If you have children in school, you’ve likely encountered the difficulties of securing substitutes. Your child may come home mentioning that their class was merged with another or that the principal or office staff filled in for the day. This scenario reflects the ongoing challenges faced by public schools across the U.S., which existed even before the pandemic turned everything upside down.
Before COVID-19 struck, many school districts struggled to find licensed substitutes and often resorted to employing any adult available to maintain a semblance of order and provide some educational activities, even if it meant resorting to endless worksheets. The situation was already grim, and then the pandemic exacerbated it.
With COVID-19, combining classes isn’t an option due to social distancing requirements. Additionally, teachers who have been exposed must quarantine for 10 to 14 days, even if they show no symptoms. Lunchtime is now spent in classrooms, and recess supervision is more intense, depriving teachers and substitutes of much-needed breaks for planning and de-stressing amidst the pressures of pandemic teaching.
The pandemic has intensified the existing shortages of teachers and substitutes. School districts, already grappling with significant budget constraints, have been hit even harder—particularly those categorized as “disadvantaged” or “low-income.” These districts serve students who often receive a subpar education compared to their more affluent peers, making them particularly vulnerable to the impacts of COVID-19.
Many are aware of the reasons behind the struggle to find substitutes. The role can be incredibly challenging. Even if you’ve never stepped into a classroom as a substitute, you’ve likely been a student and witnessed how classes react when a regular teacher is absent. With a substitute in charge, students often see an opportunity to push boundaries, which can lead to chaos by the end of the day—all for a modest pay of around a hundred dollars.
Now, in the context of a pandemic, the stakes are even higher. The requirement to keep students and themselves masked, maintain social distancing, and adhere to various COVID-19 protocols adds immense pressure. Many substitutes are retired educators seeking extra income, but they often belong to at-risk age groups and may not be willing to take on these risks. Others may have family members at home who are also at risk, leading them to withdraw from substitute lists when their services are needed the most.
Reports from districts such as Franklin Public Schools, a suburb of Milwaukee, reveal that numerous substitutes and teachers are resigning because schools fail to implement adequate safety measures. Concerns about large class sizes that prevent social distancing and inadequate ventilation have led many substitutes to refuse assignments. Unfortunately, many districts were already underfunded before the pandemic and are now expected to quickly find resources for necessary improvements—resources that simply aren’t available.
It’s no wonder that many school districts across the nation are facing a severe shortage of substitutes. It’s common to hear that a principal had to step in to teach a class or that a teacher conducted lessons virtually while a parent or staff member supervised students in person.
Would you be willing to work as a substitute in a school setting where hundreds of students could potentially carry COVID-19? For a pay rate of $10-15 per hour? Many wouldn’t.
Currently, schools are barely managing to get through each week, relying on the remaining teachers, who are stretched thin and overwhelmed with additional responsibilities. Large districts, like Denver Public Schools, are operating with only a quarter of their usual substitute pool, leading to a reliance on less qualified substitutes and a decline in educational quality.
This crisis is not merely about the safety of schools anymore; it is about the shortage of qualified staff. Jeannine Nota-Masse, a superintendent in Rhode Island, has highlighted how challenging it has become to ensure sufficient licensed teachers are present for effective instruction. The struggles faced in Rhode Island are echoed in many other districts, where staffing shortages are rampant.
Disadvantaged schools, unfortunately, are feeling the brunt of these challenges. These institutions were already struggling with basic supplies and resources, often serving students who arrive at school hungry or from challenging home environments. These students need dedicated teachers who can provide the support and encouragement they require, as well as access to school-funded meals and technology.
Research from Brookings has shown that the pandemic has widened the achievement gap in the U.S., with substitute teacher availability playing a major role. Schools serving higher populations of Black and Hispanic students report significantly lower rates of substitute coverage. For instance, nearly half of teachers in these schools express concern over the likelihood of finding a substitute when they are absent, compared to only 9% in schools with fewer minority students.
The reality is that schools will always need substitutes because teachers are human. They get sick, have personal commitments, and deserve breaks for their mental health. This challenge will persist even after the pandemic, especially for disadvantaged districts.
The new administration should prioritize the needs of substitute teachers in their educational reforms, especially in light of the challenges faced by low-income schools. This includes increasing substitute pay, providing better training, and offering resources to manage classroom behavior effectively. It is crucial to recognize the importance of substitutes, who may not manage long-term lesson plans but are often called upon to handle emergencies and unexpected situations, including health risks related to COVID-19.
It’s time for significant changes to ensure that substitutes are valued and supported, especially in districts that face greater challenges than their better-funded counterparts.
In conclusion, addressing the substitute teacher shortage is essential for the future of our schools, particularly in disadvantaged areas that have been disproportionately affected.