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A collage of students engaged in career and technical education: welding, culinary arts, robotics engineering, and a medical examination in a classroom or workshop setting.
Hot Topics - controversialCareer and Technical Education (CTE)K-12

Career and Technical Education: Celebrating CTE Month

by EdCircuit Staff
written by EdCircuit Staff 7 minutes read

Each February, schools, districts, and communities across the country shine a spotlight on Career and Technical Education (CTE) during Career & Technical Education Month®. This annual celebration honors the power of CTE programs to transform student learning, deepen engagement, and connect education to real-world careers. From agriculture and health sciences to engineering, cybersecurity, and the skilled trades, CTE empowers students with hands-on experience and career readiness skills that prepare them for success after graduation.

Over the past decade, CTE has evolved far beyond its historical roots in vocational training. Today’s CTE blends academic knowledge with technical skills, offering pathways that support college goals, career entry, certifications, and lifelong learning. Students want to do as well as think, and CTE gives them meaningful opportunities to solve problems, build things, explore careers, and gain practical experience long before entering the workforce.

What Is CTE and Why It Matters More Than Ever

Career and technical education equips learners with the skills, knowledge, and hands-on experience needed to succeed in a wide range of career paths. Instead of focusing solely on traditional classroom instruction, CTE engages students through real-world tasks, industry tools, and work-based learning. National recognition of CTE Month underscores how these programs connect classroom learning to workforce needs and community growth.

CTE programs help students:

  • Apply academic concepts to real practical scenarios

  • Explore careers through direct experience and industry certifications

  • Build critical employability skills like teamwork, communication, and problem-solving

  • Prepare for college, apprenticeships, or direct entry into careers

This blend of academic and technical instruction makes learning more relevant, motivating, and applicable — particularly for students who thrive on doing as much as studying.

Why CTE Is on the Rise: Students Want Hands-On Learning

Today’s students increasingly seek educational experiences that are interactive, engaging, and connected to real life. Many learners report that traditional classroom settings — while important — can feel abstract or disconnected from future goals. Hands-on CTE courses — from automotive repair to health sciences, from construction trades to digital design — help bridge that gap.

Research and workforce data also show that:

  • Hands-on experiences engage students who might otherwise feel disengaged.

  • Employers value technical skills and workplace readiness.

  • CTE students often graduate with higher satisfaction and clearer post-high-school plans than peers who only follow traditional academic paths.

This isn’t “old-school vocational training.” CTE today offers industry-aligned learning where students work with equipment, tools, software, and real tasks like professionals. That appeals to students who learn best by doing, and it prepares them for careers that are in demand and personally rewarding.

CTE Month: A Time to Celebrate and Advocate

Every February, the Association for Career and Technical Education (ACTE) leads the nation in celebrating CTE Month®. This awareness campaign highlights the role CTE plays in readying learners for college and career success, recognizes student and program achievements, and encourages communities to engage with CTE stakeholders.

ACTE provides year-round resources, planning guides, and tools to help schools celebrate:

  • Event ideas for students and families

  • Messaging frameworks for outreach and advocacy

  • Highlights of student success stories

  • Strategies for engaging employers and policymakers

During CTE Month, schools often host open houses, showcases, career fairs, and skills competitions to demonstrate how hands-on learning works and why it matters.

State Resources: Growing Pathways Across the Country

CTE programs look different in every state, and many offer state-specific resources, pathways, and support materials that help students plan for college and careers. State resources typically include:

  • Career pathways and cluster descriptions

  • Industry-recognized credentials

  • Apprenticeship opportunities

  • Work-based learning and internship listings

These state tools help students explore options early and intentionally — whether they’re interested in engineering, health care, business, technology, or the arts. You can link to each state’s CTE pathways so students, families, and educators can find targeted resources that match local opportunities.

Elevating Safety & Certification Through Online CTE Options

As CTE grows, so does the need for strong safety practices and professional development. Programs like those offered by Science Safety provide CTE students and teachers with online safety certification courses that complement hands-on learning. From lab safety to equipment protocol, these courses ensure that students work confidently and responsibly in technical settings.

