I recently sat with a seasoned fourth-grade teacher (let’s call her Mrs. Anderson), an old friend who found herself faced with one of the most challenging experiences of her career. As she began her 32nd year of teaching, she remained one of the best and most sought-after instructors in her school district. With clearly established classroom expectations and high standards for learning, combined with a love for every student who walked through her door each day, she excitedly settled into her classroom with the expectation of having another fantastic academic year of engagement and growth by her students. 

This year was to be different, however, because of one student who stood out – not for his academic prowess, but for the relentless disruptions he brought into the classroom. A mere month into the school year, he had already assaulted Mrs. Anderson, wreaked havoc on school supplies, and created an environment of constant tension and distraction. His actions not only consumed an inordinate amount of her attention but also hindered the learning journey of his peers. 

Daily, and sometimes hourly, meltdowns and tantrums left her frazzled and at wits-end with how to handle the situation so that the other 27 students in her classroom didn’t suffer learning loss and emotional (and sometimes physical) abuse from this defiant and disruptive student. The tumultuous atmosphere in Mrs. Anderson's classroom serves as a stark example of the broader challenges educators are grappling with in the aftermath of the COVID-19 pandemic.

Teachers across America have encountered challenges unprecedented in our history due to the COVID-19 pandemic. A recent report from the National Center for Education Statistics (NCES), a branch of the U.S. Department of Education’s Institute of Education Sciences, has shed light on the depth of these issues. A significant 87% of public schools noted a decline in student socio-emotional development during the 2021-22 academic year. Additionally, 84% believe that students' behavioral growth has been adversely affected.

This isn't just a matter of opinion; the data paints a startling picture. Classrooms are experiencing a surge in disruptions, with 56% attributing them to student misconduct. Outside the classroom, 49% of teachers report increased unruliness, and an alarming 48% note heightened disrespect towards faculty. Moreover, there's a rise in the prohibited use of electronic gadgets at 42%. Adding fuel to the fire, in October 2023, California Governor Gavin Newsom signed legislation banning "willful defiance" suspensions among TK through 12th grade students throughout the state. SB 274 expands current legislation prohibiting suspensions for disruption and defiance for K-5 students to include grades 6-12 students. Starting in July of 2024, options for principals in dealing with highly disruptive and defiant behavior will be greatly limited.

A nurturing learning environment thrives on consistent student attendance. Yet, the statistics reflect a concerning trend - 72% of schools have seen a rise in chronic absenteeism which is defined as missing at least 10% of the academic year. Schools, whether they are elementary, rural, or those with lower student poverty rates, have uniformly witnessed this uptick.

Teachers have always known that student attendance matters. But this surge in absenteeism, combined with 77% of public schools struggling to find substitute teachers, has intensified classroom challenges.

While student behavior and absenteeism are concerning, teachers haven't been immune to the pandemic's challenges. There's been an undeniable rise in teacher absences since the onset of the pandemic. In the 2021-22 school year, 72% of schools reported an uptick in teacher absences, with 49% noting it's higher than the previous academic year. Increased negative and aggressive student behavior has certainly played a role in teacher absenteeism, leaves of absence for health reasons, and teachers leaving the profession. A recent survey by Chalkboard Review of 615 teachers who had recently left the profession, revealed that 52% listed “student behavior” as the number one reason. 

Finding substitute teachers, an existing challenge, has become even more formidable. In comparison to pre-pandemic times, 77% of schools found it tougher to hire substitutes in 2021-22. This has resulted in school districts resorting to alternative measures, such as lowering the certification requirements for substitutes, sharply increasing sub pay, hiring professional full-time roving subs, asking administrators or other non-teaching staff to cover classes, or even combining multiple classes in one room. The substitute shortage problem has become so acute that one Missouri school district even advertised in the Houston Herald for teachers. 

The findings from NCES serve as a wakeup call for educators and policymakers. The pandemic has, without a doubt, reshaped the teaching landscape. Yet, it also provides an opportunity – to adapt, learn, and create robust systems that support both student and teacher well-being.

For teachers, understanding this data is the first step. It empowers them to adapt their strategies, be it in classroom management or in providing emotional support. This data also underlines the importance of community – schools, parents, and policymakers need to come together to navigate these challenges and ensure that America's future, our students, thrive.

On the popular teacher blog called TeachThought, a recent post gave teachers “6 Strategies For Growing Closer To Your Most Challenging Students,” including developing trust, using new engagement strategies, personalizing learning as much as possible, remaining positive, staying safe, and remaining enthusiastic to help these children “rebuild” their shattered mindsets. Unfortunately, the pandemic has introduced unprecedented challenges for teachers in the classroom. On the flipside, it has also become a testament to the resilience and adaptability of educators.