HOUSTON — On a Saturday morning in August 2023, a crowd gathered outside the Houston Independent School District administration building with protest signs in hand. The brutal, sticky heat of Texas summer already had people wiping sweat from their brows and handing out bottled water from ice-filled coolers.

Teachers, parents and politicians took turns at the microphone, united in their criticism of the controversial state takeover of Texas’ largest school district. One fear expressed was about how the mostly Black and Latino students at 28 schools would fare under a plan created by new Superintendent Mike Miles that would require school libraries to cease, in essence, functioning as libraries.

Demonstrators gather in August 2023 in protest of Houston ISD's plan to close libraries in schools. Photo by Nadia Tamez-Robledo for EdSurge.

Instead, they would become “team centers,” where teachers would send disruptive students to work independently. The most high-achieving students would be funneled there, too, where they could do worksheets at their own pace and free up teachers to focus on everyone else.

Taylor Hill, a student at Wheatley High School, would experience the change firsthand. Her school is located in Houston’s Fifth Ward neighborhood and serves a student body that is nearly 100 percent classified as economically disadvantaged.

The Texas Education Agency awards letter grades to schools and districts based on test scores and other student performance metrics. When Wheatley High received a seventh “F” rating from the Texas Education Agency in 2019, it triggered the state takeover of the district. A Houston lawmaker championed the 2015 law that created the mandatory takeover process, something he saw as a way to hold the district accountable for continually low-performing schools.

At the protest, Hill stepped up to the podium and spoke into the microphone, talking over a crescendo of buzzing cicadas. The library at her school is a refuge, she said.

“I live in Fifth Ward. There's not a lot there, but what is there should not be turned into a detention center, especially when I am constantly there,” Hill told the crowd. “I read a lot, and I just feel like that is not what needs to happen.”

Unfortunately for Hill, the new state-appointed superintendent went through with his plan. A year later, the early consequences are becoming clear. School librarians have lost their jobs. Teachers have adopted a district-approved curriculum that some feel is rote and uninspiring. And children are receiving different educations depending on which part of the city they call home — a divide that maps onto Houston’s income and racial disparities.

Man With a Plan for ‘Differentiation’

Mike Miles was appointed superintendent in June 2023, brought in to lead the state takeover and improve academic performance in Houston.

In addition to districts, schools in Texas are individually given A through F grades based partially on standardized test scores. Miles quickly created big and controversial plans to improve scores. One strategy among his planned overhaul — called the New Education System, or NES — was to close libraries at 28 schools out of the district’s 274 total and turn them into “team centers.” It would accomplish two goals, he said: create a place to send “disruptive” students after removing them from class as well as an environment to send high-achieving students for enrichment.

School principals were also given the option to voluntarily adopt the new system, becoming what the district referred to as “NES-aligned.” After adding in those campuses, a total of 85 schools would start fall 2023 under the program.

The problem? Myriad parents and teachers alike hated the idea of closing down libraries and isolating students, especially considering these schools — and the entire school district — serves a student population that’s overwhelmingly Black and Latino.

The map below shows Houston schools that are part of the New Education System with each neighborhood color-coded based on median income. Click on the map to see more information about income in each neighborhood. Areas become more green as income increases and more blue as income decreases.

Map by Nadia Tamez-Robledo for EdSurge.

One was Melissa Yarborough, a teacher at Navarro Middle School in Houston’s East End, which is home to one of the city’s historically Latino neighborhoods. While not targeted as a failing school or assigned to the New Education System, her campus leaders adopted much of district's new curriculum, according to Yarborough. Navarro Middle officially became an NES school in 2024.

Her two children, however, were students at one of the targeted schools, Pugh Elementary in the city’s northeastern Denver Harbor neighborhood. Although, it wasn’t labeled as “failing” when Miles was appointed superintendent. It had an A rating from the state in 2022. Even by Houston ISD’s own calculations, the school is expected to earn a B rating when 2023 and 2024 school “report cards” are released. It was a tougher scoring formula released last year that makes earning high “grades” harder. A lawsuit by Texas school districts over the change has halted the release of 2023 ratings for now, and a second lawsuit is similarly blocking the state from releasing 2024 ratings.

As demonstrators hung back and talked after the protest, Yarborough said she was horrified by the way Miles described his plan to move disruptive students to the library-turned-team-center and tune into lessons via Zoom.

“He said, ‘Imagine. I'm walking in with 150 kids. All the children are working on their own little assignment or whatever, individually or in pairs,’” Yarborough recalled. “He said it to me like it's a beautiful thing.”

