BY: Nathan Gwinn
At Freedom in Education, we recently published a sobering piece on the teacher resignation crisis, unpacking why educators are leaving in droves—burnout, stagnant pay, disrespect, and classrooms derailed by disruptive behaviors. As a school principal with years in public education, I felt compelled to weigh in. The crisis isn’t just a statistic; it’s the pulse of our schools, felt in every empty desk and every teacher who walks away. Our article laid out solutions, but I want to ground them in the reality of running a school. Teachers are the backbone of education, and if we’re serious about keeping them, administrators, parents, and policymakers must act with urgency and precision to support them—not with more initiatives, but with practical, teacher-first reforms.
The View from the Principal’s Office
Since I was a child watching my mother and her colleagues, I’ve seen teachers pour their souls into classrooms, only to be crushed by unrealistic expectations and chaotic environments. The Freedom in Education article rightly points to low salaries and burnout, but let’s talk about what I see daily: teachers begging for help with disruptive students, drowning in paperwork, and sitting through professional development that’s more about buzzwords than their actual needs. As principals, we’re not just managers; we’re the first line of defense for our teachers. If we don’t act, we’re complicit in their exodus.
Our article calls for competitive pay, and I agree—teachers deserve salaries that match their impact, but money alone won’t fix a system where teachers feel abandoned. It’s on us, as school leaders, to create environments where teachers can teach, students can learn, and parents are partners, not adversaries. The solutions below build on our article’s framework, tailored to what I know works from years in the trenches.
Solution 1: Immediate Administrative Support for Classroom Challenges
The article emphasizes mental health support for teachers, and I completely agree. Yet I will state that the need for mental health support wouldn’t be needed if their classrooms were calm. Teachers are losing instructional time to disruptions, and they need administrators who don’t just sympathize but act. Every district should mandate a policy where administrators drop everything to address serious student behaviors. When a teacher calls for support, we’re there, not buried in meetings or emails. This isn’t about coddling teachers; it’s about ensuring that classrooms are protected as learning spaces. Parents, too, must be looped in—not as critics, but as allies who reinforce expectations at home. This requires administrators and teachers to have honest and kind conversations with parents. Find ways to partner with them instead of being afraid of the difficult conversations. Discipline is an opportunity to create the strongest parent advocates for your building. More administrators need to see it this way in order for our school communities to heal and find more academic success.
Solution 2: Professional Development That Empowers Teachers
Our article suggests more professional development, but too often, PD is a parade of fads—classroom transformations, project-based learning, endless tech tools. Teachers don’t need more theories; they need tools that work. We must pivot to PD that’s laser-focused on classroom management strategies proven to boost engagement and learning. For example, I’ve seen teachers transform chaotic classrooms by mastering whole-group instruction techniques that keep students focused. These aren’t sexy, but they’re effective. Administrators should curate PD based on teacher input, not solely district mandates. Then parents can help by understanding that a well-managed classroom is the foundation for their child’s success, not a Pinterest-worthy project.
Solution 3: Stronger Systems for Special Needs and Classroom Safety
Dylan’s article touches on administrative burdens, but let’s zero in on a core issue: students with special needs and disruptive behaviors. When one student’s outburst dominates a classroom, no one learns—not the student, not their peers, not the teacher struggling to keep order. We need robust systems to support students with special needs, including dedicated staff and spaces where they can thrive. This isn’t about exclusion; it’s about serving all students. Teachers shouldn’t be expected to manage severe behaviors alone while juggling “student-centered” centers or constant group work. Kids need calm, quiet spaces to think—brains don’t learn in chaos. Parents must advocate for these systems, partnering with schools to ensure every child’s needs are met.
Beyond Initiatives: Letting Teachers Teach
Our article mentions improving work-life balance, but here’s the hard truth: no amount of yoga sessions or wellness apps will fix a system that buries teachers in academic initiatives. Test scores must rise, but not through more programs or data-driven mandates. Scores will improve when we let teachers teach. That means three things: addressing disruptive behaviors, equipping teachers with effective whole-group strategies, and building robust tutoring or RTI (Response to Intervention) systems to catch struggling students early. These aren’t flashy, but they work. I’ve seen it in my school—when we clear the noise and focus on teaching, students learn, and teachers stay.
Building Bridges Between Parents and Teachers
None of this works without parents. Too often, teachers feel caught between district demands and parental criticism. As a principal, I’ve made it my mission to forge partnerships. Parents need to know that supporting teachers—whether it’s reinforcing behavior expectations or trusting their expertise—directly benefits their kids. Schools must host regular, open forums where teachers and parents can align on goals, not point fingers. When parents and teachers are on the same team, the classroom becomes a place where everyone thrives.
A Call to Action
The teacher resignation crisis isn’t inevitable. It’s a signal we’re failing our educators, and by extension, our kids. As principals, we must lead the charge—supporting teachers with immediate action, meaningful training, and systems that prioritize learning over chaos. Parents, you’re our partners; stand with us to call for policies that empower teachers. Policymakers, stop piling on initiatives and start clearing the path for teaching. The Freedom in Education article sounded the alarm; now let’s answer it. Our teachers, our students, and our future depend on it.
