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Elementary school teacher Alice Yates does hair for student who lost a parent.

Teachers play a much larger role than simply being educators. And elementary school teacher Alice Yates (@missaliceinteacherland) understands what it means to go above and beyond for her students, especially those in need.

In a new video shared on Instagram, Yates shared an emotional video about a student who recently lost a parent. After noticing she was coming to school with her hair unbrushed most days, she decided to step in with kindness and help take care of her by doing her hair everyday.

In the start of the video, Yates shows herself brushing out a little girl's hair as she tells her story in the captions. "A few months ago one of my student's parent died pretty suddenly...she was coming to school with her hair not even brushed most days," she writes. "I just wanted to help where I could. So I bought a cheap comb and hair ties so that I could at least do a basic pony for her to get her hair out of her face."


The small act of love did not go unnoticed. Her other students noticed Yates doing the student's hair, and wanted to get their hair done, too. "Then the other girls in the class started asking if I'd do their hair too. Now during breakfast, we have chitchats while we do hair! I wouldn't trade this time for anything. It has helped us all become so much closer.❤️"

She goes on to explain that she wasn't sure if parents would be okay with it, but was put at ease after getting a thankful message from one.

"I was a little nervous some parents might take it the wrong way that I'm doing their kids hair, but then I got this message: 'I just FaceTimed with [student's name] and saw her hair. It was adorable. Thank you for being extra sweet to my girl while I'm away. I don't even know what her hair looked like when she came in lol."

Yates offered more details as to why she treasures the personal interactions with her students. "I love being the teacher that I needed growing up...when I was a kid many of my teachers didn’t take the time to get to know us. They didn’t really show us love, tell us about their family, or even ask about ours," she writes. "They showed up, taught from a McGraw Hill Teacher Guide and went home. I think back on school and I hated it most years. I can count on one hand the teachers that I felt safe and happy with."

It was that experience that made her want to be a different teacher. "School filled me with so much anxiety and I think it’s a huge reason why I pour my heart and soul into teaching now," she writes. "I find so much comfort in looking into a parents eyes and telling them that I will take care of their baby, and they look back and me and know I mean it. ❤️"

Yates' emotional video got an incredibly supportive response from viewers. "And that’s a vocation right there & exactly the teacher our children need 💕," one wrote. Another shared, "This is beautiful bc when I was in 3rd grade my dad almost died in a motorcycle accident. Needless to say with no family nearby, most days I was barely dressed much less brushed. My teacher would bring barrettes to put up my hair and ill never forget the difference it made in my life ♡." And another viewer added, "They will never forget you and the time you took for them ❤️."

If you would like to contribute to Miss Alice's classroom, you can shop her Amazon Classroom Wishlist here.


This article originally appeared in March

Teachers are quitting in droves for a variety of heartbreaking reasons.

When I was a child, I used to line up my dolls and stuffed animals on my bedroom floor, pull out my mini-chalkboard and in my best teacher's voice, “teach” them reading, writing and arithmetic. Pretending to be a teacher was my favorite kind of imaginative play. In college, I majored in Secondary Education and English and became an actual teacher. I loved teaching, but when I started having kids of my own, I quit to stay home with them. When they got to school age, I decided to homeschool and never went back to a traditional classroom.

I kept my foot in the proverbial school door, however. Over the years, I’ve followed the education world closely, listened to teacher friends talk about their varied experiences and written countless articles advocating for better pay and support for teachers. I've seen a teacher burnout crisis brewing for a while. Then the pandemic hit, and it was like a hurricane hitting a house of cards. Teachers are not OK, folks. Many weren’t OK before the pandemic, but they’re really not OK now.

education, classroom, elementary school, students, teachers, teachingAn empty classroomCanva Photos

A recent poll from the National Education Association found that 90% of its members say that feeling burned out is a serious problem, 86% have seen more teachers quitting or retiring early since the pandemic began and 80% say that job openings that remain unfilled have added to the workload of those who are still teaching. And more than half of teachers say they will leave the profession earlier than they had planned. Some surveys show that being a teacher is even more likely to drive burnout and anxiety than being a healthcare worker, and that's saying something.

I checked in with several dozen teachers who have quit recently or are close to quitting, and the response was overwhelming. Over and over I heard the same sentiments: I went into teaching because I enjoy working with kids and I want to make a difference. I love teaching. I love my students. These are teachers who throw their whole heart into their work.

So why are they quitting? The reasons are plentiful—and heartbreaking.

Low pay is an issue many of us think of when it comes to teachers, but it's not the main thing pushing teachers to quit. One teacher told me that in his school district, garbage collectors make $10K more per year and have better benefits than teachers with graduate degrees and a decade of experience, but that wasn't his primary reason for wanting to leave. There’s no question teachers deserve to be paid more—a lot more—but teachers don’t choose to become teachers for the money, and most don’t quit because of the money, either. It’s the issues that make the wages not worth it.

(Many school districts are adopting 4-day school weeks in an effort to entice more teachers to join up and stay. It helps with pay-related issues, but doesn't solve many of the other problems.)

teachers, teacher pay, teachers quitting, education, public educationA teacher holds an "I quit" signImage via Canva

One of those issues is a lack of recognition that teachers are actually highly skilled professionals. “Paying teachers like we are professionals would go a long way,” says Bonny D., an educator in Idaho, “but really it's about trusting us to be able to do our work. Many teachers have Master's degrees or have been teaching for many years, but still aren't listened to or considered experts when it comes to helping students succeed.”