Screenshot of teacher and parent Melissa Yarborough speaking during the public comment portion of a board meeting in February. Video courtesy of Houston ISD.

She said Miles sold the idea as “differentiation,” a principle that all teachers learn during their undergraduate training. In essence, it’s the idea that teachers should adjust their lessons to each student’s needs, whether they’re struggling or grasping a concept quickly.

Yarborough said Miles’ plan isn’t effective differentiation, though. Disruptive students will receive a worse education, if the results of pandemic-era Zoom classes are any indicator, she said. And doing worksheets in the library isn’t a reward for high-achievers, she added.

Duncan Klussmann agreed with Yarborough’s assessment. A former superintendent of nearby Spring Branch Independent School District, he is now a professor of educational leadership and policy studies at the University of Houston. Ultimately, Klussmann said, Miles’ model is designed to produce higher test scores. But Klussmann is more interested to know what the student experience is in these schools.

“Just because you have higher state test schools, do more students go off to higher ed?” he asked. “Are they successful when they go off to higher ed? Do more students get a technical certification? Do more students go into the military, you know? Do they have a better life after high school? We don't know. We won't know for four, six, 10 years what the effect is of NES schools on students.”

Officials from Houston ISD did not respond to interview or information requests from EdSurge.

Displaced Librarians

When Brandie Dowda was hired at Burrus Elementary, a campus home to mostly Black and Hispanic students, she was the first librarian employed by the school in a decade.

Her tenure wouldn’t last long.

During summer 2023 — the same one during which Houstonians like student Hill and parent Yarborough protested outside the district administration building — Dowda was on vacation when the principal at Burrus informed her that the librarian position was being eliminated. The campus was going to be part of the inaugural New Education System cohort of schools, and the library would be closed.

Dowda found another librarian position in the district at Almeda Elementary and said she was happy at her new school. The library had long been central to life at the campus, and Dowda said students were rarely seen without a book in hand.

But again, her tenure would be short-lived.

Librarian Brandie Dowda poses in front of knitted protest signs before speaking at a board of managers meeting in August 2024. Photo courtesy of Dowda.

Dowda was leaving for work one morning in January 2024 and quickly scrolled through the news feed on her phone before heading out the door when she saw it — a news article announcing that 26 more schools would join the New Education System in the fall of 2024.

Dowda’s school was on the list. “I went, ‘Oh, I get to do this again,’” she recalled. “I found out from the regular news, which if I remember correctly, is also how my principal found out. It's kind of how everybody found out.”

Dowda said that her former library at Burrus wasn’t turned into a team center — a classroom was used instead — but students still weren’t allowed to access the books. Then, in May 2024 at Almeda, she was in the middle of a lesson when movers arrived to begin disassembling the library, she said. As the school year ended, the carpet was left with bald spots where shelves had been removed and the concrete floor underneath showed through. Her students were upset to learn that their library would be closed when they returned in the fall.

The library at Almeda Elementary after bookshelves were removed. Photo courtesy of Brandie Dowda.

Dowda’s story mirrors that of Cheryl Hensley, the former librarian at Lockhart Elementary. Hensley had been retired from her 38-year career in Houston ISD when a friend coaxed her into applying for the librarian position at the campus, which is in the city’s historically Black neighborhood of Third Ward.

Like Dowda at Almeda Elementary, she was at Lockhart for one year before her job was eliminated. Her principal opted into the NES standards believing that, in doing so, decisions about the school would still ultimately be made at the campus level. Hensley found out she lost her job in summer 2023.

“The principal is a super supporter of libraries and books and literature and reading, all over, I mean 100 percent,” Hensley said, “and so she was thinking I would be OK. They told [the principal] they could keep everybody, that everything would be the same and nothing would change.”

Cheryl Hensley poses in the library at Lockhart Elementary, where she was formerly a librarian and where she now volunteers monthly. She says that while the books have not been removed, they are not checked out to students. Photo courtesy of Hensley.

But then Hensley heard from the principal: “She called me in and just said, ‘No, I can't keep you. They told me that I have to turn my library into a team center.’”

Beyond the professional upheaval, Hensley and Dowda worry about what the absence of a school library will mean for students’ success in elementary school and beyond. Third grade is widely noted as a critical time for children to achieve reading proficiency, otherwise putting them at risk of falling behind academically during each subsequent year.