Online CTE safety certifications help:

  • Prepare students before they enter labs, shops, or field work

  • Support teachers with updated safety protocols

  • Align classroom learning with industry expectations

This type of blended instruction — with both practical application and online preparation — reflects the future of CTE: relevant, rigorous, and rooted in real workplace standards.

How CTE Helps Students Succeed: Outcomes and Benefits

High-quality CTE programs have been linked to positive student outcomes, including:

Whether a student plans to enter the workforce immediately, pursue further education, or blend both pathways, CTE supports multiple outcomes. Students who complete CTE coursework often earn certifications, college credits, or apprenticeship placements before graduation — giving them a competitive edge.

Tackling Misconceptions: CTE Is for Every Student

It used to be that “vocational education” was seen as a pathway only for students who weren’t college-bound. But modern CTE is different. It serves students heading to:

  • College — by offering dual credit and transferable skills

  • Workforce entry — by building job-ready experience

  • Apprenticeships — by partnering with employers and trade programs

  • Entrepreneurship — by developing real business skills

CTE builds bridges — not barriers — by giving students options and helping them chart their own futures.

How Schools and Communities Can Celebrate

Here are ideas for celebrating CTE Month that build excitement and deepen impact:

  • Host a CTE showcase where students present projects or demonstrate skills

  • Partner with local employers for career panels or internships

  • Invite families to explore CTE classrooms and ask questions

  • Share student success stories on social media and newsletters

  • Recognize CTE teachers and mentors who make hands-on learning possible

Celebrating CTE Month builds pride in programs and highlights the meaningful connection between education and the real world.

Looking Ahead: CTE as a Lifelong Advantage

CTE is more than a set of courses — it’s a mindset that values real experience, skill development, critical thinking, and purpose. As technological change accelerates and the workforce evolves, students who have both strong academic skills and practical technical competencies will be better positioned for success.

From construction trades to healthcare, computer science to culinary arts, Career and Technical Education is preparing the next generation of innovators, builders, and leaders.

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Parents and children interact with teachers and view student artwork during an open house event in a brightly lit classroom, showcasing the benefits of School Choice.
Hot Topics - controversialSchool ChoiceK-12

School Choice Opens Doors for Today’s Students

by EdCircuit Staff
written by EdCircuit Staff 5 minutes read

School choice is rooted in a simple but important idea: students benefit when families can choose learning environments that fit their individual needs. Children learn in different ways, progress at different paces, and thrive in different settings. Recognizing those differences is at the heart of school choice, and it is why the topic continues to draw attention nationwide.

Each year, National School Choice Week provides a moment to pause and look more closely at what school choice actually means. Observed January 25–31, the week does not promote one type of school over another. Instead, it highlights the full range of K–12 education options and encourages families to better understand how those options can support their children.

Understanding School Choice Beyond the Headlines

School choice is often discussed in broad terms, but in practice, it is about everyday decisions families make regarding education. Today’s K–12 landscape includes traditional public schools, public charter schools, magnet schools, private schools, online programs, homeschooling, and blended models that combine in-person and virtual learning.

These options exist because students and families are not all the same. A learning environment that works well for one child may not work for another. School choice acknowledges that reality by allowing families to seek out schools and programs that align with their children’s academic needs, learning styles, interests, and personal circumstances.

School Choice Week helps bring clarity to this landscape. Many families are surprised to learn how many options are already available in their own communities.

Why Choice Matters in Education

At its core, school choice is about fit. When students feel supported, understood, and engaged, they are more likely to participate actively in learning. Choice gives families the ability to look beyond proximity alone and consider factors such as school culture, instructional approach, class size, and program focus.

For example:

  • A student with a strong interest in science or engineering may benefit from a magnet or charter school with a STEM emphasis.

  • A child who struggles in a traditional classroom setting may succeed in a smaller school or an online program with flexible pacing.

  • Families seeking a values-based education may explore private or faith-based schools.

  • Students in rural or underserved areas may rely on virtual learning to access advanced or specialized courses.

School choice does not guarantee outcomes, but it can help align students with environments where they are more likely to succeed.

