Navigating Contradictions: The Unspoken Struggles of Educators

I’m pretty active on LinkedIn. Recently, I came across the following post:

“One of the reasons the teaching profession has such a low satisfaction rate is that there are far too many contradictions. As an educator, you are supposed to:

1. Meet a high diversity of learning levels while following a rigid pacing calendar.

2. Support the social-emotional health of students but always be teaching students standards-aligned content.

3. Get through an inordinate amount of skills in a given year while ensuring your students build conceptual understanding through inquiry and discourse.

4. Leverage technology programs to personalize learning while reducing screen time so kids don't learn in silos.

Not only do these contradictions make the job feel unconquerable, but they also de-professionalize the job. As an employee, if you feel obligated to execute a series of tasks that work against each other, you begin to deeply question whether the job is coherent.

If we want educators to stay in the classroom, we need to make sure that success is achievable. Otherwise, educators will eventually feel deflated and choose another path.”

Educators hold a critical role in shaping the future, nurturing the minds and hearts of the next generation. As a Special Education Resource Specialist Program (SpEd RSP) teacher and a non-verbal autistic individual (Gestalt Language Processor), I deeply understand the intricate challenges of teaching. The demands on educators have never been higher. We are expected to meet diverse learning needs, support social-emotional health, and ensure students grasp vast amounts of content—all within the confines of rigid standards and pacing calendars. These increasing expectations have led to widespread dissatisfaction and burnout among teachers (myself included), creating a profession fraught with contradictions that often feel unconquerable. As we navigate these pressures, it becomes crucial to address and resolve these contradictions to foster a sustainable and fulfilling teaching environment.

The Contradictions in Education

“Meet a high diversity of learning levels while following a rigid pacing calendar.”

In a Title 1 setting, classrooms are often filled to capacity, and teachers manage an incredibly large roster of students. This environment amplifies the challenge of catering to a wide range of learning abilities. As a SpEd RSP teacher, I frequently encounter students with vastly different needs, from those requiring intensive support to those who excel beyond grade level. The rigid pacing calendars imposed by curricula leave little room for the personalised attention each student deserves. For instance, I once had a student who struggled with basic arithmetic while another in the same class was ready for advanced algebra. Balancing these extremes within a tight schedule often feels like an insurmountable task. Despite my best efforts, the pressure to adhere to the pacing guide means some students inevitably fall through the cracks. This struggle highlights the urgent need for more flexible and adaptive teaching frameworks that can truly accommodate diverse learning levels.

“Support the social-emotional health of students but always be teaching students standards-aligned content.”

Supporting students’ social-emotional well-being is paramount in creating a nurturing and effective learning environment. However, the relentless pressure to teach ‘standards-aligned content’ can often conflict with this goal. In my role as a SpEd RSP teacher, I see firsthand how students’ emotional and social challenges can impede their academic progress. Prioritising social-emotional learning (SEL) has been a critical strategy in my classroom. For instance, I incorporate daily check-ins and mindfulness exercises to help students manage stress and build resilience (Self-Regulation Strategy Development - SRSD - is a key feature of my practice). Whilst this approach fosters a supportive atmosphere, it can be challenging to balance with the demands of covering extensive curriculum content. Despite the pressure, I’ve found that students who feel emotionally supported are more engaged and perform better academically. This balance is crucial, as a nurturing environment ultimately enhances their ability to grasp and retain standards-aligned material, leading to more holistic and meaningful educational experiences.

“Get through an inordinate amount of skills in a given year while ensuring your students build conceptual understanding through inquiry and discourse.”

The pressure to cover a vast amount of content often conflicts with the need for students to develop a deep, conceptual understanding. This is particularly evident in my classroom, where the focus on breadth can undermine meaningful learning. I use Self-Regulation Strategy Development (SRSD) to address this challenge, modeling expected methods and vocabulary. SRSD helps students take ownership of their learning process, promoting a deeper comprehension of concepts. For example, instead of rushing through multiple maths topics, I focus on one concept at a time, encouraging students to explore it through inquiry-based learning and discourse. This approach fosters critical thinking and long-term retention. However, balancing this with the curriculum’s demands remains challenging. Some successes include students demonstrating a better grasp of complex ideas and applying them in different contexts. Nevertheless, the struggle lies in meeting all curriculum requirements whilst ensuring students build a robust understanding of the material.

“Leverage technology programs to personalize learning while reducing screen time so kids don't learn in silos.”

The push for using technology to personalise learning experiences is strong, but concerns about excessive screen time and its impact on student learning and social interaction are valid. Me being me, I prefer a more tactile, kinesthetic approach that builds community. By getting students up and moving, I help them regulate their emotions and engage more fully in their learning. For example, I use hands-on activities and physical movement to reinforce concepts, which not only aids comprehension but also supports emotional well-being. Whilst technology can offer personalised learning paths, it often isolates students and limits social interaction. By integrating technology sparingly, I ensure it enhances rather than dominates the learning experience. Tools like educational apps are used selectively to complement, not replace, kinesthetic activities. This balanced approach promotes engagement and interaction, allowing students to benefit from personalised learning without the drawbacks of excessive screen time.

