in-ten teachers say they have to address students’ behavioral issues at least a few times a week, with 58% saying this happens every day .

A majority of teachers (57%) also say they help students with mental health challenges at least a few times a week, with 28% saying this happens daily.

Some teachers are more likely than others to say they have to address students’ behavior and mental health challenges on a daily basis. These include:

• Women: 62% of women teachers say they have to address behavior issues daily, compared with 43% of those who are men. And while 29% of women teachers say they have to help students with mental health challenges every day, a smaller share of men (19%) say the same.
• Elementary and middle school teachers: 68% each among elementary and middle school teachers say they have to deal with behavior issues daily, compared with 39% of high school teachers. A third of elementary and 29% of middle school teachers say they have to help students with mental health every day, compared with 19% of high school teachers.
• Teachers in high-poverty schools: 67% of teachers in schools with high levels of poverty say they have to address behavior issues on a daily basis. Smaller majorities of those in schools with medium or low levels of poverty say the same (56% and 54%). A third of teachers in high-poverty schools say they have to help students with mental health challenges every day, compared with about a quarter of those in medium- or low-poverty schools who say they have this experience (26% and 24%). 

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How Teaching Is Changing: 15 Challenges For The Modern Teacher

A modern teacher has to demonstrate for students not how to solve problems, but why those problems should be solved.

What Do Teachers Need To Know About The Future Of Education?

by Terry Heick

This post has been updated and republished from a 2015 article

It’s tempting to say that no matter how much technology pushes on education, every teacher will always need to know iconic teacher practices like assessment, curriculum design, classroom management, and cognitive coaching.

This may end up being true–how education changes in the next 20 years is a choice rather than the inevitable tidal wave of social and technological change it’s easy to sit back and wait for. Think of the very limited change in education since 2000 compared to the automotive industry, computer industry, retail consumer industry, etc. Huge leaps forward are not a foregone conclusion.

But it’s probably going to be a bit different than that. There are certain areas where significant change is more probable than others. It doesn’t seem likely that eLearning–as we now understand and use the term–will replace schools and teachers. Asynchronous learning–today, anyway–lacks too much to completely supplant teachers and schools. (Blended learning is more likely to be the norm in the next decade.)

See also Types Of Blended Learning

We’ve written before about the kinds of ‘things’ modern teachers must be able to do. Below are 15 tasks that are less skill-based–and some a bit more conceptual, collectively representing how teaching is changing.

Teaching is no longer about classroom management, testing, and content delivery.

How Teaching Is Changing: 15 New Realities Every Educator Faces

1. personalization.

The Old: Administer assessment, evaluate performance, report performance, then–maybe–make crude adjustments the best you can

The New:  Doing your best to identify, prioritize, and evaluate data for each student individually–in real-time

The Difference: Precision

Or rather, determine the kind of data is most important for each student, figure out a way to consistently obtain that kind of data, and then either analyze it personally or monitor the algorithms that are doing it for you.

This is not unlike an automotive mechanic moving carburetors to fuel-injection systems (that are no themselves becoming outdated) in the 1980s and 1990s. The former was crude, requiring frequent corrections and ‘tune-ups’ done by hand; the latter was far more precise and required new skills on the part of the mechanic. Rather than making mechanical adjustments, mechanics became system managers. That is, they spent more time adjusting the systems–sensors, ECUs, etc–that themselves were making the adjustments.

2. Data Quantity & Forms

The Old: Numbers, letters, and maybe a bar graph or pie chart

The New: Probes, Color-coded data charts, national-level criterion-based assessment, norm-referenced local data results, placement exams, formative assessment data

The Difference: Meaning & accessibility

More and more, teachers have to design data sources and visualizations—usable data applied meaningfully. The days of taking a test and waiting for results have been gone for years. Soon it will be time to put behind us the process of even instant data results unless that data is packaged in a way that promotes seamless revision of curriculum, assessment, and instruction.

Or pushed further, which content a student encounters, when; which community they connect with, when; which level of ‘cognitive intensity’ they reach, when. Take the following data visualization for example.

“In this example, Deb Roy’s team captures every time his son ever heard the word water along with the context he saw it in. They then used this data to penetrate through the video, find every activity trace that co-occurred with an instance of  water  and map it on a blueprint of the apartment. That’s how they came up with wordscapes: the landscape that data leaves in its wake.”

Tomorrow’s teachers will then need to make important decisions about the kinds of metrics taken (see above) and the way it is visualized so that important patterns, trends, and possibilities are highlighted.

3. Classroom Management

The Old: Minimize negative interactions (fighting, bullying, etc.) and promoting compliance with rules and ‘expectations’

The New:  New forms of ‘bullying’, online safety and privacy concerns, analyze and sometimes even coordinate student social interactions

The Difference: Scale

This could mean physical communities or digital. Teachers need to mobilize students, whether within classrooms, schools, and on campuses, or within local communities in a place-based learning or project-based learning scenario. Teaching digital citizenship, connectivity, and possibility will be more important than teaching content.

This is a reality faced today, not tomorrow.

4. Teaching

The Old: Delivering content shaped for universal consumption

The New:  Coaching, guiding, supporting, and communicating with students as they navigate content and data

The Difference:  Truly valuing how students think

Today’s teacher has to demonstrate for students not how to solve problems, but why  those problems should be solved. It will be less about creating a PBL unit where students clean up a local creek or park, but rather teaching the students how to identify and work through those needs themselves. This is the human element of affection–honoring the things and spaces around you as a way of living.

The same goes for curiosity–thinking-aloud through self-reflection. Challenging student assumptions through digital commenting or face-to-face interactions–and connecting them with communities that can do the same.

The Old: Initially it was teaching ‘a class,’ and then it became a list of standards

The New:  Reconcile hundreds of academic standards–standards that include technology, citizenship, literacy, etc. This goes way beyond ‘content areas’ and is obviously not ideal

The Difference: Quantity

This means not just knowing the standard, planning for its mastery, and then ‘teaching’ it, but reconciling discrepancies ‘horizontally’ within and across content areas, and then ‘vertically’ across grade levels as well. And further, it’s no longer just about your class or content area, but also standards from a dozen other organizations that all chime in with well-intentioned but ultimately unsustainable to-do lists.

6. Lesson Planning

The Old: Manage grouping, finishing classwork, and creating a ‘system’ for homework

The New:  Personalizing workflows based on constantly changing circumstance (data, need to know, student interest, changes in community, etc.) using flipped classrooms, digital distribution, and even self-directed learning while coordinating with a PLC

The Difference: Connectivity and interdependence

Given local context and circumstance–technology, bandwidth, social opportunities and challenges, etc–what kind of workflow is most efficient for this student?

Does it make sense to embed every student in every local community? Does it make more sense here and less sense there?

Given local literacy habits and access, is it better to spend more time gathering sources, evaluating sources, or sharing sources? What kind of adjustments should we make based on what we know about the world the students are growing up in?

Does in-person mentoring make sense, or given topics of study–agriculture, robotics, literature, music, etc.–do digital spaces make more sense?