The Role of Families in Educational Decisions

One of the most important aspects of school choice is parental involvement. When families have access to clear information about their options, they are better prepared to make thoughtful decisions and advocate for their children’s needs.

School Choice Week emphasizes awareness. Schools often host open houses, information sessions, and virtual tours during the week, giving families opportunities to ask questions and explore programs they may not have previously considered.

For many families, this process confirms that their current school is the right fit. For others, it opens the door to future possibilities. In both cases, knowledge plays a key role in helping families feel confident in their choices.

Opening Doors Through Opportunity

School choice can also expand opportunity by offering multiple pathways to learning. Over time, communities across the country have seen growth in charter schools, online education, and specialized public programs. These options can help address access gaps, particularly for families whose needs are not fully met by traditional models.

Opportunity looks different for every student. For some, it means access to advanced coursework or career and technical education. For others, it means flexible scheduling that accommodates health needs or family responsibilities. School choice highlights how education can adapt to real-life circumstances rather than forcing students into a single mold.

School Choice Week often features stories from families who found programs that helped their children re-engage with learning or pursue interests that were previously out of reach. These examples help illustrate how choice can make a practical difference in students’ lives.

Innovation and Responsiveness in Schools

Another benefit often associated with school choice is innovation. When schools operate in environments where families have options, there is often a greater focus on responsiveness and improvement.

Innovation does not always involve new technology. It can include project-based learning, community partnerships, mentoring programs, alternative schedules, or different approaches to assessment. School Choice Week provides a platform for schools to share these practices and learn from one another.

This exchange of ideas benefits both educators and students. By highlighting different models and approaches, the week encourages conversations about what is working and how schools can continue to evolve.

Keeping the Conversation Grounded

While school choice is a national topic, education remains deeply local. Policies, resources, and available options vary widely by state and community. What works in one area may not work in another, and school choice reflects that diversity.

School Choice Week respects this local context. Participation looks different from place to place, shaped by community needs and priorities. Some areas focus on rural access, others on urban innovation or specialized public programs. The common thread is an emphasis on understanding options rather than prescribing solutions.

This grounded approach helps keep the conversation focused on students and families rather than abstract debates.

Awareness Without Advocacy

A key strength of School Choice Week is its neutral approach. The week does not tell families which choice to make. Instead, it encourages them to learn about the choices that exist and consider how those options align with their children’s needs.

This distinction matters. Education decisions are personal, and no single model is right for every student. By framing school choice as an opportunity for awareness rather than persuasion, the week supports informed decision-making while respecting family preferences.

Looking Ahead

As School Choice Week concludes, its impact extends beyond a single week on the calendar. The conversations it sparks often continue as families explore options, ask new questions, and think more intentionally about education.

School choice is not about replacing one system with another. It is about recognizing that students are individuals and that education works best when it reflects that reality. By highlighting the range of K–12 options available today, School Choice Week helps families better understand how different learning paths can open doors.

In the end, the value of school choice lies in the possibility. When families are informed and supported, they are better positioned to help their children find environments where they can grow, learn, and move forward with confidence.

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Two children sit at a table doing homework with books and a laptop, highlighting digital equity, while two adults stand in the background using their phones in a kitchen.
Diversity, Equity, InclusionHot Topics - controversialK-12Online LearningSchool Calendar

Digital Equity and Snow Days: Rethinking Online Learning

by EdCircuit Staff
written by EdCircuit Staff 6 minutes read

Digital equity in education is tested the moment a snow day becomes an online school day.

When districts announce weather-related closures, the decision is often framed as a choice between losing instructional time or pivoting quickly to online learning. On the surface, moving classes to Zoom or a learning management system may seem like a practical solution. After all, schools proved during the pandemic that remote learning is possible. But snow days introduce a very different reality—one that exposes persistent gaps in access, infrastructure, and preparation.

As schools continue to navigate post-pandemic expectations, it’s time to ask a harder question: Is online learning during snow days equitable—or does it unintentionally leave some students behind?

Snow Days Are Not the Same as Planned Remote Learning

During the COVID-19 pandemic, districts transitioned to online learning with at least some degree of planning. Devices were distributed. Hotspot programs were expanded. Families were notified well in advance that learning would take place at home. While the transition was far from perfect, there was an understanding that remote learning was the primary mode of instruction.

