What Teachers Tell Me They Need
What Teachers Tell Me They Need
...and it's not just about money
As a child psychologist, former school psychologist, and teacher educator, I have been consulting with teachers for over 20 years. Teachers tell me all the things and ask me all the questions: What about this student? What if I don’t have the support I need to implement that strategy? What if what is causing this students’ struggle is simply out of my control? Teachers, I see you and you are not alone. From all you are telling me, I can imagine you are falling into one of these categories.
The Burned Out. You’re questioning how much longer you can go on and might be considering early retirement or leaving the profession.
The Hopeful. You have had a fleeting thought about leaving but have decided to stay because you love the kids and the impact you can make.
The Undecided. You’re an aspiring teacher who feels stuck between your passion for education and your reluctant to pursue a teaching degree.
I will never judge an educator who is burned out. No one else can tell us what we need to be well. So, please take care of yourself.
The teacher education work I do this work to support The Hopeful and inspire The Undecided, because strong schools build strong citizens who create strong communities. Schools are not successful because of the building or even the curriculum. Schools are successful because of the people.
I’m very familiar with the influential power of a school community from my work as a school psychologist and parent volunteer. I’ve learned what helps teachers feel supported and what overwhelms them. I will continue to listen to teacher stories as I’ve done throughout my career because they provide both the stability of routine and the spark of curiosity that propels learning across a child’s developmental experience.
More About My Journey
When I wanted to become a school psychologist, a few people tried to talk me out of it. “Oh, you don’t want to write reports all the time.” “Oh, you could make more money if you became this or that.” I considered not doing it because I was in my early 20s and I thought these people knew more than I did. I’m so glad I didn’t listen to them and went with what I loved.
I love education and helping children, teachers, and parents work together. I am so grateful for my experience working in public schools. It taught me that nothing is simple. It taught me to be scrappy. There are no simple solutions, only complex solutions that involve staying curious and cultivating collaboration. Every child's brain is different so how can this be straight-forward? If we try to make things uniform, we fail someone. The complexity is actually the part that I love sorting out.
Many people feel the only way to create change is from the top down. In other words, if we pour more money into our schools, all of our problems will be solved. Yes, funding makes things easier. But you can’t buy relationships.
I see change happen every time I speak at a school, talk to a parent who doesn’t hesitate to collaborate with a teacher, or talk to a kid who feels their teacher “gets them.” My mission of making school better for neurodivergent students is about working together from the bottom-up to support the amazing teachers who are inspiring the next generation of change-makers.
So, How Can We Help Teachers?
If we want to inspire young people to become teachers and create sustainable work environments for educators, three crucial things need to happen.
LISTEN TO TEACHERS. Ask teachers what is working and do more of that. When faced with a problem, we too often start by asking someone to tell us all about what’s going wrong. As a therapist, I listen to problems about behavior, emotions, and learning, and while listening to the problem gives us some clues for triggers, finding solutions starts with replicating success.
Teachers: Figure out what’s working. When is this student independently getting started? When is the child feeling excited about the day? When is the parent able to collaborate with the team? Find out what is working and make more of that happen.
But, Dr. Emily, NOTHING is working! I promise you, something is working. Even if it isn’t happening in the classroom it’s happening somewhere in the child’s life. We need to find that interest, time of day, or relationship that is working, figure out why it’s working, and expand it to the rest of the child’s day.
TEACH THE TEACHERS. Most professional development for teachers is based on increasing student academic achievement, or the WHAT of teaching. However, many young and neurodivergent students come to school not yet ready to learn either due to their unique brain development or early life experiences.
Teachers: I know you are hungry for more professional development on the HOW of teaching. How do I get this student to pay attention? How do I get him to begin on his own? How do I get her to tell me how she feels instead of arguing with me? You are well-versed in the WHAT of teaching, but if the student isn’t ready to receive the information, I know you can feel stuck sometimes. It’s not hard because you aren’t good enough or you aren’t doing it “right;” it’s just HARD sometimes.
Administrators: Invest in more social-emotional and mental health professional development for teachers. Helping educators understand that students cannot learn until they feel safe and emotionally regulated is why I created The Neurodiverse Classroom.
VALIDATE THE TEACHERS. Support teachers’ requests to set boundaries. They know what’s expected of them AND they know their limits. One of the barriers to validating others is our human instinct not to believe another’s experience because we didn’t experience it the same way. But, no two people on the planet experience something the same way. One thing that is triggering for me may not be triggering for you.
Every human being’s experience is valid. We need to listen to teachers when they say they are stressed because a school full of stressed teachers does not make a strong school.
Everyone: If we can listen, teach, and validate our educators’ experiences, we will cultivate a school culture that aspiring teachers want to join. In the meantime, I have one request: Stop telling young people not to become teachers. If they feel inspired to lead a classroom, we need to let them do it, find what they love, find what they want to change, and let them decide for themselves.
Let’s Stay Connected!
~Dr. Emily
P.S. CONGRATULATIONS to all the GRADUATES who are going to soon be TEACHERS!
I’m Dr. Emily, a child psychologist and former school psychologist, and I’m on a mission to make school better for our neurodivergent kids and teens. This isn’t about changing the kids, it’s about changing us. Learn more with me at www.learnwithdremily.com.
**All content provided is protected under applicable copyright, patent, trademark, and other proprietary rights. All content is provided for informational and education purposes only. No content is intended to be a substitute for professional medical or psychological diagnosis, advice or treatment. Information provided does not create an agreement for service between Dr. Emily W. King and the recipient. Consult your physician regarding the applicability of any opinions or recommendations with respect to you or your child's symptoms or medical condition. Children or adults who show signs of dangerous behavior toward themselves and/or others, should be placed immediately under the care of a qualified professional.**