For this student, right here, right now, what exactly do they need?

7. Your Students

The Old: Receiving a class roster

The New:  Seeing 30 (or more) individual human beings, individual data sets, individual challenges and opportunities

The Difference: Becoming a more human process

This brings us to #6 (which really is kind of the point of it all)–taking all of the mechanical and gadget-borne stuff above and making it ‘whole’ for the person standing in front of you. This is not new, but the complexity of making this possible on a daily basis is.

Other New Realities The Modern Teacher Faces

8. Designing learning experiences that carry over seamlessly between home and school. So, making ‘school’ disappear and even giving the illusion that you’re working yourself out of a job.

9. Troubleshooting technology, including cloud-based issues, log-in info, etc.

10. Verifying student privacy/visibility across scores of monitored and unmonitored social interactions per week; Validate legal issues, copyright information, etc.

11. Refining driving questions and other matters of inquiry on an individual student basis

12. Insisting on quality–of performance, writing, effort, etc.–when the planning, technology, and self-reflection fail

13. Evaluating the effectiveness of learning technology (hardware, software, and implementation of each)

14. Filtering apps based on function, privacy, operating system, cost, complexity, ongoing maintenance, etc.

15. Clarifying and celebrating learning, understanding, mistakes, progress, creativity, innovation, purpose, and other abstractions of teaching and learning on a moment by moment basis

How Teaching Is Changing: 15 New Realities Every Educator Faces; image attribution flickr user nasagoddard

Founder & Director of TeachThought

Top 10 Biggest Challenges Teachers Face In The Classroom Today

Written by Victoria Hegwood

Easily differentiate content, save time and unlock the benefits of adaptive, game-based learning with Prodigy!

• Teaching Strategies
• 10 Common challenges teachers face in the classroom

1. Understanding different learning styles

2. lack of effective communication, 3. staying up to date with learning technology, 4. communicating with parents, 5. pressure from school administrators, 6. creating engaging lesson plans that fit the curriculum, 7. behavior and classroom management, 8. time-consuming administrative work, 9. lack of funding, 10. burnout.

• How Prodigy helps teachers

There are few careers that make a bigger impact than teaching. Teachers are shaping the next generation, those that will decide what the future looks like.

But this noble work doesn’t come without challenges. Many teachers face challenges both inside and outside of the classroom, often making the career feel overwhelming. 

While the rewards often outweigh the negatives, it's still important to understand the daily challenges teachers face . It can help parents and administrators better support teachers and help teachers know that they are not alone in their struggles. 

10 Common challenges teachers are facing in the classroom

These are ten of the most common challenges that teachers face on a day-to-day basis. While that may seem like a lot of bad news, once the issue is understood, it’s easier to find the solution. 

Let’s get started. 

A single classroom most often contains students with a wide set of learning abilities and styles. It is nearly impossible for teachers to simply use one teaching method and have it be effective for all of their learners. 

Teachers are required to think strategically when making lesson plans to cater to all the learning styles in their classroom. They also have to be flexible while actively teaching, as they make adjustments in real time based on student performance.

This can take a lot of time and effort on the teacher’s end, but the benefits for student performance are unbeatable.

Teachers can also face significant challenges when trying to communicate with their students effectively. Not every student, especially at lower grade levels, will know when to ask for help. 

For example, most high school students are able to effectively communicate their needs, struggles, and triumphs. However, teachers with younger grade levels may not have the same experience.

In cases like this, teachers have to find an effective channel of communication so that their classroom can function well.

Now, there’s not one answer to this problem. Teachers may need to use different strategies depending on the age of their students. Particularly for teachers that teach multiple grades, this can be a time-consuming task. 

Finding a system to improve communication in the class can not only help struggling students get support, but it can also help teachers manage multiple students' needs at once.

See below how once teacher implemented a non-verbal signalling system in her classroom that helped students express their needs and thoughts without disrupting the class.

Learning technology is constantly changing. Every year, there are a slew of new apps, websites, and other technology tools created to improve the learning process.

And there is a lot of pressure on teachers to constantly stay up to date with the latest technology. Most believe that the latest and greatest tools will provide the best quality education. 

But there is often a lack of funding, resources, or time to implement every new technology as it's introduced.

One of the most common and pressing classroom challenges for teachers is the fact that some students are not receiving adequate support outside of the classroom. While teachers can work with students while they’re at school, students need support from their parents as well.

When parents take an active part in their children's learning, that student is much more likely to succeed. 

This issue also extends to intrapersonal relationships. Students will often feel comfortable turning to a teacher in their time of need–when it’s emotional support they are looking for instead of academic support.

However, this dynamic can put a lot of pressure on a teacher. The relationship can be tricky to navigate, and teachers often don’t have enough hours in the day to check in and talk with every student. 

Students need to be fully supported both in school and at home in order to have the best chance of success.

Did you know?

When teachers use Prodigy, a game-based learning platform Prodigy that delivers adaptive skill practice in students, they can also invite parents to join. With their free account, parents can keep up on their child's progress with reports and even send them motivational messages as they play.

Teachers are often under a lot of pressure by their school administrators to come up with new teaching strategies and ways in which they can improve student learning. 

School administrators want to remain competitive with other school districts when it comes to performance and test scores. However, teachers are the ones actually in the classroom, teaching students the necessary skills to achieve these outcomes. 

Teachers are seen as exclusively responsible for student achievement, growth indicators, professional development, and discipline.

With so much on a teacher’s plate, a supportive school administration can make a world of a difference to both their success and students’ success.

Creating engaging lesson plans that also align with the state’s outlined curriculum can be a tall task. 

And beyond just being engaging, time-constraints can also be an issue. While there is a syllabus and course schedule to stick to, students will often need additional time to fully grasp a subject.

Oftentimes, the state will outline a detailed curriculum for the school year, giving a jam-packed schedule for all the topics that need to be covered in a particular year. Teachers need to rely heavily on problem-solving skills in order to maximize their time in the classroom.

Additionally, with larger class sizes, it can be difficult to ensure every student is getting the support they need to fully understand a lesson. Teachers may work incredibly hard to create a great lesson plan that just doesn’t resonate with all of their students.

Engage your students in math with Prodigy

If you're teaching math, you'll probably already know how hard it can be to motivate students. Traditional learning materials like worksheets can bore some quickly, especially if they're not feeling confident with the material.

Prodigy Math combines the joy of game-based learning with the benefits of adaptive and targeted skill practice. As students play Prodigy Math, they'll answer questions of your choice, all while having fun exploring a magical world and casting spells. It's a great way to differentiate learning while keeping your class engaged.

One study even showed that students saw their level of math enjoyment significantly increase after just a few months of using Prodigy Math!

Student behavior can be difficult for teachers to manage on top of their other job tasks like administrative work, staying on track with the curriculum, and staying up to date with the most recent classroom trends.

Creating distinct behavioral and academic plans can help teachers stay on track and meet their educational goals as the school year progresses. But this doesn’t happen without a lot of work and support from administrators, parents, and other educational professionals. 