Snow days, however, are reactive by nature. Weather forecasts change. Decisions are often made late at night or early in the morning. Families may find out just hours before the school day begins that students are expected to log in from home.

That lack of lead time matters.

Students may have left school-issued devices in their lockers. Laptops may need charging. Passwords may be forgotten. Tech support offices may be closed. And even when devices are available, access does not end with hardware.

The Connectivity Gap Is Still Real

Digital equity in education goes far beyond owning a device. According to the National Center for Education Statistics, digital equity encompasses access to devices, reliable internet connectivity, digital literacy, and the ability to use technology effectively and safely. When any one of those elements is missing, equity breaks down.

Snow days amplify these gaps.

Not all students have reliable home internet. Rural families may rely on unstable connections. Urban families may share limited bandwidth among multiple siblings. Some households depend on a parent’s mobile phone hotspot, which can quickly trigger data overage charges. In other cases, families may conserve data because it is expensive and not unlimited.

Expecting students to attend live online classes under these conditions places the burden of access squarely on families—many of whom are already navigating weather-related challenges such as childcare, work disruptions, or power outages.

When “Just Log On” Isn’t a Fair Expectation

Live, synchronous online learning assumes a level of readiness that is not universal. It assumes:

  • Students brought devices home

  • Internet access is stable and sufficient for video

  • Adults are available to help troubleshoot

  • Homes are safe, warm, and powered

  • Students can be online at a specific time

For some families, those assumptions hold true. For others, they do not.

And when attendance, participation, or grades are tied to live online sessions on snow days, inequity becomes institutionalized. Students who cannot log in are not disengaged—they are disconnected.

The Financial Impact on Families Is Often Overlooked

One of the least discussed aspects of snow-day online learning is cost shifting. When districts pivot to remote instruction without providing connectivity solutions, families absorb the financial burden.

Parents may:

  • Use personal data plans for hotspots

  • Upgrade internet plans temporarily

  • Exceed data caps

  • Miss work to supervise learning

These costs are rarely acknowledged in policy decisions, yet they disproportionately affect low-income families. Digital equity in education requires recognizing not only access barriers, but also who pays when systems assume access.

Why Pandemic Comparisons Fall Short

It’s tempting to say, “We did this during COVID—we can do it again.” But that comparison misses key differences.

Pandemic remote learning was:

  • System-wide

  • Planned weeks or months in advance

  • Supported by emergency funding

  • Designed as the primary mode of instruction

Snow-day remote learning is:

  • Short-notice

  • Inconsistent

  • Often unsupported

  • Layered on top of in-person expectations

What worked as an emergency response does not automatically translate into an equitable short-term solution.

Digital Equity Requires Predictability

Equity thrives on predictability. Families can plan when expectations are clear and consistent. Snow days, by contrast, are unpredictable by nature—which means district planning must compensate for that uncertainty.

If districts expect learning to continue during weather closures, they must take a different approach—one rooted in equity rather than convenience.

This includes:

  • Clear, advanced communication about expectations

  • Consistent district-wide policies

  • Flexibility in how learning occurs

  • Explicit acknowledgment of access challenges

Without these guardrails, snow-day online learning risks widening the very gaps schools are working to close.

Rethinking What “Counts” on a Snow Day

Digital equity in education does not require that every snow day be treated as a full instructional day. In fact, forcing that model may be counterproductive.

More equitable alternatives include:

Asynchronous Learning

Instead of live Zoom sessions, districts can offer optional asynchronous activities that students can complete when access is available. This reduces pressure on families and avoids penalizing connectivity issues.

Enrichment Over Attendance

Snow-day learning can focus on enrichment rather than new content. Reading, project-based activities, or offline assignments ensure learning continues without requiring constant connectivity.

Advance “Weather Learning Plans”

Districts can communicate at the start of the year how snow days will be handled. Clear expectations—shared with families early—build trust and reduce confusion.

No-Penalty Policies

When online participation is optional, students should not be penalized for lack of access. Equity means removing consequences tied to circumstances beyond a student’s control.