“I teach them to love to read,” Hensley said. “If you're invested so much in reading and math, then you're missing a major component [by closing libraries]. Because if a kid loves to read, they will read more. If a kid loves to read, he will comprehend more. We are part of that solution.”

Hensley said she visited her former colleagues and students at Lockhart monthly during the 2023-24 school year, and students asked her if she was back to reopen the library each time. It has been turned into a team center with about 50 desks, she says, where students are sent if they finish their classwork early.

Hensley said the school’s library, even if it’s not operating as one, still has books thanks to the principal’s actions in 2023. A work crew arrived to remove the shelves — making way for the team center desks — when the principal was at an off-campus meeting, Hensley recalled. The principal returned just in time to tell the crew that nothing was to be taken.

“She said, ‘We'll work that out, because you're not taking the books,’” Hensley says. “She pushed back, and I appreciate her 100 percent because still the library itself at Lockhart is basically intact.”

Houston ISD told Houston Landing that some schools allow students to informally check out books on an “honor system.”

The NES approach might fix the problem of low test scores, she said, “but it's not going to give you a lifetime learner or lifetime reader that will read and comprehend and think for themselves.”

While the district is moving forward with bringing more schools in its New Education System — and closing more libraries in the process — Dowda said that there aren’t any parents or community members she’s heard from who see library closures as a smart move.

“Why are you closing the libraries when you want to improve literacy and reading scores? They have not yet explained to us how that makes sense,” Dowda said. “I'm not the only one who has pointed out that this is not happening in the schools in the west side of Houston, which are the affluent schools that are mostly white. It is happening in the Title I schools with high poverty rates that are populated mostly by African American and Hispanic students.”

Dowda won’t be looking for yet another librarian job within Houston ISD. Instead, she found one in a different school district nearby. She predicts other educators who work at NES schools will do the same.

“I'm going to go to another district that values libraries,” she said, “and where I can have stability in a library and go about my librarian business of helping children find books that they enjoy reading.”

‘It’s Segregation’

It was last November that Yarborough, the Houston teacher and parent, stepped outside the bounds of the new NES curriculum for the final time.

After the summer protest, Yarborough started the 2023-24 school year using the district’s mandated materials. But three months in, she had had enough of watching students in her English language arts class mentally check out from the monotony of the new structure: She read off district-created slides, and then students answered a multiple-choice question by holding up a markerboard where they scribbled an A, B, C or D. For short-answer questions, they wrote on an index card. Over and over, until it was time for a five-question quiz.

Would Miles or any of those board members send their child to an NES school? They would say, 'Oh, no. My kids need to be more challenged.'

— Melissa Yarborough

“By November I was like, ‘I'm done with this,’” Yarborough recalls. “They're not learning. I know they can. I'm going to go back to a great lesson.”

For Native American Heritage Month, Yarborough decided to introduce her sixth graders to stories, poems and songs that fit the theme, despite them not being approved for use. Each time she rebelled by using a story or activity in class, even if an observing school administrator had liked the lesson, her supervisor would remind Yarborough the next day not to stray from the slides that were sent over by the district.

Eventually, an assistant principal called Yarborough into her office. She reminded Yarborough that the district’s orders barred teachers at NES-aligned schools like Navarro Middle from giving students quizzes, tests or any assessment outside of what was part of district-provided slideshows.

“It sounded kind of like a threat where she said, ‘I'm telling you before the [executive director] comes and tells you herself,’” Yarborough recalls. “‘You're going to be in big trouble with the ED herself if you don't start doing this now.’”

Yarborough quit her teaching job in January. She now works as a teacher in a nearby district, outside of the NES program. She couldn’t be part of a system that was forcing her to, as Yarborough puts it, treat students like machines.

“I knew they weren't learning. I knew I wasn't preparing them for anything in life besides a STAAR test,” Yarborough says, referencing the state’s annual standardized test, “and I was having to deny their humanity while we did that. I was so stressed, and my stomach was always a knot. I was like, ‘This is horrible. I can't keep doing this.’”

The slideshow model didn’t give her time to help students understand concepts before moving on, or for students to practice a skill on their own. The timed, jam-packed schedule didn’t even leave most kids with time to go to the bathroom, she says.

“They've just been holding up the whiteboard on the multiple-choice question slides, so they haven't been able to read a story and think through it and make mistakes and get feedback on their own,” Yarborough says. “So you have kids who will give up, and they just write any letter on their whiteboard, and it doesn't matter to them. And Mike Miles calls this engagement, but that's just obedience — because when a student is really engaged, it's their mind that's engaged, not their hand with a marker.”