Oftentimes, motivating students with engaging lessons can be enough to manage student behavior in the classroom. But in some cases, students may need more support to manage behavioral issues and create a growth mindset .

The administrative work that comes with teaching takes a lot of time on top of managing students, creating assessments, and actually teaching lessons. Because of this, time management is a vital skill for every teacher.

The overwhelming amount of administrative work on a teacher’s plate can adversely affect their work-life balance, as they are often required to spend time outside of working hours grading assignments, creating lesson plans, filling out reports, and more.

In order to get everything done, some teachers are faced with the question of whether to give up their personal time or their time with students to complete administrative work. While they’re always looking for ways to streamline their administrative work, there often seems to be no good answer.

Teaching hack: Skip the grading with Prodigy!

Did you know that elementary and middle school teachers can use their free Prodigy teacher dashboard to set up engaging assessments in just a few clicks? All you need to do select the standards-aligned content you want your students to practice and have them play Prodigy Math or Prodigy English.

Then as they play, student responses are automatically graded and fed into your reports, helping you uncover hidden learning gaps and insights!

It's no secret that teachers and schools are constantly facing issues in terms of lack of funding.

For most public schools across the country that run into issues with funding, teachers are the ones that are expected to get creative and make do with the resources that they do have.

Beyond just a lack of classroom materials, underfunding can also lead to the inability to hire enough teachers. Oftentimes, this is remedied by increasing class sizes. 

While it may seem like the only solution, large class size can negatively impact the classroom experience for many students. It leaves less time for individualized teaching and one-on-one time with the teacher. 

This can lower the quality of learning and have a negative impact on student learning. It also negatively impacts the teachers, with them always feeling behind and overworked.

Teaching is one of the most demanding professions out there. Teachers are constantly working to juggle all their tasks of educating students, managing behavior, completing administrative tasks, and more.

And there’s an emotional element, as they know that their work is shaping lives and the future. 

With the high demand from all their job responsibilities, teachers commonly experience burnout. Some of the common symptoms of burnout include:

• Feeling drained after working on lesson plans
• Dreading going to work
• Lacking the motivation to be productive

Teachers should try to have the best work-life balance as possible in order to avoid burnout, but this can prove difficult with so many responsibilities on their plate. Administrators and parents need to take an active role in education in order to help prevent teacher burnout.

Fight burnout with these tips!

Burnout can happen to the best of us and knowing how to overcome it can be tricky. But with careful reflection and practice, teachers can get back on track and feel reinvigorated. We identified these tips proven to help combat teacher burnout:

• Practice self-care, especially when you doubt yourself
• Create boundaries with work and home where possible
• Consider adding a new approach to your teaching strategy
• Put every challenging day in perspective and remind yourself of your progress
• Share how you're feeling with other teachers, including those outside your school

Find new & unique teaching strategies to create an engaging classroom experience

Teaching is not for the faint of heart. It takes dedication, time, and grit to stick with it through the difficulties and the hard days. 

Teachers face a number of challenges while teaching students and even after students leave the classroom. Understanding what teachers are facing can help all of us provide solutions and support to those teaching our children. 

While demanding, teaching is a very rewarding career choice. Few other people in our society have as much impact as teachers do. There are downsides, but there are even more benefits.

If you're an elementary or middle school teacher looking to support your class, try Prodigy! Prodigy is a game-based learning platform that delivers adaptive skill practice in math and English to students. See how it works below!

The best bit? It's full of time-saving teacher features like reports and is available at no cost to teachers and schools. You can use Prodigy to:

• Set engaging, fun skill practice in just a few clicks
• Easily assess students on over 1000 standards-aligned skills
• Motivate your students with classroom goals, rewards and challenges
• Monitor and track student performance with automatic grading and reports

Get started with Prodigy today and bring the benefits of game-based learning into your classroom for free!

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The 10 Main Challenges of Becoming a Teacher in 2024

December 12, 2023

Teaching is a gratifying career that allows you to mentor, inspire, and develop the potential of children, guiding them into becoming responsible members of society. Teaching also gives you an opportunity to enjoy flexible work schedules, where you can continually develop your professional skills and increase your chances for better opportunities and remuneration. 

However, this fulfilling, noble career has challenges that test your resilience, organizational, management, and teamwork abilities. 

Understanding the challenges you may face as a teacher and learning the best ways to overcome and prevent them is the first step to having a successful teaching career. 

In this article, we explore all the main challenges of becoming a teacher and share effective ways to overcome and prevent them to help you determine whether teaching is the right choice for you. 

Reasons to Become a Teacher

Few careers can be as rewarding and fulfilling in making a tangible difference in the lives of the young generation like teaching. 

Most teachers do not regret their decision to become a teacher. The common reason is that teachers find inspiration in educating, mentoring, and guiding children in shaping their futures.

Though it may not be the same for all educators, here are some reasons why you should consider becoming a teacher: 

• Job security : Though some jobs may be replaced by digitalization and technological changes, the demand for well-trained, qualified teachers is here to stay. The demand for teachers varies by grade, institution, school district, and subject, providing a wide variety of teaching options to choose from. Once you decide to put in the learning hours and establish yourself as an educator, you are sure to acquire a teaching job that you can count on for years. 

The mobility of teaching skills in the teaching profession allows you to move to areas where the demand for teachers is high. Also, you can transition from a teaching career to becoming an administrator, a counselor, or even a social worker. 

• High-demand career : The demand for teachers continues to grow across the international space. Online educational programs are also growing globally every day, demanding trained, qualified, and certified teachers to occupy them. 

Also, your teaching credential is transferable and allows you to teach in different states , overseas, and in different kinds of institutions. Some of the states experiencing teacher shortages include Washington, Nevada, New York, Illinois, Indiana, Hawaii, and Texas. The subject areas experiencing the highest demand include Mathematics, English as a second language, Science, Art and music, World languages, Early childhood, and Special education. 

• Making a difference : Every minute spent with your learners is an opportunity to make a lasting impression on them. A teaching career allows you to make a difference with visible results . It gives you the satisfaction of seeing your learners discover new knowledge in a subject, grow passionate about it, and deepen their interest in learning it. 

Also, being a teacher means modeling good habits for your learners. You instill virtues of positivity, respect for diversity, conflict resolution, and empathy, some of which stick with them and influence their viewpoints for years. 

• Lifelong learning : Throughout your teaching career, you will have opportunities to expand your knowledge and improve your skills continually. You can enrol in professional development programs such as seminars and workshops to enhance your teaching practices. 

In addition, curriculum instructional methods are continually being influenced by emerging technologies and the historical events that unfold in real-time. This means you will always be learning something new, always positively to impact your students’ educational journeys. 

You can also pursue Alternative Teacher Certification and specialized training in Special education and English as a Second Language to broaden your career opportunities and gain a competitive advantage during the hiring process.

