The U.S. Educational Landscape: Five Shifts Since the COVID-19 Pandemic

1. Teachers are leaving, and those staying are stressed

At the start of the 2024-2025 school year, 82% of U.S. public schools had teaching vacancies. Schools have tried to adapt by expanding class sizes and hiring substitute teachers. They have also increased use of video conferencing to Zoom teachers into classrooms.

Teacher retention has been a problem for at least a decade. But after the pandemic, there was an increase in the number of teachers who considered leaving the profession earlier than expected. When teachers leave, often in the middle of the school year, it can require their colleagues to step in and cover extra classes. This means teachers who stay are overworked and possibly not teaching in their area of certification.

This, in turn, leads to burnout and increases the likelihood that students will not have highly qualified teachers in some hard-to-fill positions like physical science and English.

2. Increase in scripted curriculum

As of fall 2024, 40 states and Washington had passed science of reading laws which mandate evidence-based reading instruction rooted in phonics and other foundational skills.

While the laws don’t necessarily lead to scripted curriculum, most states have chosen to mandate reading programs that require teachers to adhere to strict pacing. They also instruct teachers not to deviate from the teacher’s manual.

Many of these reading programs came under scrutiny by curricular evaluators from New York University in 2022. They found the most common elementary reading programs were culturally destructive or culturally insufficient – meaning they reinforce stereotypes and portray people of color in inferior and destructive ways that reinforce stereotypes.

3. Decline in school use of technology and social media

Though these spaces can provide social supports, it is important for teens to understand the strengths and limitations of technology and receive authentic guidance from adults that a technology ban may prohibit.

4. Shifting role of teachers

When teachers are positioned as implementers of curriculum instead of professionals who can make decisions, it’s also important that teens are aware of positive support networks that are available online.

5. Students and adults need social emotional support

Students returned to in-person schooling with a mix of skill levels and with a variety of social and emotional needs.

Teachers reported higher student needs for social and emotional learning after they returned to in-person instruction. While some of this social and emotional teaching came under fire from lawmakers and parents, this was due to confusion about what it actually entailed. These skills do not constitute a set of values or beliefs that parents may not agree with. Rather, they allow students to self-regulate and navigate social situations by explicitly teaching students about feelings and behaviors.

Conclusion

The COVID-19 pandemic has brought about a significant shift in the U.S. educational landscape. The five shifts highlighted above have far-reaching implications for teachers, students, and society as a whole. As we move forward, it is essential to prioritize trust, social-emotional learning, and teacher autonomy to create a more effective and equitable education system.

FAQs

* What are the key takeaways from the five shifts?
+ Teachers are leaving the profession in large numbers, and those staying are stressed.
+ Scripted curriculum has become more prevalent, leading to concerns about cultural responsiveness.
+ The role of teachers has shifted, with a greater emphasis on implementation rather than professional decision-making.
+ Social-emotional learning is essential for students, but it is often misunderstood or underprioritized.
+ Trust is a critical component of a successful education system.
* What can be done to address these shifts?
+ Prioritize teacher autonomy and well-being.
+ Focus on culturally responsive and contextually relevant curriculum.
+ Emphasize the importance of social-emotional learning.
+ Foster a culture of trust and collaboration between teachers, administrators, and parents.
+ Provide ongoing professional development opportunities for teachers to adapt to changing circumstances.