Despite educators’ concerns, district leaders are riding high on data showing that some campuses made huge improvements in their overall accountability ratings — rising by 30 or more points, in some cases — during Miles’ first year at the helm. The district called the increases “remarkable” in a news release, noting the changes made under the New Education System.

While the state has been blocked from releasing annual school accountability scores, Houston ISD crunched the numbers itself and released its campuses’ preliminary scores. Wheatley High School, the source of low scores that triggered the state takeover, will increase from a “D” rating in 2023 to a “B” at the end of the 2024 academic year. The number of schools rated “A” and “B” will more than double during the same period, according to the district, while “D” and “F” campuses will fall to 41 schools in 2024 compared to 121 the previous year.

“We are incredibly proud of what we’ve been able to achieve in one year,” Miles said in the news release. “Together with our dedicated teachers, principals, and everyone at HISD, we will continue to provide high-quality instruction that builds on this growth.”

The first year of NES was turbulent, with a seemingly constant stream of new reforms. Protesters spoke out against the overhaul at public meetings, with plans for massive layoffs angering parents. Employee turnover during Miles’ tenure was 33 percent higher than the previous year.

Miles has remained cool under the barrage of criticism — including from a panel of graduating seniors who had firsthand experience under his New Education System. He brushed off the idea that a 9,000-student drop in enrollment was worrisome, telling the Houston Chronicle that the “numbers are changing every day ... but we feel confident that we’re going to keep growing in our enrollment until September.”

In the same article, a parent said her children had “hollow zombie faces” due to the stressful environment at their Houston ISD school. She opted to have them do virtual schooling this year.

As a parent, Yarborough wasn’t only troubled by how the superintendent’s test-centered plan changed school for the students she taught. Both of her children attended Pugh Elementary, part of the original cohort of NES schools, during the 2023-24 school year. She said her daughter’s fourth-grade class operated much like Yarborough was expected to run her sixth-grade class. Her son’s first-grade class wasn’t much different.

“My younger one would say, ‘Today's the same as every day,’” she recalls. “He said there wasn't the best part or the worst part. It wasn't good and it wasn't bad. It was just a flat line, like blah, every day.”

Yarborough found another school for her children — her son has specifically asked not to go back to Pugh Elementary for second grade. But to ensure she chose a school that’s beyond the reach of the New Education System, it meant looking at areas of the city that are wealthier.

Earlier this year, the district brought the total number of NES schools to 130 — nearly half of schools in the district — when it added 45 campuses to the NES roster.

“Miles is not going to target the schools where the parents have wealth and power, and that's concentrated in the schools with higher white populations,” Yarborough says. “And that's due to a legacy of racism.”

She feels bad about searching for schools based on the income level of their students’ families. But she doesn’t feel like she has a choice.

“Would Miles or any of those board members send their child to an NES school? They would say, ‘Oh, no. My kids need to be more challenged. My kids need a better social environment. My kids,’” Yarborough said. “They're giving our kids less. They're treating our kids differently. It's segregation.”

© Photo courtesy of Brandie Dowda.

When Tim Walz was announced as Kamala Harris’ running mate earlier this month, his ascendancy helped to elevate the idea of educators serving in public office.

Walz, who served several terms in Congress before becoming the governor of Minnesota in 2018, is a former high school social studies teacher and football coach who, to this day, holds those identities close. Come January 2025, depending on the outcome of the election, he could be moving to Washington, D.C., to serve as vice president of the United States.

Though Walz is squarely in the spotlight during this election, a number of other educators are seeking public office this year, many for the first time.

In many ways, politics is an obvious and natural progression for educators, teacher-candidates and political scientists say.

This summer, EdSurge spoke with five individuals running for election — three classroom teachers, one superintendent and an early childhood advocate — about their motivations and the skills and experiences that would set them up for success in office, if elected in November.

Once a Public Servant, Always a Public Servant

Plenty of former educators hold public office today, including at the federal level, such as Sen. Patty Murray of Washington state, a former preschool teacher, and Rep. Jahana Hayes of Connecticut, a former high school history and government teacher.

The step from public teacher to public office holder is, for many, intuitive, says Kelly Siegel-Stechler, a senior researcher at Tufts University’s Center for Information and Research on Civic Learning and Engagement.

“They’re already public servants,” Siegel-Stechler points out. “They have a lot of insight and experience in how to navigate some of the challenges that go along with large public institutions and the processes that make government happen.”