• Give back to the community : Through teaching, you continually give back to the community and positively contribute to society. You influence the minds of young innovators, policymakers, and leaders. As a teacher, you are also a creator of all the other professions through sharing your knowledge. This plays a key role in shaping society and future generations. 
• Inspire the next generations : Learners look up to you for not only their educational enrichment but also their social well-being. As you interact with them, you inspire, guide, and instill in them virtues that allow for their successful incorporation into society. For inspiration, you can checkout educational blogs and websites to give you the different tips you may require as a teacher. 

10 Challenges of Becoming a Teacher

In teaching, every day in your job is different, and there may be challenges that come with it. 

You may be faced with the challenge of managing rowdy children, finding new teaching methods for inclusive education, or upgrading your skills to keep up with the continually evolving world of smart and digital learning. 

Understanding the various possible challenges helps you prepare adequately to work with your learners and their parents, other teachers, and the administration.

Here are ten challenges of becoming a teacher:

1. Limited Funding

Inadequate funding is a major challenge in education, especially in public and independent schools. When schools experience budget cuts, the first adjustment measure is usually to reduce pupil to educator ratio, which has a direct impact on the quality of learning. 

An increase in the number of learners in a class is likely to impact the quality of learning by diminishing the benefits of one-on-one teacher-learner interactions. Lack of direct interaction with the teacher has been shown to lower learner satisfaction and achievement.

Lack of funding also translates to reduced investment in learning materials. In an era of incorporating technology in our classrooms and embracing inclusive learning, a variety of teaching methods are required. School districts need to increasinvestment in teaching resources to enhance the learning processes. 

To overcome the challenge of limited funding, you may engage your creativity and create lesson plans that engage the learners. 

In addition, you can also use fundraising to source funds from the school community, organizations, and school alumni.

2. Endless Paperwork

The education system demands that teachers complete and keep a lot of paperwork. Paperwork may include performance appraisal documentation, parent meet-up reports, and learner progress reports. Documents like student progress reports are essential in identifying a learner’s challenging areas and effective intervention measures. 

If not well-managed, paperwork can drown you in lots of workloads, killing your creativity and passion for teaching. 

To avoid being overwhelmed, develop effective ways of managing your paperwork once you are hired. Also, try to submit reports and documents on time. You can ask an experienced colleague to guide you on effective data organization strategies. 

3. Time Management

As a teacher, your day is usually packed with activities around planning your lessons, meeting with parents for learner progress updates, writing and marking tests, attending classes, and participating in teacher events and meetings. 

Creating effective time management strategies is essential in ensuring your tasks are manageable. For instance, you can organize creative activities to keep the little ones entertained when lessons are on break. 

To effectively manage your time, create a list of all the tasks you need to accomplish within a specified time frame. Then, create a schedule with the most important tasks first and break them into manageable milestones. You can also allocate specific time within the week to mark tests or to meet parents. 

In addition, remember to rest up ahead of intense periods of work to get the calm and confidence you need when undertaking busy schedules. 

4. Adapting to Educational Trends

Today, educational trends are continually influencing learning processes. For instance, continuous technological advancement introduces apps, websites, and technological tools that, when effectively used, can significantly improve the learning process. 

To keep up, teachers can be under constant pressure to stay conversant with the latest technology. In most institutions, more school budgets are needed to allow for the adoption of technology in education. 

Many schools use technology to enhance traditional curriculum instruction and not a standalone substitute. This introduces the challenge of a scarcity of curricula on technological application in education. 

To navigate this challenge, you can collaborate with other educators who are willing to incorporate technology in their classes to help with the application processes and the provision of feedback. You can also learn from your students and create a learner-centered approach and continually validate your student’s sense of self-efficacy. 

5. Experiencing different learning preferences and difficulties

Your classroom will always consist of learners with auditory, tactile, and visual learning abilities. With such diverse learning styles and abilities, one teaching strategy will only be effective for some of the learners. 

You have to think strategically when creating a lesson plan, ensuring you cater to all the learning abilities. For instance, you could differentiate your instruction by giving different students different tasks depending on their learning styles. Also, you could include multiple learning activities and instructional methods that target diverse learning styles.

You can also become during your lessons and make real-time adjustments depending on your learners’ behavior in the course of the lesson for better performance.

6. Disciplining students

Teaching gives you the opportunity to work with different learners every year. Though you may have delightful children in your class, it is common to encounter some undisciplined ones. Dealing with discipline issues in your class may be time-consuming and emotionally tasking. 

Indiscipline learners interfere with teaching and learning processes and may result in your loss of control, anger, irritability, tiredness, and the loss of your love for teaching.

Using positive disciplining strategies and implementing justified consequences are key in encouraging them to try harder and improve their behavior. For instance, you could refrain from disciplining the learners infront of their classmates, choosing to have the conversations in private. 

If the indiscipline cases are persistent, try getting to the root of the problem by involving their parents and creating appropriate intervention measures. 

7. Lack of effective communication

Poor communication between teachers and their learners has been proven to result in a lack of motivation, poor performance, and learner drop-out cases. Studies show that the academic performance of learners is directly linked to the nature of communication of their teachers. 

Learners are often faced with the daunting task of communicating their needs or struggles to their teachers. For instance, learners at lower levels of learning may need help communicating their triumphs or needs. To enhance communication, you can establish strategies that encourage the learners to communicate their needs.  

Creating a safe environment and embracing positive dialogue with your learners is also key in nurturing an interactive and engaging learning environment. 

As an educator, build trust with your learners and work on improving your communication skills daily. Also, encouraging teamwork and collaboration between the learners takes the focus off competition and gets them working together for enhanced learning outcomes.

8. Extended working hours

Teaching may involve several tasks, such as lesson preparation, marking, grading, score recording, and progress analysis, that demand that you continue working once the school day has ended. 

Although all of your tasks seem to be only possible to complete by putting in the extra hours, you must focus on the tasks that are more urgent and, most importantly, avoid being overwhelmed. 

Also, you can request your cooperating teachers to help you with some tasks whenever the work seems impossible. 

9. Meeting school administration’s standards

School administrators always seek to remain in competitive positions with other institutions and school districts in terms of test scores, discipline, and performance. 

Meeting the competitive standards may put a lot of pressure on you to embrace teaching methods that ensure the realization of the set goals. 

Teachers are also viewed as exclusively responsible for learner performance, discipline, professional development, and growth. 

With all the duties that a teacher has to perform, the pressure to have the learners perform may leave the teacher stressed, resulting in them performing poorly.  

To enhance the realization of administration goals without frustrating the teachers, administrators should regularly source professional development programs for their teachers to improve their teaching methods and update their skills in accordance with the educational trends. 

Also, during recruitment, ask to know the administrator’s expectations so that you begin a healthy and valuable employee-employer relationship. 

10. Burn out

Teaching can be a demanding profession. The constant pressure to produce results can lead to you experiencing burnout. Teacher burnout has been shown to be a key contributor to teachers quitting .

Each day, you may be juggling tasks that involve educating children, completing administrative tasks, managing learner behavior, monitoring their progress, and updating their parents. 

Teaching is also emotionally demanding since it involves shaping learners’ lives and significantly determining their future success. 

Such high demand may overwhelm you, resulting in burnout. 

