Innovation Has A Role To Play In Improving Teacher Well-Being

Teacher stress is one of many persistent challenges in our education system. While it’s not a new problem—dissatisfaction and stress had been on the rise even before the pandemic—it reached a critical mass during the Covid-19 era. As any K-12 teacher (or anybody who knows one) can attest, the pressures and expectations for educators has never been greater than today.

This topic is particularly concerning to Dr. Priscilla Chan, co-founder and co-CEO of the Chan Zuckerberg Initiative. Dr. Chan holds a unique position in the K-12 philanthropy ecosystem: she’s a former classroom teacher, a pediatrician and founder of The Primary School. Her diverse background is reflected in CZI’s multi-dimensional approach, which leverages learning science, educators and technology to solve the thorny problems in education. Given her interest in this critical issue, it’s not surprising that CZI has launched a new initiative aimed at improving teacher well-being.

During the recent 2022 New Schools Venture Fund Summit, I was honored to interview Dr. Chan in her role as a keynote speaker. She shared her thoughts about the challenge of rebuilding our K-12 education system when so many teachers are struggling. Half of teachers say they’re burned out, and nine of ten believe that pandemic stress is a serious problem for educators. A poll by the National Educators Association revealed that 55% of teachers are considering leaving the profession earlier than planned. Many U.S. school districts fear higher-than-normal teacher vacancies for the upcoming school year and anticipate struggling to fill them.

But beyond the issue of retention, teacher stress also has a direct impact on student achievement and classroom behavior challenges. It’s a crisis that we, as a society, can’t afford to ignore. “Not addressing that issue is a disservice to students, teachers and families,” Dr. Chan told me.

Recognizing both the need and opportunity for teachers and the students they serve, organizations like CZI are identifying and supporting organizations with track records of reducing teacher burnout and increasing teacher retention. On the day Dr. Chan and I spoke at the summit, CZI announced the first of $4 million grants it’s awarding for teacher well-being initiatives, including professional development, mentoring and wellness programs. It will give $1 million to FuelEd, whose programs give educators the interpersonal skills, self-awareness and emotional well-being they need to build strong relationships with students. CZI also will give $1 million to The Teaching Well, which offers programming to increase teacher retention and resilience through healthy dialogue, mindfulness and emotional regulation.

And because the challenges of the last few years have been particularly hard on educators of color, CZI also announced $2.75 million in grants for five programs that support professional development and well-being efforts in those communities. These grants follow CZI’s previous investments to develop innovations that combine the latest research from the learning sciences with the wisdom and expertise of classroom practitioners—along with amazing product design—to foster deeper relationships and support student and educator well-being.

During our conversation, Dr. Chan also talked at length about Along, a tool developed during the pandemic to provide an easy way for teachers and students to connect, build relationships and develop mutual respect and trust for one another—the critical foundations for student and teacher well-being. As noted in a report commissioned by Gradient Learning last fall, technology can inhibit effective relationship building—but also can become part of the solution when done smartly and intentionally. As Dr. Chan said during our discussion, “it gets us so much more quickly to that magical moment that brings teachers to this work that we know unlocks the potential of young children.”

As Dr. Chan acknowledged, CZI’s grants to support educator well-being and their work on Along are only the first step in helping address challenges of teacher retention, particularly for educators of color. However, they are an important first step, and one that she hopes other organizations will follow as CZI, too, continues its work in this important area.

My conversation with Dr. Chan prompted me to think about ways we can bring together learning science with educators, parents and students to address weighty issues, such as closing opportunity gaps to provide pathways to success for all students. I’m also energized by new and emerging technologies, like Along, and the potential role they can play in solving these challenges.