The silent struggle of teachers

By all means, let the child bloom. But do not forget to water the roots, writes John J Kennedy

Once celebrated as torchbearers of knowledge, wisdom, and morality, teachers today are manoeuvring a storm of shifting values, rising expectations, and systemic neglect. The space once reserved reverently for the guru has been reduced to a transactional platform, where performance metrics have replaced pedagogy, and appeasement has overridden authority. Amidst this disorientation, a pressing question arises: Who cares for the teacher?

The most palpable shift in recent years, especially post-pandemic, is the transformation of the classroom from a sacred space of dialogue and discovery into a service centre. Students today often perceive themselves as consumers with an attitude: “I pay, you teach. Whether I learn, engage, or disrupt is my prerogative.”

Teachers are no longer seen as mentors who shape character and intellect; they are seen as facilitators of deliverables, such as grades, degrees, and job placements. The growing tendency to equate discipline with oppression and accountability with trauma is not just puzzling but deeply alarming. Requests for trigger warnings, refusal to accept academic discomfort, and resistance to basic behavioural expectations undermine the development of emotional resilience and intellectual grit.

Holistic education is not just about information delivery; it's about confronting discomfort, engaging with diverse perspectives, and managing cognitive dissonance. But if students are shielded from every difficult idea under the pretext of mental health, what are we truly preparing them for?

In this paradigm, a teacher who disciplines is seen as a threat rather than a guide. A single complaint can lead to administrative scrutiny rather than constructive dialogue. The erosion of parental trust has disempowered teachers, reduced them to cautious bystanders in their classrooms, and taught students that accountability is negotiable. This is a far cry from the days when parents trusted the teachers to mould their children.

On the other hand, educational institutions, especially those in the private sector, are struggling to survive. Admission numbers, rankings, and student satisfaction scores have replaced pedagogical depth as primary indicators of success. In this high-stakes environment, management often chooses the path of least resistance—pleasing students and placating parents—while ignoring the very hands that shape their academic reputation: the teachers. This lopsided focus has grave consequences.

Teachers are forced to compromise on standards, dilute assessments, and tolerate indiscipline. The result is burnout, low morale, and increasing attrition. According to a 2023 survey on teacher burnout, 44% of teachers considered quitting their profession due to student behavioural issues. Attrition rates are alarming, pointing to a deeper malaise.

It is time we acknowledged an uncomfortable but urgent truth: the Indian education system is dangerously imbalanced. In its quest to become student-centric, it has marginalised the teacher. If this trajectory continues, we risk undermining the very foundation on which meaningful education is based. The solution lies not in cosmetic reforms but in recalibrating values and structures.

What's the solution?

First, institutions must restore academic authority to teachers. They must be empowered to maintain classroom discipline, uphold academic integrity, and challenge students intellectually without fear of reprimand from administrators. Clear and fair protocols should exist for handling student grievances and protecting teachers from undue accusations and harassment.

Second, mental health must be a shared concern. While student well-being is crucial, it cannot come at the cost of teacher well-being. Regular counselling, peer support networks, and stress management programmes must also be institutionalised for educators.

Third, the parent-teacher relationship must be rebuilt on the principles of trust, respect, and shared responsibility. Dialogue, not confrontation, should define this engagement. Schools and colleges must initiate forums that go beyond academic performance to address values, discipline, and the holistic development of young minds.

Fourth, institutions must invest in retaining and rewarding good teachers. Merit-based recognition, opportunities for professional development, and fair workload distribution are not perks—they are prerequisites for sustaining quality education.

If educational reform is our goal, it must begin at its soul—the teacher. Their dignity, well-being, and autonomy must be non-negotiable, for without them, there is no classroom, knowledge, or future. We must move beyond ceremonial praise. Teachers deserve protection in policy, support in institutions, and genuine respect in practice. A nation that fails its teachers risks failing itself.

(The author is an education consultant and a former leader of an educational institution)