Symptoms of burnout include dreading going to work, lacking motivation, and feeling drained during the day. 

To avoid burnout, try to create a work-life balance to ensure that you remain productive in the other aspects of your life. 

You could also actively engage the administration and parents in the education processes of the learners to ensure they follow up on learner performance throughout their learning period. 

How to Become a Successful Teacher

A successful teacher not only imparts knowledge effectively but also inspires and engages students, creating a positive and inclusive learning environment.

And, succeeding in your teaching career helps you appreciate profession better.

Becoming a successful teacher requires a combination of expertise, interpersonal skills, and a commitment to lifelong learning.

Here are some ways in which you can become a successful teacher:

1. Inspire your students

Challenge your students to work harder every day and help them realize the milestones they have never thought possible. 

If your students you as a disciplinarian or someone who looks out for poorly done assignments, you can embrace an approach of encouragement, patience, and kindness. 

For instance, you can always find a reason to praise the learners individually and collectively for their good work. In addition, you can find particular aspects that each learner engages with and encourage them to develop their interests within those aspects.

2. Prioritize your students’ safety

One of your responsibilities is ensuring a safe learning environment for your learners in dimensions within and without the classroom. 

A safe environment supports all your learners in their pursuit of knowledge, sparks their curiosity, and makes them feel empowered to engage in class activities. 

In your classroom, make a deliberate effort to create a conducive physical, psychological, and emotional environment for learning. 

For instance, to promote kindness, your daily tone should be encouraging and calming, ensuring that all students feel safe and comfortable to focus on learning. Additionally, design your class’ physical setup in a manner that maximizes supporting students’ safety and learning. 

Also, design your lesson plan and class activities around encouraging self-expression and celebrating diversity and individual learner achievements. 

3. Use various teaching approaches

Embracing various learning strategies in your classroom allows you to accommodate different learning styles. 

For instance, you can skip lectures and create group learning activities for the learners. You can also bring tangible objects related to the topic so your learners can interact with and learn from them. 

During class discussions, provide your learners with a mixture of abstract thoughts and practical examples. 

Remember that field trips and hands-on learning make concepts more memorable to your learners by better conceptualization. 

4. Determine classroom rules

Setting classroom rules boosts the physical and emotional safety of your learners and protects their learning experiences from disruptions. For optimal education and emotional success, ensure the class rules are fair and reasonable. 

Also, set the rules with clear and consistent consequences to help them understand the boundaries and expectations for classroom behavior.  

In addition, all students should understand and feel that the class rules are meant to create a safe learning space, to enrich their learning experiences, and not limit them. 

To create the best rules, consider the following:

• Rules should be specific : This is key to ensure the learners understand the rules, leading to clarity. 
• Rules should be positive: This will give them a clear picture of what is acceptable. For instance, you could say, “Speak quietly in class,” not, “Don’t yell in class.” 
• Class rules should be adaptable: You should periodically evaluate their effectiveness. If a rule is not working at a particular time, change it. 
• Your class rules should be few : This way, the rules are easy to understand and remember. 
• Rules should have consequences : Establishing consequences will encourage desired behaviors and discourage unwanted mannerisms. 

5. Be creative when teaching

Creativity in the classroom will demand that you embrace fun new ways of teaching. For instance, you can introduce concepts using technology and engage learners in more experimentation as opposed to reading textbooks and the theoretical discussion of concepts. 

Field trips are also a great way for learners to change their learning environment and improve their grasp and memory of concepts. 

Creativity requires you to plan your lessons well in advance and organize all learning materials beforehand. Create monthly calendars to establish the big-picture approach to the course you are teaching. 

Ready to Become a Teacher?

If you enjoy working with children, teaching is a gratifying career that allows you to inspire, guide, and shape learners’ futures while earning a living from it. 

To become a teacher , you must at least attain a bachelor’s degree and then pass the certification examinations to show your readiness for the career. 

Once you have acquired your teaching license, you should start applying for a teaching position in the state you are certified to teach. 

Though there are challenges to the teaching career, the benefits outweigh them. 

For instance, when you become a teacher, you get a valuable opportunity to make an impact in the lives of your learners and society as a whole. Your interactions with the learners, their families, and their communities give you limitless chances to share your opinions, ideas, and knowledge with others, significantly making a difference in their lives. 

In addition, teachers are always in demand, creating a continuous need for your services, hence job security. 

Teachers of Tomorrow helps you get to your teaching career faster with alternative teaching certification. Begin your teaching career now.

How to Prepare for The Praxis Exam in 2023

December 12, 2023 by bryan

Texas Teachers Certification Areas

Texas teachers currently offers 50+ certification areas:.

• Agriculture, Food and Natural Resources 6–12 (272)
• American Sign Language (ASL) (184)
• Art EC–12 (178)
• Bilingual Education Supplemental (164)
• Bilingual Target Language Proficiency Test (BTLPT) Spanish (190)
• Business and Finance 6–12 (276)
• Chemistry 7–12 (240)
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13 Challenges for Teachers and How to Address Them

1. Adapting to Diverse Learning Styles

2. classroom management, 3. dealing with bullying, 4. incorporating technology, 5. meeting curriculum standards, 6. assessing student progress, 7. engaging students, 8. handling workload, 9. parental involvement, 10. teaching students with special needs.

Have you ever felt overwhelmed by the variety of needs in your classroom? Teaching is a rewarding profession, but it’s not without its hurdles. Every teacher, whether new to the classroom or seasoned with experience, faces a set of challenges unique to their role. Understanding these challenges is crucial for personal growth and professional development . In this blog post, we aim to delve into the common challenges for teachers , shedding light on the issues they face daily. 

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One of the significant challenges as a teacher is recognizing and adapting to the variety of learning styles present in a classroom. Every student absorbs information differently; some may prefer visual aids, while others benefit from hands-on activities or auditory instructions. This diversity can make it challenging to ensure that every lesson reaches every student effectively.

How to Address This:

To accommodate all learners, it’s essential to incorporate a mix of teaching methods into your lessons. This could include visual presentations, group projects, individual research tasks, and interactive discussions. A particularly effective solution to this challenge is utilizing educational platforms like SplashLearn . 

Another common challenge in the teaching profession is classroom management , specifically the difficulty of maintaining discipline in a diverse group of students. Effective classroom management is crucial for creating a positive learning environment where all students can focus and participate without unnecessary disruptions.

• Establishing clear classroom rules and expectations from the beginning of the school year is key.
• Consistency in enforcing these rules is equally important to maintain order and respect.
• Techniques such as positive reinforcement , setting up a classroom reward system, and involving students in decision-making can promote a positive and collaborative classroom atmosphere. 
• Additionally, creating engaging lessons that keep students interested can significantly reduce disciplinary issues, as students are less likely to become disruptive when they are actively engaged in learning.

Bullying is one of the most serious challenges in a classroom, affecting students’ mental and emotional well-being. It can lead to a decline in academic performance, anxiety, depression, and even physical harm. Recognizing the signs of bullying and taking immediate action is crucial for teachers to ensure a safe and supportive learning environment for all students.

