Why Teachers Are Leaving - and How We Can Start Changing the Conversation

(Written by a classroom teacher who knows what it feels like to give your all, every single day — and still be asked for just a little bit more.)

“Some days it feels like no matter what we do, it’s never enough.”

There’s something I wish more people understood about being a teacher in today’s world: we care deeply — but we’re tired of being blamed for everything that goes wrong in education.

When a student struggles, we’re told we didn’t differentiate enough. When test scores dip, we’re told our lessons aren’t rigorous enough. When behaviors spiral, we’re told we didn’t build relationships. And when we do manage to reach that hard-to-reach student, or spend our weekend planning a creative unit, it’s often just… expected.

It’s not that teachers are looking for constant praise. Most of us didn’t go into this job for recognition. But lately, it feels like all the accountability has landed squarely on our shoulders — with very little trust or grace in return.

The Reality Behind the Shortage

It’s no secret that the U.S. is facing a major teacher shortage. In some districts, positions stay open for months, and substitutes are covering classrooms for weeks at a time.

It’s not because teachers suddenly stopped caring — it’s because the job has become nearly impossible to sustain. The emotional load, the unrealistic expectations, the lack of planning time, and the constant moving target of “accountability” have pushed too many good teachers out of the profession they love.

“When teachers are held responsible for every systemic flaw — from funding gaps to parental involvement — it creates a culture of fear and burnout instead of collaboration and growth.”

The Double Standard in Schools

If you’ve been teaching for more than a few years, you’ve probably sat in a meeting where the message was “work smarter, not harder,” while also being handed three new initiatives to implement — by next week.

Or you’ve had an administrator say, “take care of yourself,” while scheduling mandatory after-school trainings every day that week.

It’s not that administrators don’t care. Many are under intense pressure themselves. But there’s a disconnect between what’s being said (“we value teachers”) and what’s being done (overloading teachers to the breaking point).

Finding Your Voice in Hard Conversations

So what can we do when we find ourselves in those tough conversations with administrators — when expectations feel unrealistic or the double standard feels too heavy to ignore?

Here are five strategies that can help — along with real examples of what you might actually say in the moment.

1️⃣ Stay Grounded in Student Impact

When you express concerns, frame them around what’s best for students. Administrators are more likely to listen when they see your motivation comes from a place of student advocacy, not defiance.

Try saying:

“I completely understand the importance of implementing this new strategy. My concern is that rolling it out this quickly might take time away from what’s working for my students right now. Could we look at a slower rollout so I can maintain consistency for them?”

2️⃣ Document Your Workload

Keep a running list of meetings, initiatives, and hours spent outside of contract time. Real data helps make your point without emotion taking over the conversation.

Try saying:

“I’ve tracked my weekly schedule over the past few weeks, and I’ve been averaging around 10 additional hours outside of contract time to meet all the expectations. I’d love to talk about prioritizing which tasks should take the lead so I can give my best effort where it’s needed most.”

3️⃣ Use “I” Statements

This keeps conversations focused on collaboration instead of confrontation.

Try saying:

“I’m finding it difficult to maintain the level of feedback and one-on-one time students need with the current grading requirements. I’d like to talk about ways to streamline this so I can focus on meaningful instruction.”

4️⃣ Lean on Your Colleagues

There’s power in solidarity. You’re not alone — and administrators tend to listen more when they hear a consistent message from multiple voices.

Try saying:

“A few of us on the grade-level team have been noticing the same challenge with implementing the new literacy block schedule. Could we share our collective feedback and propose an adjustment that still meets district goals?”

5️⃣ Set Gentle but Firm Boundaries

It’s okay to be professional and protect your time. You can say no — or not yet — without guilt.

Try saying:

“I’d be happy to take that on, but I want to make sure it doesn’t impact the quality of what I’m already doing for my students. Could I have until Friday to complete it so I can manage it alongside my other responsibilities?”

You’re Not Alone

If you’re feeling unseen, undervalued, or overworked, please know this: you’re not imagining it, and you’re not alone. The system may be flawed, but your work still matters in ways you can’t always measure.

Every story you read aloud, every small win with a student, every kind word on a hard day — those are the things that make an impact. Even when it feels like no one’s noticing, your students are.