Why Working at a School Is So Discouraging (and How to Help)
The new school year is starting and, being honest, a lot of people are not real excited about that prospect (even if we exclude those students who want summer to extend a bit longer). If you work in a school (preschool, K-12, public or private) or have a family member or friend who does, there is a high likelihood that some feelings of dread are present.
Why am I predicting negative expectations? Because, currently, schools are one of the most difficult workplaces in our culture to be employed. Consider the following factors:
Low prestige. In past decades, teachers and educators were looked up to – by their students and the community. Lots of younger students, when asked what they wanted to be when they grew up, would answer: “I want to be a teacher.” Not so anymore. And ask any teacher what kind of responses they get when others find out they teach elementary, middle, or high school. It’s rarely encouraging.
Low respect for authority roles. Overall, in our culture today, there is a low level of respect for almost any authority figure – individual or corporate – both from adults and students. Teachers reported especially high levels of disrespect and outright defiance from middle and high school students after COVID-19. Not an enjoyable classroom environment.
Lots of demands (from multiple sources). In past eras, teachers were primarily responsible for ensuring that students learned grade-appropriate skills and information by the end of the school year. This was typically demonstrated by the body of work created (for example, reports, projects) and showing mastery of the materials by passing tests and their subject grades. Nationally standardized tests were then added along with state assessments with target goals. And, along the way, the tools for classroom discipline were diminished, leaving teachers (and aides) to meet high expectations, but often without the structural tools to meet them.
Limited (and usually insufficient) resources. This factor varies across districts but generally teachers have to deal with significant shortages of materials and other resources. Many teachers have to fund their own room decorations, have severe limits placed on handouts, not enough (or no) books for students, and minimal funds (if any) for educational field trips. In fact, a common event in schools is a fund-raiser held by the faculty to raise money for classroom supplies.
Ongoing impact of COVID pandemic. The impact of the COVID-19 pandemic on students cannot be overstated – educationally, socially, and emotionally. The reports of social anxiety, depression, loneliness, and academic underperformance are alarming. In many ways, the students of today are significantly different than same-grade students prior to COVID – they are missing (or are behind in their knowledge of) some foundational concepts, they are more socially anxious, less confident, and more emotionally immature. All of these factors make teaching and leading them more difficult.
Multiple ‘customers’. Schools (in general) and teachers (specifically) have multiple groups who expect results from their efforts: the students themselves, parents (and grandparents functioning as parents), the school and district administration, the community at large, the State Board of Education, and the Federal government. That is a lot of people to satisfy – with a wide range of differing expectations. Some expectations relate to standardized test scores, others to participation in sports and extra-curricular activities, how the student is being treated in the classroom (and by other students), and on and on. Essentially creating a ‘no-win’ scenario.
The political environment.On one hand, I hate to mention this, but on the other, I would be remiss if I didn’t because the tension in the air is thick, partly due to political issues. And I’m not really focused on the presidential election. Rather, the issues of school choice (via vouchers), conflicts between school boards and parents, gender identity issues and how to handle them – are the backdrop in which teachers and administrators must work on a daily basis.
How to Help Teachers, Staff, and Administration Survive
I often tell my clients that one of my most important roles is to be the “mirror of reality.” I’m committed to being honest and forthright – to help individuals and organizations face the facts of the reality of their situation. This is true for schools as well.
Our schools are full of well-meaning individuals who are committed to teaching and serving our children (and grandchildren) to the best of their abilities. But, unfortunately in many cases, the cards dealt to these adults are stacked against them – they are fighting uphill battles. To win these battles takes concerted, sustained effort over time, which leads to fatigue, emotional exhaustion, and burnout.
One of the best things we can do for our school personnel is to support and encourage them, and give them resources to build healthy supportive relationships with their colleagues. Each of us outside of the school systems, individually have limited ability to have a lot of impact. But research has shown that social support among colleagues is a key factor for building resilience among those team members – helping them resist and cope with the stress they experience and assisting them in rebounding more quickly from setbacks.
Teaching administrators, staff, and faculty how to share authentic appreciation with one another in the ways that are meaningful to each individual is a key tool that can help our family members, friends, and community members survive the stressors they will experience this year. We have created a version of our Motivating By Appreciation (MBA) Inventory specifically for those who work in our schools. The acts of appreciation suggested are relevant and applicable to every role in a school. Share this article with them and point them to our website, www.appreciationatwork.com , where they can access free resources to learn more appreciation and building healthy, supportive workplaces. To examine a sample report of our School MBA Inventory, click here.
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Take advantage of our Back-to-School Discount (20% off MBAI codes for the expanded school workplace version) when you use the priority code BTS20 at checkout.
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Categories 5 Languages of Appreciation, Appreciation, Burnout, MBA Inventory, Workplace Culture