• It’s important to foster an atmosphere of respect and empathy within the classroom. Teachers should implement a zero-tolerance policy towards bullying and ensure that students understand the consequences of such behavior. 
• Encouraging open communication is key; students should feel comfortable reporting bullying incidents to adults. 
• Organizing workshops and activities that promote inclusivity and understanding can also help reduce bullying by teaching students the value of diversity and empathy.

Incorporating technology into lessons presents its own set of challenges in teaching. While technology can make lessons more engaging and interactive, finding the right balance and ensuring that it enhances learning rather than distracts can be difficult.

• Start by setting clear objectives for its use. Identify what you want to achieve with technology, whether it’s to facilitate research, enable interactive learning, or assist in presenting complex information in an accessible way. 
• It’s also important to choose technology that is appropriate for your students’ age and skill level. Tools like SplashLearn can make learning more interactive and cater to different learning styles.
• Finally, providing training and support for both teachers and students on how to use new technologies can ensure that it becomes a beneficial addition to the learning environment, rather than a hurdle.

One of the significant challenges for teachers today is the pressure to meet educational standards. These standards are set to ensure students achieve a certain level of knowledge and skills across various subjects. However, aligning lessons with these standards while keeping them engaging can be a daunting task.

• To design lessons that meet or exceed these standards, it’s essential to start with a clear understanding of the goals for each subject and grade level. 
• Integrating interdisciplinary projects can also help cover multiple standards in a more engaging way. 
• Additionally, using backward design—starting with the end goal in mind and planning lessons backward—ensures that all activities are aligned with the desired outcomes.

Assessing student progress is another area where difficulties teachers face become apparent. The challenge lies in ensuring assessments are fair, comprehensive, and reflective of each student’s understanding and abilities. Traditional testing methods may not always capture the full extent of a student’s knowledge or skills.

How to Address This: Innovative assessment methods , such as project-based assessments, peer reviews, and self-assessments, can provide a more holistic view of student learning. These methods encourage students to demonstrate their understanding in various ways, catering to different learning styles and abilities.

Keeping students engaged is crucial for effective learning but remains one of the challenges for teachers. Engagement drops when students cannot see the relevance of what they’re learning or when the lesson delivery doesn’t match their learning preferences.

• To combat this, teachers can incorporate a variety of teaching methods, including discussions, hands-on activities, and real-world applications of concepts. 
• SplashLearn offers ready-to-use and customizable lesson plans that can significantly aid in this area. These resources are designed to make learning fun and interactive, helping to maintain student interest and engagement. By leveraging such tools, teachers can create a more dynamic and inclusive learning environment that caters to the diverse needs of their students.

One of the most significant challenges for teachers is managing the heavy workload without experiencing burnout. The demands of lesson planning, grading, and fulfilling administrative duties, on top of actual teaching, can be overwhelming. This intense workload can lead to stress and, ultimately, burnout, affecting a teacher’s performance and well-being.

• Effective time management and stress reduction techniques are essential. Prioritizing tasks, setting realistic goals, and utilizing digital tools for planning and organization can significantly ease the workload. 
• Additionally, practices such as mindfulness, regular exercise, and ensuring a healthy work-life balance can help manage stress levels.

Engaging parents in their child’s education presents its own set of teaching problems. Effective communication between teachers and parents is crucial for fostering an environment where students can thrive. However, finding the right strategies to involve parents, especially those who may be busy or less responsive, can be challenging.

• To improve parent-teacher communication, consider regular updates through emails or a class website, scheduling parent-teacher meetings , and using student agendas for daily notes back and forth. 
• Creating a welcoming atmosphere for parental involvement and offering flexible communication channels can significantly enhance the educational experience for students.

Inclusivity in the classroom is another critical area where challenges for teachers arise. Accommodating students with special needs requires thoughtful planning and a flexible teaching approach to ensure all students have equal opportunities to learn and succeed.

• Strategies for teaching students with special needs include differentiating instruction to cater to various learning abilities, using assistive technologies, and working closely with special education professionals. 
• reating an inclusive classroom environment where all students feel valued and supported is essential for their academic and social development.

11. Lack of Resources

One of the significant challenges for teachers is dealing with inadequate teaching materials and facilities. Many educators find themselves in environments where resources are scarce, making it difficult to provide students with the comprehensive education they deserve. This lack of resources can hinder the learning process and make creative teaching a necessity.

• Creative solutions for resourceful teaching include leveraging free online educational resources , organizing material swaps with other teachers, and incorporating everyday items into lessons as teaching tools . 
• Teachers can also encourage students to use their creativity and imagination in projects, which can lead to a more engaging learning experience without the need for expensive materials.

12. Professional Development

The importance of ongoing learning for teachers cannot be overstated. In the fast-evolving educational landscape, keeping up with the latest trends, techniques, and technologies is crucial. However, finding the time and resources for professional development can be one of the difficulties teachers face.

• To stay updated, teachers can take advantage of online courses, webinars, and workshops offered by educational organizations. Joining professional networks or communities of practice can also provide valuable opportunities for learning and sharing experiences with peers. 
• Setting aside regular time for self-study and reflection on one’s teaching practice can further enhance professional growth.

13. Motivating Students

Motivating students to achieve their best is another challenge in the realm of teaching problems. Engaging students who are disinterested or who struggle to see the relevance of their studies requires creativity and persistence.

• Techniques for inspiring and motivating students include connecting lesson content to real-world applications, setting clear and achievable goals, and providing positive feedback and recognition for effort and progress. 
• Incorporating elements of choice within assignments can also empower students, making them more invested in their learning. 
• Additionally, creating a classroom environment that fosters a growth mindset can encourage students to embrace challenges and persist in the face of difficulties.

How does SplashLearn Address Teacher Problems?

1. Adapting to Diverse Learning Styles: SplashLearn caters to diverse learning styles by offering interactive and engaging activities that appeal to visual, auditory, and kinesthetic learners. Its platform includes games , puzzles, and interactive stories that make learning personalized and fun, ensuring that every student can find a way to connect with the material.

2. Incorporating Technology: SplashLearn simplifies the challenge of incorporating technology into lessons by providing an easy-to-use platform that integrates seamlessly into classroom activities. It offers a variety of digital tools and resources that enhance teaching and learning, making technology an ally rather than a hurdle for teachers.

3. Meeting Curriculum Standards: With curriculum-aligned activities, SplashLearn ensures that teachers can meet and exceed educational standards without extensive planning. Its content is designed to align with national and state standards, helping teachers ensure that their students are on track with their learning objectives.

4. Assessing Student Progress: SplashLearn offers innovative assessment methods through real-time tracking and reporting features. Teachers can monitor student progress, identify areas of need, and tailor instruction to meet the individual needs of each student, making assessments more personalized and effective.

5. Engaging Students: SplashLearn keeps students interested and engaged with its interactive and gamified learning experiences. Ready-to-use and customizable lesson plans make it easier for teachers to prepare engaging lessons that captivate students’ attention and foster a love for learning.

