Challenges Faced by Educators During and After the COVID Pandemic

The Transition from Teaching to New Paths

Katie Hicks, a former middle school English teacher in St. Louis, shared her experiences and reflections on teaching during the pandemic. During school closures, she creatively engaged her students through a "book matchmaker" initiative, highlighting the challenges educators faced in adapting to remote learning.

In her essays, Hicks noted the toll the pandemic took, stating, “Schools are relying on the mental well-being of teachers, and there’s not enough to go around.” After 12 years in education, she decided to leave the profession, citing the emotional strain brought on by the altered educational environment.

Reflection on the Role of Teachers

Hicks described her love for teaching as a driving force in her career. She expressed that the unpredictability of the classroom and the subject of English kept her engaged for over a decade. However, the pandemic drastically changed the expectations of teachers, adding pressure to manage students' well-being alongside academic instruction.

• Increased Responsibilities: Teachers became responsible for not just academic teaching but also for monitoring students' mental health during a difficult time.
• Adapting Teaching Methods: Online lessons required different engagement techniques, making it challenging to build rapport without in-person interactions.

Community Support and Challenges

During the pandemic, educators rallied to support one another by sharing resources and strategies. However, Hicks acknowledged that the eventual return to in-person learning brought new challenges and public criticism, affecting teacher morale. She noted the lack of recognition for teachers’ efforts during virtual instruction and the pressures they faced upon returning to traditional classroom settings.

As Hicks transitioned to a new career in health care advocacy, she reflected on the lasting impact her teaching experience had on her identity and interactions with others. Looking toward the future, she advised school leaders to focus on long-term systemic changes to support teachers rather than temporary solutions that address surface-level issues.