Jonathan Collins, an assistant professor of political science and education at Columbia University’s Teachers College, adds that individuals who prioritize public service and volunteerism are more likely to engage with civic and political organizations.

Arguably the highest form of service is to teach every day.

— Jonathan Collins

“It’s the involvement in those networks that tends to catapult people into the process of running for office,” Collins says. “Think about teachers and teachers’ unions, about what a teacher does on an everyday basis. Arguably the highest form of service is to teach every day.”

Chad King Wilson Sr. is a high school alternative education and social studies teacher in Montgomery County Public Schools in Maryland. He’s running for a seat on the Frederick County Board of Education this November.

Teachers, Wilson says, understand that their role — with students, with families, in a community — has a certain power and, with it, demands a certain responsibility.

“In politics today, the decisions our elected officials make affect our lives — sometimes in small ways, sometimes big,” he says. “Educators have a service mindset and a duty of care in everything they do. That serves you well in any elected position, because you’re already serving. You’re a public servant, [asking], ‘How can I uplift you? How can I get you where you need to be?’”

Education Is Inherently Political — Even More So Today

Between the pandemic, which led to divisive and prolonged school closures, and the increasing politicization of education — from book bans to discussions of gender identity and legislation about what can be taught or said in a classroom — many teachers feel vilified.

“Teachers have found themselves under intense scrutiny in recent years, and that has really made them staunch advocates,” says Siegel-Stechler of Tufts. “When you feel like you are asked to justify and asked to uphold your values, that can lead you to want to make big changes.”

A few conditions must be in place for someone to run for office, adds Collins of Columbia. Once you account for access to resources and connections, the most important factor is being energized.

“You could argue no professional has had reasons to be as fired up over the last few years as teachers,” he says. “Teachers have been showing that they are fed up for quite a while. It’s the people who get fed up who tend to see politics as that next step as well.”

Especially when teachers feel that the conversations being had and decisions being made about them and their students don’t reflect reality, that can inspire some to run.

Numerous candidates noted that their school boards and state legislatures lack representation from people who have knowledge and understanding about schools today.

“You don’t have a lot of people [in office] who are still in front of students, working inside of schools, who know this because they live it every day,” says Wilson. “That gave me the nudge to go over the line: ‘I’ve gotta step up.’”

Sarah Marzilli is an elementary school art teacher who was running for a seat on the school board in Volusia County, Florida, but recently lost her primary. She feels that, with the pace of change in schools today — from social media and cellphone use to the growing challenges around mental health — school boards need representation from current educators.

“We need to make sure we have someone who’s in the trenches, so to speak,” Marzilli says, “not an outsider looking in on it.”

Sara-Elizabeth Cottrell, a longtime Spanish teacher and current substitute teacher who is running for a seat in the Kentucky state legislature, notes that because a lot of legislators are lawyers, they can have unrealistic expectations about how quickly change happens in education.

“When they talk about education, they talk as if you can snap your fingers and have something done,” Cottrell says. “As teachers, we know the amount of time it takes. We know more about the initiatives that look good on paper but won’t actually move the needle. … We’re results-driven.”

While tuning in to a recent public committee hearing about the growing population of English language learners in Kentucky schools, Cottrell was appalled by committee members’ ignorance about basic education codes. “I wanted to jump through the screen,” she recalls. “No one knows what they’re talking about. … They’re not even asking the right questions.”

Susie Hedalen is currently the superintendent of Montana’s Townsend Public School District and running to be Montana’s next superintendent of public instruction. Hedalen has worked as a teacher, a principal and a superintendent at districts of varying sizes in Montana.

“I’m living it every day,” Hedalen says. “I know what our challenges are. I know what school leaders feel like they need and how the state could support leaders as well as teachers. I get to work with students and families every day and really have a pulse on what’s happening in education in Montana right now.”

A Bevy of Transferable Skills

Educators tend to possess a set of skills that lend themselves well to public office, many people pointed out.

For one, teachers are often effective communicators to different audiences, be it students, families or administrators. They can communicate well one-on-one but also to large groups.

Teachers are practiced decision-makers, too.

“They make a lot of hard decisions every single day,” Siegel-Stechler says. “Alone in a class with 20 to 30 kids, they have to be able to make good decisions on the fly.”

Educators are often good listeners. They are trusted members in their communities. They get along well with people who have a range of personalities and opinions. They have a certain comfort level with public speaking. And they tend to be disciplined. Those are all qualities that came up during interviews.

Educators are usually empathetic too, Collins says, noting that empathy is a quality missing from our politics today.