6. Parental Involvement: SplashLearn facilitates parental involvement by providing parents with updates on their child’s progress and suggestions for supporting learning at home. This feature helps bridge the gap between classroom and home learning, encouraging a collaborative approach to education.

7. Teaching Students with Special Needs: SplashLearn supports inclusivity by offering accessible learning opportunities for students with special needs. Its adaptive learning paths and customizable settings allow teachers to modify content to suit the individual requirements of each student, ensuring that all learners have equal opportunities to succeed.

Teaching comes with its unique set of challenges, but with the right strategies and tools like SplashLearn, these obstacles can be overcome. By embracing innovative solutions, teachers can adapt to diverse learning styles, incorporate technology seamlessly, and engage students in meaningful ways. Ultimately, these efforts lead to a more inclusive, effective, and enjoyable learning experience for both teachers and students.

Frequently Asked Questions (FAQs)

What is the biggest challenge facing education today.

The biggest challenge facing education today is ensuring equitable access to quality education for all students, regardless of their socio-economic background, abilities, or geographic location. This includes overcoming disparities in resources, technology, and support.

What are the challenges teachers face in a diverse classroom?

In a diverse classroom, teachers face the challenge of meeting the varied learning needs, cultural backgrounds, and language proficiencies of their students, all while fostering an inclusive and supportive learning environment.

Why is teacher burnout so high?

Teacher burnout is high due to a combination of factors, including excessive workload, pressure to meet educational standards, lack of resources, and the emotional toll of supporting students’ diverse needs without adequate support or recognition.

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FHSU’s education summit sparks ideas for teacher retention in Kansas

By FHSU University Communications

HAYS, Kan. - Schools across the U.S. have struggled with recruiting and retaining teachers for the past few years. To address those challenges, Fort Hays State’s College of Education hosted an education summit in June, welcoming a wide circle of Kansas educators for discussions and valuable information.

Rachel Wentling, FHSU director of field experiences, organized the event, which brought together a variety of educators, from grade school level teachers, superintendents, and Kansas State of Education officials for networking opportunities. Fifty-seven participants, 17 from the FHSU College of Education and 40 education leaders from 16 communities across West-Central Kansas, attended the day-long event.

The event was designed for educators to share their concerns and “take away some big ideas,” according to Wentling. Eighteen school districts were represented: Ellis, Hays, Plainville, Hoisington, Norton, Nickerson, South Hutchinson, Russell, Bucklin, Salina, Garden City, La Crosse, Oakley, Oberlin, Satanta, Ulysses, and Wallace County.

Data on teacher recruitment and retention has shown ebbs and flows over the past few years, Wentling said. The lowest year for student teachers was 2020, but the fall of 2024 shows a record number of student teachers in the pipeline.

“We are seeing that number rise again, and we hope to sustain it,” Wentling said in her opening remarks. “That is good news for us out in western Kansas because about 80 percent of our student teachers will stay west of Salina.”

Dr. Paul Adams, dean of the college of education, pointed out that FHSU is continuing its efforts to make tuition affordable to those who select teaching as a career.

“In the College of Education, we work to provide scholarships for every student,” he said. “It is my goal to get more scholarship money. The College of Education is producing the people needed to work in Kansas communities.”

“That means we are working together. We are your partner. Let’s get it right, and together, we can try to work on the problem.”

Dr. Chris Jochum, chair of FHSU’s teacher education department, said it is encouraging to see the number of freshmen teacher education majors interested in returning to their hometowns in Kansas to teach.

“We know that many of those kids on campus come from where you are,” he said. “That’s a testament to those of you in this room.”

“We know there is a teacher shortage, but our faculty walks into full classrooms daily. They interact daily with hundreds of students who want to be teachers.”

After wrapping up the sessions, Wentling said the group found roundtable discussions valuable as they shared their different perspectives. Common themes regarding recruitment and retention focused on the need to provide a more robust mentoring approach for rising teachers and teachers in the field, ways to build leadership, and how to positively promote the education profession.

“I think the biggest takeaway from the event was the collaboration and networking that took place, not only between FHSU and the educator leaders but also amongst the leaders themselves,” Wentling said. “At the end of the day, the word I used to describe the event was ‘engaged.’ There was great discussion, idea-sharing, and brainstorming among all members in attendance. 

University Communications Fort Hays State University 600 Park Street Hays, KS 67601 785-628-4208

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June 25, 2024

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Study: Teacher perceptions of chronically absent young students may add to the challenges of missing school

by American Educational Research Association

A new study finds that early elementary school teachers report feeling less close to chronically absent students and view them less positively, even when those students do not cause trouble in the classroom. This "cooling down" in the relationship between teachers and their chronically absent students may exacerbate the academic challenges these children face.

The study, by Michael A. Gottfried and Phil H. Kim at the University of Pennsylvania, and Tina Fletcher at the Walton Family Foundation, is published in AERA Open , a journal of the American Educational Research Association.

Chronic absenteeism has skyrocketed since the pandemic, with 30% of U.S. students chronically absent in the 2021–22 school year , nearly double the rate in 2018–19, according to the Annie E. Casey Foundation.

In addition to feeling less close to chronically absent students, teachers in kindergarten, first grade, and second grade reported viewing them as more withdrawn and as having worse interpersonal skills. When it came to academics, teachers perceived chronically absent students as having fewer positive learning behaviors as well as being worse at literacy and math, even if this was not true.

The study found that while teachers reported feeling less close to these students, they did not feel as if they had more conflict with these students. Rather, teachers viewed chronically absent students as displaying more internalizing behaviors, such as being withdrawn, but not externalizing behaviors, such as acting out.

"One stereotype about absent students is that they are 'troublemakers' when they are back in the classroom, but we don't find that to be the case at all," said Gottfried, a professor at the University of Pennsylvania Graduate School of Education.

Prior research has shown that negative teacher perceptions of students can harm children's growth and development in school.

"Our findings suggest that absenteeism puts students at a double disadvantage," Gottfried said. "First, they miss out on essential learning opportunities by not being in school. And then it erodes their teachers' relationships with them, which can further harm their academic growth."

Gottfried noted that schools can help by providing teachers with professional development to mitigate potential bias against students who miss a lot of school. This is especially important given that there are demographic disparities in who is absent, such as by race and ethnicity. Teachers might be adjusting perceptions in a systematic way by race and ethnicity as it is tied in with absenteeism.

While previous studies have examined the impact of student absenteeism, this is one of the only studies to consider how student absenteeism might influence teachers. The study used nationally representative data from the National Center for Education Statistics on 14,370 students in kindergarten, first grade, and second grade. The data were drawn from direct assessments of children, parent interviews, and education and administrator questionnaires. Chronically absent students were defined as missing at least 11 days of school during the academic year.

Gottfried stressed that this study highlights that absenteeism is both an individual and classroom issue.

"We need to pay attention to both if we are aiming to solve the absenteeism crisis," Gottfried said.

