Reopening Schools in Fall: Why Are Teachers Reluctant to Return?

The anticipation of a partial school reopening in the fall has been met with a mixed reaction from teachers. While some counselors and substitute teachers are eagerly awaiting a return to the familiar routine, many current and prospective educators are hesitant. This article delves into the reasons behind teacher reluctance and the changing landscape of education in light of the ongoing pandemic.

Teacher Perspective: The Bright Side of Absence

Many current teachers have found the current absence from the classroom to be surprisingly beneficial, as Mary suggests. Not only have they enjoyed a break from the daily responsibilities of teaching, but they have also experienced several perks:

Less exposure to illnesses: No more frequent colds and illnesses that come with close contact with students. Reduced administrative workload: Fewer bathroom passes, less homework to grade, and fewer parent conferences. Personal time: Less need to be absent for personal or mental health days. More control: Substitutes choose where and how often they want to teach.

For Mary and many other teachers, the lack of these daily stressors has made them reconsider the benefits of returning to the classroom.

Fear of the Unknown

Substitution teaching and the current position of many teachers cannot accurately be compared. However, one common factor among teachers is the fear of the unknown. They question whether they can trust the safety measures put in place to protect teachers and students. Some key concerns include:

Class sizes and structure changes: Reduced class sizes or different teaching schedules to ensure social distancing. New safety measures: Sanitization protocols, increased cleaning, and one-way classroom traffic. Adaptation to remote teaching: Many teachers are uncertain about switching their teaching methods to accommodate remote or hybrid learning.

Furthermore, depending on their age, health, and employment contract, many teachers feel that continuing their career as a front-line worker could place them at risk. Some teachers are in their late 40s or 50s, nearing retirement age, and might opt to retire rather than adapt to these new challenges.

Economic and Health Concerns

The replacement of substance in the teaching job by lesser responsibilities and lower pay is a common complaint in the United Kingdom. Here, teachers often feel undervalued and overworked. A perception that they are not being paid adequately for the work they do can lead to a sense of resentment and reluctance to resume teaching.

Health concerns also play a significant role in teacher reluctance. While young teachers might be less worried, those in their 40s, 50s, and especially senior teachers, are more concerned about their well-being. The spread of the virus in the classroom and the possibility of contracting diseases like diphtheria, polio, and tuberculosis, which are more common in immigrant populations, are additional worries.

Mental and physical health issues, exacerbated by the stress of teaching during a pandemic, also contribute to the reluctance to return. Teachers are already dealing with the emotional and psychological toll of the crisis, and many are hesitant to increase that burden by resuming in-person teaching.

Conclusion

The decision to return to school in the fall is complex and multifaceted. It involves considerations of personal safety, financial stability, and the value placed on the profession. Both substitute teachers and full-time educators are grappling with these issues, leading to varying degrees of hesitancy. As the pandemic continues to shape the education landscape, it is crucial that policymakers and educators work together to create a safe and sustainable environment for all involved.