Leadership Matters in Equity Decisions

Decisions about snow-day learning are not just operational—they are ethical. District leaders must weigh instructional time against access realities. Choosing equity may mean accepting occasional instructional loss in favor of fairness.

That is not a failure. It is leadership.

Digital equity in education requires leaders to ask:

  • Who benefits from this decision?

  • Who is burdened by it?

  • Who might be excluded?

Only by asking those questions can districts design responses that truly serve all students.

Moving Forward: Equity Before Efficiency

Technology is a powerful tool. Online learning has an important place in modern education. But technology is not neutral, and access is not universal.

Snow days offer a revealing lens into digital equity. They show us where systems are fragile and where assumptions fall apart. They remind us that learning does not happen in a vacuum—it happens in homes, communities, and real-world conditions that schools must consider.

As districts refine their policies, the goal should not be to eliminate snow days or replace them with screens. The goal should be to make decisions that honor students’ realities.

Because when it comes to digital equity in education, how we respond matters just as much as whether we do.

For the 2026–27 rules on virtual snow days and make-up days, see edCircuit’s guide to snow days in 2026–27.

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A boy holding a notebook and pencil looks up, with digital graphics of a brain, AI icons, and circuits in the background, suggesting artificial intelligence and learning.
K-12Hot Topics - controversialArtificial Intelligence

From Risk to Readiness: Why We Must Lead on AI Use in the Classroom

by Keith Krueger
written by Keith Krueger 3 minutes read

A new report from the Brookings Institution offers a thoughtful premortem on the promise and pitfalls of artificial intelligence (AI) in education. The report leads with an important and necessary premise: without intentional implementation, AI poses real risks to students. Given how rapidly this technology is entering classrooms and communities, the report creates an opportunity to focus not only on what could go wrong, but on what must be done now to mitigate risks while maximizing AI’s potential to support learning.

AI is not going away, and no school ban will stop the risks already emerging. The work ahead is to ensure school systems and educators have the tools and support necessary to integrate AI in smart, safe ways that strengthen learning and improve student preparedness to enter the workforce.

AI Bans Do Not Reduce Harm, They Push It Beyond School Safeguards

Districts are increasingly realizing that so-called AI bans do not take into account student access through AI via their personal devices.

This tells us something important: opting out of AI does not stop its use. It simply removes adult guidance, instructional intent, and school policies and safeguards from the equation.

Schools are uniquely positioned to do what no ban can: work collaboratively with families, model responsible AI use; provide guardrails; and teach students not to depend on AI, but to question it, evaluate its responses and use it thoughtfully as part of a broader learning process.

The risks described in the Brookings report are not an argument against school involvement. They are an argument for it.

Reporting Highlights the Need for AI Readiness, Not Rejection

At its core, the Brookings report calls for AI literacy, educator preparation, ethical design and human-centered learning. These recommendations align directly with the work CoSN already has underway to help school districts navigate AI’s opportunities and challenges.

For instance, CoSN has developed a K-12 Generative AI (Gen AI) Readiness Checklist Questionnaire to guide K-12 school districts in understanding key factors to consider before implementing Gen AI technologies.

Building on the foundational considerations outlined in the checklist, the K-12 Gen AI Maturity Tool helps districts assess their level of readiness and pinpoint specific areas that require further attention and investment to ensure the safe and secure adoption of this transformative technology. The tool equips districts to plan before deploying, train educators and leaders, redesign instruction intentionally, engage with stakeholders, including parents, and address safety and governance concerns.

CoSN has also launched an AI District Leaders Action Summit series to help district leadership teams to work with their communities to transition from exploring AI to implementing it with intention, providing them with a clear vision and a head start on creating a prioritized 6–12-month action plan that aligns generative AI with their district’s mission, values, and long-term goals.

The Future of AI In Education Depends On District Leadership

AI is already part of our students’ lives. The question is not whether schools should engage, but how.

Districts can allow AI use to happen without the guidance of school leadership, or they can lead with clarity, values, and safeguards. The Brookings report makes clear that the latter is not just preferable — it is necessary.

That is exactly the work CoSN exists to support.