Provided by American Educational Research Association

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ST. PAUL, Minn. and CHARLOTTE, N.C. , June 26, 2024 / PRNewswire / -- 3M  (@3M) and Discovery Education (@DiscoveryEd) today announced the 2024  3M Young Scientist Challenge   ( #YoungScientist ) 26 state merit winners and four honorable mention recipients. As the nation's premier middle school science competition, the 3M Young Scientist Challenge features outstanding innovations from young scientists that demonstrate the power of science to improve the world.

Each year, the 3M Young Scientist Challenge recognizes the grand prize winner, 10 finalists, up to 51 state merit winners, and four honorable mentions – nationwide, including Washington D.C. – who have exemplified a passion for using science to solve everyday problems and improve the world around them.

To enter, students in grades 5-8 submitted a one-to-two-minute video explaining an original idea using science to help solve an everyday problem. All entries were reviewed by a diverse group of judges and evaluated on their creativity, scientific knowledge, and communication skills. Videos were recorded using a cell phone or digital camera and were not judged on production skills. This year, the 3M Young Scientist Challenge offered innovative ways for students to engage in science through new entry topics, including robotics, home improvement, automotive, safety, AR/VR, and climate technology.

"The projects submitted to the 3M Young Scientist Challenge showcase how science is critical to driving progress and delivering sustainable solutions. All of these students are already making the world a better place through science, and we applaud each for their innovations," said Torie Clarke , EVP & Chief Public Affairs Officer at 3M . 

The 2024 3M Young Scientist Challenge recognizes the 26 state merit winners and the four honorable mention recipients, which were selected for their passion for science, innovation, and superb communication skills. Each state merit winner receives special recognition on the challenge website, along with a prize pack.  

The 2024 3M Young Scientist Challenge State Merit Winners are listed below in alphabetical order by state:

[ Alabama ] Sophie Zou , Alabama School of Fine Arts, Private [ California ] Aryan Agarwal, Peter Hansen Elementary School, Lammersville Unified School District [ Colorado ]  Natalie Fowler, Nevin Platt Middle School , Boulder Valley School District [ Connecticut ]  Sashrika Das, East Lyme Middle School, East Lyme Public School District [ Delaware ]  Riddik Sri Sayta Neetipalli, Cab Calloway The School of Arts, Red Clay Consolidated School District [ Florida ]  Aria Badganov Martinez, Oakstead Elementary, Pasco School District [ Georgia ]  Akshadha Mehta, Dodgen Middle School , Cobb County School District [ Hawaii ]  Elliott Mannis-Young, Punahou School, Private School [ Iowa ]  Srihari Kumaresan, Johnston Middle School, Johnston Community School District [ Kentucky ]  Manit Gupta, Meyzeek Middle School, Jefferson School District [ Maryland ]  Sathvik Dasari, Hallie Wells Middle School , Montgomery County Public School District [ Massachusetts ]  Johan Coisman, Weston Middle School , Weston Public Schools [ Michigan ]  Lakshya Matele, Larson Middle School , Troy School District [ Minnesota ]  Margaret Hoffman, Olson Middle School , Bloomington Public School District [ Missouri ]  Macy Sowell, Barnwell Middle School , Francis Howell School District [ New Hampshire ]  Sujit Sathyamurthi, Fairgrounds Middle School, Nashua School District [ New Jersey ]  Reanna Bhuyan Patel, Princeton Day School, Private School District [ North Carolina ]  Reva Khaire, Randolph Middle School , Charlotte-Mecklenburg School District [ Ohio ]  Samhita Paranthaman, William Mason Middle School , Mason School District [ Oregon ] Daivik Yenduri, Stoller Middle school, Beaverton School District [ Tennessee ]  Shrey Arora, West Collierville Middle School, Collierville School District [ Texas ]  Adel Sisy, STEM Academy, Manvel Junior High, Alvin Independent School District [ Utah ]  Kethan Reddy, Challenger School Sandy, Private School [ Virginia ]  Aneruddha Das, Eagle Ridge Middle School, Loudoun County Public School District [ Washington ]  Nolawi Bruk, Leota Middle School , Northshore School District [ Wisconsin ] Spencer Robinson , Golda Meir Upper Campus, Milwaukee Public School District 

For the fourth time in competition history, the 3M Young Scientist Challenge also recognized entrants with an honorable mention award. These projects were selected for their unique and innovative concepts and effective communication skills. The four 2024 3M Young Scientist Challenge honorable mention recipients are as follows in alphabetical order by last name:

• Daryn Do , Brookline, Massachusetts , Roland Hayes School , Brookline School District
• Brody Jaworski , Keller, Texas , Indian Springs Middle School, Keller ISD
• Anika Jha Arcadia , Arcadia, California , First Avenue Middle School, Arcadia Unified School District
• Varun Panchagnula , San Jose, California , Stratford Middle School , Private School

To learn more about the 3M Young Scientist Challenge and meet the 2024 competitors, visit YoungScientistLab.com .

"The 3M Young Scientist Challenge nurtures student curiosity by challenging them to think big and innovate for a better world," said Amy Nakamoto, Executive Vice President of Social Impact at Discovery Education. "We are excited to support this effort to demonstrate students' ability to use science to create a better world."

In its 17 th year, the 3M Young Scientist Challenge continues to inspire and challenge middle school students to think creatively and apply the power of STEM to discover real-world solutions. America's Top Young Scientists have gone on to give TED Talks, file patents, found nonprofits, make the Forbes 30 Under 30 list, and exhibit at the White House Science Fair. These young innovators have also been named TIME Magazine's first Kid of the Year, featured in The New York Times Magazine, Forbes , and Business Insider, and have appeared on national television programs such as Good Morning America, The Kelly Clarkson Show, and more.  

The award-winning competition anchors the 3M and Discovery Education partnership program Young Scientist Lab, which provides no-cost dynamic digital resources for students, teachers, and families to explore, transform, and innovate the world around them. All the resources are also available on Discovery Education Experience , the award-winning K-12 learning platform.

For more information about Discovery Education's  award-winning  digital resources and professional learning solutions visit www.discoveryeducation.com , and stay connected with Discovery Education on social media through  X (formerly Twitter) , LinkedIn , Instagram , TikTok , and Facebook . 

About 3M 3M (NYSE: MMM) believes science helps create a brighter world for everyone. By unlocking the power of people, ideas and science to reimagine what's possible, our global team uniquely addresses the opportunities and challenges of our customers, communities, and planet. Learn how we're working to improve lives and make what's next at 3M .com/news

About Discovery Education Discovery Education is the worldwide edtech leader whose state-of-the-art digital platform supports learning wherever it takes place. Through its award-winning multimedia content, instructional supports, innovative classroom tools, and corporate partnerships, Discovery Education helps educators deliver equitable learning experiences engaging all students and supporting higher academic achievement on a global scale. Discovery Education serves approximately 4.5 million educators and 45 million students worldwide, and its resources are accessed in over 100 countries and territories. Inspired by the global media company Warner Bros. Discovery, Inc. Discovery Education partners with districts, states, and trusted organizations to empower teachers with leading edtech solutions that support the success of all learners. Explore the future of education at www.discoveryeducation.com .

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