“In order to be an effective teacher, you have to be able to empathize with students — not judge them based on preconceived ideas, understand the humanity and dignity of each child and how to maximize their potential,” he says.

Educators Take a Seat at the Table

The two candidates who are running for seats in their state legislatures — Cottrell from Kentucky and Safiyah Jackson from North Carolina — both noted that the electoral system is stacked against people like them.

“If you’re an educator with educator friends, or a Black woman with Black friends, it makes fundraising very difficult,” says Jackson, an early childhood advocate and chief strategy officer at the North Carolina Partnership for Children. “If you’re a lawyer with lawyer friends, bam. It’s a system designed to deliver exactly as it’s delivering.”

It takes a lot of time and money and social connections to run and win a campaign, Cottrell says. That’s not very practical if you’re a full-time employee earning regular wages.

“I would love to see more teachers run for office and be empowered to do that,” Cottrell says, “but that’s really, really difficult under the work burden they have.” (Cottrell is not teaching full-time right now.)

The result, she says, is a body of legislators that does not include many people with “boots on the ground, who are getting their hands dirty in the work.”

Cottrell understands that not every educator can or wants to run for office. But that doesn’t mean they shouldn’t be involved in the process of politics in some way. They might consider alternatives like asking to testify before a committee or offering to work with their representatives on legislation pertaining to education.

“The more teachers are involved in the process, the better relationship there will be between the statehouse and schools,” Cottrell says. “That can only benefit the kids.”

© Frame Stock Footage / Shutterstock

In the two decades that Jennifer Merriman has been in education, she’s seen a tendency in the field to solve problems by piling more tasks onto teachers who are already straining under the weight of their workloads.

That ultimately works against what researchers say is one of the most important pillars of a school’s success: the well-being of its teachers. Findings from the University of Oxford Wellbeing Research Centre are detailed in a new report commissioned by the International Baccalaureate Organization, where Merriman is the global director of research, policy and design.

“If workload is already the burden on teachers, I think schools will have to get creative,” Merriman says, “and hopefully the teachers themselves can help with the innovation of how to focus on well-being without it becoming yet another burdensome activity that they've got to check the box on.”

Researchers say that schools have a vested interest in improving teacher well-being, citing a 2022 Gallup poll that found 44 percent of K-12 workers in the United States “always” or “very often” feel burned out at work. Zooming in on only teachers, they had the highest rate of burnout among all school workers at 52 percent.

A Sparse Research Field

The International Baccalaureate decided to take a closer look at teacher well-being following the toll taken on schools by the COVID-19 pandemic, Merriman says, when it became apparent that little research existed on the topic. The paper is the second in a series of three that the organization commissioned, with the first covering student well-being.

“The pandemic hit, and everybody was suffering: students and their families and guardians and teachers and school administrators,” she says. “[The Wellbeing Research Centre] really are helping us to understand the science behind well-being. How do we define it? What are the drivers or determinants of well-being? And then what might we do at the IB or globally to really try and improve student and teacher well-being?”

Researchers developed what the report calls a framework that divides teacher well-being into three main factors: job satisfaction, individual elements like physical health, and school-level drivers like work-life balance and class size.

While the report cautions that the research field is in its infancy and the teacher well-being drivers it identifies may not be exhaustive, it offers the framework to start conversations at schools that want to better support teachers.

Researchers also identified school climate, salary satisfaction, supportive professional relationships, job security, continuous learning, and workplace recognition as school-level factors that drive teachers’ job satisfaction.

Researchers from the University of Oxford Wellbeing Research Centre developed a framework that divides teacher well-being into three main factors: job satisfaction, individual elements like physical health, and school-level drivers like work-life balance and class size.

Well-being and Student Success

The ultimate goal is for schools to “have these conversations about what's really important to the teachers and to the staff, and for the school to understand the local context and what's driving strong or weaker levels of school satisfaction for those educators,” Merriman says.

Some poll data shows that more than half of teachers have considered quitting, and Merriman says it's important for the education field at large to improve workplace well-being before the declining number of teachers becomes a potential crisis. It may already feel that way in some parts of the country where teacher turnover rates hit as high as 24 percent in 2022.

“I think one thing that we all sort of felt intuitively but came through very clearly in the reports is the through line between teachers and students,” she says. “The most important factor, the thing that contributes the most to students' academic and well-being outcomes, are teachers within a school. There's nothing else in a school that contributes more to their outcomes, both non-academic and academic.”

© Alphavector / Shutterstock