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A teacher holds a tablet with colorful data charts, smiling at students working at desks in a bright classroom
Artificial IntelligenceHot Topics - controversialK-12

How AI Supports Student Behavior in Schools

by EdCircuit Staff
written by EdCircuit Staff 4 minutes read

Behavior management works best when schools understand why a behavior happens and respond consistently. AI is beginning to help with that by connecting information that usually sits in separate places: office referrals, classroom notes, counseling logs and messages to families. Used well, it can help teachers and counselors spot patterns earlier. Used carelessly, it can label students, invade their privacy and replace judgment with a score.

This article explains where AI fits in behavior management, what the evidence and federal guidance say, and the safeguards schools need.

Start with evidence-based behavior frameworks

AI does not replace the frameworks schools already use; at best it supports them.

  • PBIS. Positive Behavioral Interventions and Supports is an evidence-based, three-tiered framework: universal supports for all students, targeted support for about 10 to 15 percent, and intensive support for 1 to 5 percent. The Center on PBIS counts more than 27,000 U.S. schools using it.
  • Functional behavioral assessment. U.S. Department of Education guidance from November 2024 describes an FBA as a process for identifying the reasons behind a student’s behavior, so that support fits the cause.
  • State guidance. Utah’s Evidence-Based Interventions for Student Behavior Support (2024) sets out proactive strategies such as changing what happens before a behavior, positive reinforcement and progress monitoring.

How AI can support behavior management

Seeing patterns across classrooms

Behavior data is usually scattered. Software that brings it together can show patterns no single teacher sees, such as incidents that cluster at transitions, during testing weeks or in particular settings. That supports the core question of an FBA: what is driving this behavior?

Example: a middle school student has repeated outbursts that seem unrelated. When the records are viewed together, they all happen during unstructured transitions. The team adds a structured transition routine and a brief check-in, and responds before a crisis rather than after.

Recognizing positive behavior

Tracking positive behavior, not only problems, helps schools reinforce growth and check that recognition is shared fairly across students.

Saving documentation time

AI tools can help teachers log observations quickly and track progress toward a student’s behavior goals, leaving more time to work with students.

Example: a teacher notices that a student with ADHD responds better to immediate praise than to a weekly reward chart, and the tracking data confirms it. She changes her approach, and the data shows whether it is working.

These examples describe how such tools are meant to work. No published study has yet shown that an AI behavior tool improves student behavior, so schools should treat them as aids to existing practice, not as interventions in their own right.

The risks of AI monitoring

Behavior support can slide into surveillance. In a 2025 survey by the Center for Democracy & Technology, 89 percent of teachers said their school monitors student activity online, and among those, 29 percent said monitoring covered students’ personal devices and 39 percent said it continued outside school hours. In an earlier CDT survey, two-thirds of teachers said students had gotten in trouble as a result of AI-driven monitoring. A 2025 investigation by the Associated Press and The Seattle Times found no independent research showing that such monitoring measurably lowers student suicide or violence.

Safeguards for AI in behavior management

  • Humans decide. AI can surface a pattern; teachers, counselors and families decide what it means and what to do.
  • No labels from software. A risk flag should never become a label in a student’s record without review and context.
  • Clear limits on data. Collect only what supports students, protect it under the district’s privacy agreements, and tell families what is collected.
  • Check for bias. Review whether flags or discipline fall unevenly on particular groups of students.
  • Support, not punishment. Use patterns to plan support, in line with PBIS and FBA practice.

AI can help schools move from reacting to behavior toward understanding it. That depends on keeping people, relationships and evidence-based practice at the center.

Related reading

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Two colleagues sit at a table in a casual office setting, smiling and talking over mugs—a scene that reflects educator wellness. The table holds notebooks, fruit, and a water bottle, with sofas, plants, and bulletin boards in the background.
Teacher RetentionK-12EducatorsHot Topics - controversialSocial-Emotional Learning

Educator Wellness: Making Work-Life Balance Real

by EdCircuit Staff
written by EdCircuit Staff 8 minutes read

Prioritizing educator wellness isn’t extra, it’s essential.