The Impact on Teacher Morale and Professionalism

The contradictions inherent in the teaching profession significantly impact teacher morale and professionalism. As educators grapple with diverse learning levels, social-emotional health, extensive skill mastery, and balanced technology use, feelings of incoherence and frustration are inevitable. These conflicting demands make it difficult for teachers to feel successful, leading to burnout and dissatisfaction.

In many school districts across the country, attracting and retaining teachers has become a formidable challenge. This is not solely due to relatively low salaries, especially considering the extensive educational requirements needed to become a teacher. Special Education (SpEd) teachers, in particular, face additional hurdles. The specialised nature of their work demands more training and often involves dealing with higher levels of stress and emotional labour. Despite these challenges, compensation remains inadequate, further exacerbating the problem.

One educator shared on LinkedIn, “Balancing the need to follow a rigid curriculum while ensuring my students’ emotional well-being often feels like walking a tightrope. It’s exhausting and disheartening.” Such sentiments are echoed by many in the profession, highlighting a systemic issue that goes beyond individual experiences. The broader implications for teacher retention are dire. As more educators leave the profession due to burnout and dissatisfaction, the remaining teachers are left with even larger class sizes and more responsibilities, perpetuating a vicious cycle.

The professionalisation of teaching also suffers. When teachers are forced to execute tasks that contradict each other, it undermines their sense of professionalism and coherence in their roles. The perception of teaching as a low-status profession is reinforced, making it less attractive to potential educators.

Addressing these contradictions requires systemic changes. School districts must recognise the need for flexible curricula, adequate compensation, and support for teachers’ social-emotional health. By doing so, they can create a more sustainable and fulfilling teaching environment, ultimately benefiting both educators and students. As one educator on LinkedIn put it, “We need a system that supports us, so we can support our students.” Only through such reforms can we hope to resolve the current crisis in teacher morale and retention.

Solutions and Path Forward

To mitigate the contradictions in the teaching profession, we must adopt a multifaceted approach that addresses both immediate classroom needs and broader systemic issues.

Firstly, more flexible curriculum guidelines are essential. Educators need the freedom to adapt their teaching strategies to meet the diverse needs of their students. This could involve differentiated instruction techniques and project-based learning (PBL), allowing for deeper conceptual understanding rather than superficial coverage of vast content. By reducing the rigidity of pacing calendars, teachers can focus on ensuring all students achieve mastery at their own pace.

Increased support for SEL is equally crucial (yes, I know SEL is a “dirty word” in some US school districts). Integrating SEL into the daily curriculum helps create a nurturing environment where students feel valued and supported. Professional development opportunities should be provided to help teachers effectively incorporate SEL into their teaching practices. Schools could also benefit from additional counselors and social workers to support both students and teachers.

The balanced use of technology is another key solution. Whilst technology can personalise learning experiences, it should be used judiciously to enhance, not replace, traditional teaching methods. Schools should invest in training teachers to effectively integrate technology in ways that promote engagement and collaboration while minimizing screen time.

Systemic changes are needed to create a more supportive and coherent working environment for educators. This includes competitive salaries and benefits that reflect the demanding nature of the profession, especially for SpEd teachers. Reducing class sizes and caseloads would also alleviate some of the pressures teachers face, allowing for more personalized attention to students.

Encouraging a dialogue among educators, administrators, and policymakers is vital. Collaborative discussions can help identify specific challenges and develop tailored solutions. Policymakers must understand the realities of the classroom and be willing to invest in meaningful reforms that support teachers. Schools should establish forums for regular feedback and open communication, ensuring that teachers' voices are heard and their expertise valued.

By implementing these solutions, we can create a more sustainable and fulfilling teaching environment. It is through collective effort and systemic change that we can hope to resolve the contradictions facing educators today, ultimately benefiting both teachers and students.

Final thoughts …

To wrap up, the teaching profession is fraught with contradictions that undermine job satisfaction and retention. From managing diverse learning levels within rigid pacing calendars to balancing social-emotional health with standards-aligned content, and integrating technology whilst reducing screen time, these conflicts create a challenging environment for educators. Addressing these issues requires flexible curriculum guidelines, increased support for social-emotional learning, and balanced use of technology. Moreover, systemic changes are essential to create a supportive and coherent working environment.

Also, it’s crucial to remember that many Western solutions are individualistic, whilst many teachers and learners come from cultures that value collective work. Technology and personalised learning don’t always suit these students. To improve education, we must promote initiatives that balance these needs, ensuring all students thrive.

I urge you to support reforms that create a more balanced, sustainable approach to education, benefiting both educators and students. Together, we can build a more supportive and effective educational system.