Where do I begin?
Teaching became a role that was structurally impossible to do well. The demands placed on teachers are so extensive and often conflicting that even sustained, exhaustive effort never feels sufficient. You work relentlessly, yet are left with a persistent sense of guilt for falling short of an unattainable standard.
When the reality of the workload is accounted for, the notion of generous holidays quickly dissolves. Calculated against the actual hours worked, the salary often equates to less than minimum wage, revealing a profession that is both emotionally and financially undervalued.
The ideal of inclusion, while well intentioned, frequently exists more as a policy aspiration than a practical reality. In many cases, students are placed in environments that are not appropriate for their needs, with little or no additional support, to the detriment of both those pupils and the wider classroom.
Parental engagement presents another challenge. Poor boundaries, limited accountability, and unrealistic expectations placed on teachers have become increasingly common, further eroding professional autonomy and respect.
Compounding this is the absence of meaningful consequences for extreme or persistent misbehaviour, whether from pupils or, at times, parents. This undermines classroom stability and places an unreasonable burden on teachers to manage situations without adequate authority or backing.
Finally, the role is dominated by relentless paperwork and an ever-changing landscape of initiatives. These shifting priorities continually move the goalposts, creating an environment where compliance often takes precedence over effective teaching and meaningful learning.