Schools rightly spend significant time focused on student wellness. Social-emotional learning, trauma-informed practices, and mental health supports are now part of everyday conversations. Yet there is a quieter truth many educators live with daily: you cannot pour from an empty cup, and you should not be expected to try.

When teacher well-being is treated as a personal responsibility instead of an organizational one, burnout follows. Educators stop sleeping well. They lose energy for lessons they once loved. They begin counting down to Friday by Tuesday. Many feel guilty for struggling at all.

Educator wellness should not be a stigma. It should be a normal, open conversation in every building, just like curriculum planning or safety procedures. Wellness is not just about surviving the school year. It’s about creating working conditions where educators can stay in the profession and still have a meaningful life outside of school.

This article is meant to be both affirming and practical. If you’re a teacher, parent, or administrator, you should be able to share it in a staff meeting, PTA meeting, or leadership discussion and say: Let’s build a healthier normal.

What educator wellness really means (and what it’s not)

Educator wellness is not telling teachers to “practice self-care” while leaving expectations unchanged.

Educator wellness is a system-level commitment to:

  • reasonable workloads and clear boundaries,

  • protected time to plan and collaborate during the workday,

  • access to mental health supports without fear or judgment,

  • and a culture that values educators as people, not just professionals.

It also means recognizing the invisible load educators carry. Emotional labor. Secondary trauma. Constant responsiveness. Public scrutiny. And the pressure to meet every need, every day.

When wellness is done well, it’s proactive. It shows up in schedules, policies, staffing decisions, communication norms, and in how leaders respond when someone says, “I’m not okay.”

As one educator shared after a schedule change:

“I didn’t realize how exhausted I was until I finally had protected planning time.”

What states and organizations are doing to support educator wellness

Across the country, states and educator organizations are beginning to acknowledge that wellness must be built into systems, not left to individual endurance.

Ohio: Ohio Education Association Wellness Grant

In Ohio, the Ohio Education Association offers a Wellness Grant designed specifically to support educator well-being at the local level. The grant allows affiliates and school communities to fund wellness initiatives that reflect the real needs of their educators, rather than a one-size-fits-all approach.

Funds can be used for mental health programming, stress-management workshops, wellness events, peer support initiatives, and other efforts that promote a healthier work-life balance.

Why this matters: the Ohio Education Association Wellness Grant recognizes that educator wellness is not an individual issue—it’s a collective responsibility. By investing directly in wellness at the building level, the program helps normalize these conversations and provides tangible support, not just encouragement.

Colorado: free mental health supports designed for educators

Colorado has taken a systems-level approach to mental health by investing in supports that benefit both students and educators, especially in rural and underserved communities.

One example is the School Mental Health Support Program (SMHSP), a statewide initiative created through House Bill 24-1406 and funded by the Colorado Behavioral Health Administration. The program is designed to strengthen mental wellness across school communities by helping districts build sustainable, trauma-informed mental health systems.

SMHSP provides schools with training, resources, and hands-on implementation support. Rather than placing the burden on individual educators to manage stress on their own, the program focuses on building structures that reduce strain, improve access to mental health services, and create healthier working environments for staff and students alike.

Why this matters: by treating educator wellness as part of a broader mental health ecosystem, Colorado is addressing root causes of burnout, not just symptoms. This approach acknowledges that when schools are better supported, educators are better supported—and that long-term wellness depends on strong systems, not individual resilience alone.

California: California Teachers Association Wellness Center

In California, the California Teachers Association supports educator well-being through its Wellness Center, a centralized hub designed specifically for educators’ mental, emotional, and physical health.

The Wellness Center offers professional learning opportunities, educator-focused mental health resources, and tools that help teachers and school staff manage stress, build resilience, and maintain a healthier work-life balance. Rather than treating wellness as a personal issue, the center frames it as a professional and organizational priority that deserves time, attention, and support.

By making these resources statewide visible and accessible, the California Teachers Association helps normalize conversations about educator wellness and mental health. Districts and school leaders can also use the Wellness Center as a model when developing their own wellness initiatives, reducing the need to start from scratch.

