Catherine Johnson, a dedicated public school teacher in Polk County, Florida, recently made headlines when she resigned from her position and shared her resignation letter on social media, which has since garnered over 65,000 shares.
Catherine expressed her deep concern over the educational reforms that she feels are depriving students of a nurturing and age-appropriate learning environment. “Like many educators nationwide, I am increasingly troubled by the misguided reforms undermining the foundational practices of early childhood education. These methods, which have substantial empirical support, are being ignored in favor of approaches that are not only ineffective but detrimental to the development of young learners.” She is prepared to support her claims with research but doubts it will be solicited.
Having dedicated her life to education, Catherine faced a personal dilemma when she welcomed her daughter into the world last June. The thought of her daughter entering an educational system laden with flaws filled her with anxiety. “I refuse to subject my child to this chaotic system, and I can no longer, in good faith, be a part of it myself.”
The ongoing discourse surrounding our flawed education system has intensified, particularly with the implementation of rigid testing standards that seem to prioritize order and benchmarks over experiential and developmentally appropriate learning. Children are still children, yearning for dynamic educational experiences, yet we confine them to desks, diminish playtime, and force them into a learning model that allows no room for creativity or interpretation. We risk turning them into mere automatons—overworked and stressed.
“The distress isn’t limited to tears. Many children misbehave to avoid being labeled ‘stupid’ or because their little bodies can no longer sit still, or because they lack knowledge of school’s social rules, which there’s no time to teach. My studies focused on behavior disorders, so I can confidently state that the issue lies not with the children but with a system that imposes an unrealistic curriculum and behavioral expectations far beyond their developmental stage.”
My own child has just started kindergarten. After moving from Florida, where the pre-k cutoff dates were different, he faced the challenge of starting kindergarten at just four years old. It was a struggle. He couldn’t endure six hours with only a brief 20-minute recess. His teacher soon labeled him as “distracted” and “tired.” Of course, he was four! He was accustomed to napping and playing outdoors for hours. Within weeks, the school psychologist reached out to discuss interventions, including speech therapy.
My son communicates perfectly well and has been reading since he was three. He is a bright, engaged child. But after being singled out for “testing,” he began expressing feelings like, “I hate school. School makes me sad.” I ultimately decided to enroll him in a private pre-k, as the public school would not allow him to join their program due to a missed cutoff date.
In his new, play-based pre-k, he has returned to his joyful self. He’s engaged and no longer says, “School makes me sick.” The thought of sending him back into the public school system next year fills me with dread, and I’m now trying to find a way to afford private kindergarten. I want my child to thrive in a public school environment, and it’s disheartening that I may have to seek alternatives.
Catherine’s courageous stand against the status quo is refreshing. What are we doing to our educators and students? Discontent is rampant among teachers, students, and parents, and the evidence of systemic failure is mounting. How many children must suffer through this experimentation? When will teachers stop being scapegoated for the failures of our educational system?
“The chaos lies in a system that prevents teachers from meaningfully differentiating instruction, threatening disciplinary action if they allow students a moment to regroup or wish to extend a lesson that captivates their students. The disorder is in a structure that enforces strict regimentation and punishes those who deviate. It prioritizes inappropriate assessment scores over meaningful, research-informed teaching.”
Catherine has stated her intention to travel to Tallahassee with fellow educators to advocate for change. I refuse to remain silent while my young child is unfairly labeled as “needing intervention” simply for behaving like a child.
It’s time to demand better. Educators like Catherine should not have to leave a broken system; they should be valued and heard.
For more insights into this critical topic, check out our article on home insemination and learn about the challenges many face today. Additionally, you can explore valuable resources on donor insemination and understand more about fertility kits.
In summary, Catherine Johnson’s resignation highlights the urgent need for reform in our education system, as teachers and students alike struggle under an outdated and detrimental structure that prioritizes testing over genuine learning.