Why this matters: statewide wellness hubs reduce stigma, increase access to support, and send a clear message that caring for educators is essential to sustaining strong schools—not an optional extra.

Indiana: a practical, educator-centered wellness toolkit

Indiana has taken a practical approach to educator wellness by developing the Educator Wellness Toolkit, a resource designed to help schools and districts support the mental, emotional, and physical well-being of educators in meaningful ways.

Created by the Indiana Department of Health, the toolkit provides research-based guidance, reflection tools, and actionable strategies that schools can implement without needing to create entirely new systems. It addresses common stressors educators face, including workload pressure, burnout, and the challenge of balancing professional responsibilities with personal well-being.

Rather than placing the responsibility solely on individual educators, the toolkit emphasizes shared responsibility across school leadership, staff, and systems. It encourages schools to assess their current practices, identify barriers to wellness, and make intentional changes that support healthier work environments.

Why this matters: Indiana’s Educator Wellness Toolkit gives schools a clear starting point. It moves wellness from a vague concept to concrete action, helping districts normalize wellness conversations and embed them into everyday practice instead of treating them as an afterthought.

Addressing the stigma that keeps educators silent

In many schools, educators worry that admitting stress will be seen as weakness, a lack of professionalism, or a reason they won’t be trusted with leadership roles.

So they stay quiet.
They work later.
They answer emails at night.
They convince themselves it’s temporary—even when it’s been years.

Changing this culture starts with leadership. If wellness is only discussed after a crisis, staff learn that support is conditional. But when leaders openly name stressors, protect time, and model healthy boundaries, they create psychological safety.

One powerful norm schools can adopt:
We don’t reward burnout.

Not with praise.
Not with extra responsibilities.
Not with a culture of martyrdom.

What districts can do right now

Improving educator wellness doesn’t require a complete overhaul. It requires intentional choices.

Protect time like it’s instruction

  • Guarantee uninterrupted planning time.

  • Avoid filling prep periods with meetings.

  • Plan staffing structures that reduce emergency coverage when possible.

Set clear communication boundaries

  • Establish reasonable expectations for after-hours emails.

  • Use shared templates and office-hour windows.

  • Leaders must model these norms consistently.

Reduce invisible workload

Audit everything educators are responsible for outside of instruction: data entry, duplicate platforms, excessive documentation, repetitive meetings.

Then remove at least one task each quarter. Make it visible. Celebrate it.

Build wellness into the culture

Wellness shouldn’t be limited to a single event.

Consider:

  • peer support groups,

  • wellness committees with real influence,

  • openly shared counseling resources,

  • and consistent messaging that mental health is health.

Make it safe to ask for help

Train leaders to respond well when educators share concerns.

Support sounds like:

  • “Thank you for telling me.”

  • “Let’s see what we can adjust.”

  • “What would help most right now?”

How parents and communities can support educator wellness

Families want great schools, and educator wellness is part of that goal.

Support looks like:

  • respectful communication,

  • reasonable expectations for response times,

  • advocacy for staffing and planning time,

  • and recognizing that sustainable educators create sustainable schools.

The most meaningful message isn’t, “You’re amazing for doing all this.” It’s, “You deserve working conditions that make this possible.”

A hopeful way forward

Educator wellness is not about lowering standards. It’s about raising the standard for how schools care for the adults who make learning possible.

When educators have time to plan, space to breathe, and support that’s normalized, everyone benefits. Not because teachers should carry one more responsibility, but because healthy systems create better outcomes.

If you’re an educator: you are not weak for needing balance.
If you’re an administrator: start by protecting time and removing one unnecessary burden.
If you’re a parent or community member: your advocacy matters.

Start the conversation. Share this article with a colleague, leadership team, or school council. Educator wellness becomes real when it’s discussed openly—and built intentionally—into how schools operate.

Play video: How Educator Wellness Positively Impacts Student Outcomes | SXSW EDU 2025 (58 minutes 15 seconds)
How Educator Wellness Positively Impacts Student Outcomes | SXSW EDU 202558 min 15 sSXSW EDU on YouTube

SXSW EDU – How Educator Wellness Positively Impacts Student Outcomes | SXSW EDU 2025 (Play video)

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