Jessica C. has taught middle and high school English in three different states and resigned in December. She says she loved working with kids and designing curriculum, but she finally left after seeing more and more teacher autonomy get stripped away as standardized testing became the primary focus.

“Despite my years of experience across multiple states and my two graduate degrees in education, I felt like nobody with any real power believed I was actually competent at my job,” she says. “I saw evidence that my students were growing as readers and writers, but at the end of the day the only thing that mattered was hitting a certain number on those state assessments. It was really disheartening to feel like nothing else mattered but that test, and that even though the test itself doesn't resemble any real-world reading or writing skills in any way, it was supposed to be the focus of all of my instruction.

teachers, teacher pay, teachers quitting, students, tests, standardized test, education, public educationstudents taking a testImage via Canva

“But let's not forget,” she added, “I also wasn't allowed to look at it at all or even really know what was on it or how it would be scored.”

California elementary school teacher Ann B. shared a similar sentiment: “Teaching over the past decade has lost its charm and sparkle. So many mandates, broken systems, top-down management from people who haven’t spent much time in the classroom made it difficult.“

Sarah K. teaches high school history and AP psychology in Tennessee. Unlike most of the teachers I spoke to, she is having one of the best school years of her career, but she shares concern for the state of public education in general. “I think a lot of teachers feel attacked and are afraid and are feeling like the job can't be done anymore,” she told me. “As a society, we have lost our ability to trust each other, and it is manifesting itself in not trusting teachers to teach, do their jobs and follow our hearts to love and inspire kids.”

In addition to micromanagement from administrators, classroom control from legislators and demonization from parents, I had two teachers share with me that they’d been through a school shooting. ESL teachers from different states shared that their school districts refused to put resources toward programs that would help their students succeed and basically told them that those students didn’t matter. Other teachers feel like their own lives don’t even matter.

students, teachers, teacher pay, education, teachers quitting, school administrators A teacher talks with a school administrator Image via Canva

“A teacher passed away from COVID in January in a different building,” says Jenn M., a 14-year veteran teacher from Pennsylvania. “The kids had the day off. The teachers came in and had no directive of what to do. We got tested for COVID, and that was it. I literally feel like if I die, nobody in the district would care about me. I want to feel important and impactful at work.”

And then there's the mental load that has always existed for teachers but has definitely been exacerbated by the pandemic. Teaching is not 8:00 a.m. to 3:30 p.m. with the summers and holiday breaks off. That’s just not how it works; not for any teacher I’ve ever known. And it's taxing work on every level. You’re working with dozens if not hundreds of kids every day. You care about them and their well-being, you’re trying to teach them whatever your subject is but also helping nurture them into fully functional human beings. You have constantly changing expectations coming from every side.

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“Teaching is all-encompassing,” says an elementary school teacher from New Mexico who wishes to remain anonymous. “It is seriously draining emotionally and physically. It's not just a job that is easily turned off at the end of the day when you go home.

“Everything falls on the teachers,” she adds. “We are stuck in a no-win situation in the middle of a societal crisis. Schools have been pushing higher academics at earlier ages and the need to teach basic social skills, norms and niceties is higher than ever. Our roles and the demands on us are just increasing.”

Bonny D. agrees. “There is a mental load that goes with teaching,” she says. “It's very difficult to specifically identify. It's the workload, it's the constant changing of what's required of us as legislation changes, it's the restrictions on what we can teach, the expectation that we will work outside of the paid contract hours, the fact that it's easier to go to work sick than make sub plans, it's micromanaging teenagers, doing extra things in the school with no extra pay, the low morale created by parents who want to dictate what we do in the classroom without ever discussing it with us or volunteering in the classroom themselves.”

teachers, ross geller, friends, education, gif, studentsRoss Geller from Friends gets it!Giphy

And so much of what's expected of teachers is self-contradictory, as Jessica C. points out in a bullet list summary of what teachers have been asked to do over the past few years:

- Differentiate your instruction for every child, but don't deviate from what the textbook says to teach.- Teach directly from the textbook, word for word and page for page whenever possible, but also spend hours of your time designing a unit plan (even though one is provided in the textbook company's supplementary materials).

- Turn in detailed weekly lesson plans, even though we really just want you to turn the page and read what it says every day.

- Hold every child to high expectations and keep all your instruction and assessment on grade level, but make sure none of them fail, even if they come into your room drastically below grade level.

- Attend regular PLC meetings, but the principal is going to set the agenda and run the whole meeting and you won't really be asked to contribute anything at all. (Again, we're going to ignore that year-long training you got in your last district about the PLC model and just assume you don't know that we're deviating from the model completely.)

- You should be focusing on instruction, not wasting a minute of class time, but we're also going to expect you to collect T-shirt order forms, and fundraiser money, and take your kids down to the cafeteria for school pictures, and fill in for colleagues on your planning period. Oh, and you'll have to stay late several times a grading period so that you can work the gates at athletic events, because your professional performance review will be based on how much you gave to the school above and beyond your job description and contractual obligations.


The pandemic, of course, has made everything worse. Teachers have borne the brunt of all the upheaval in education, not only in having to completely change the way they teach and implement new technologies overnight, but also in dealing with the emotional and developmental challenges their students are facing throughout all of this. The pandemic has also exacerbated and highlighted issues of inequity in education that were already there.

Catlin G. is an intervention specialist who has taught for 18 years, primarily in schools in under-resourced communities. She says that what many districts are now dealing with—attendance and staffing issues, high variability in children's academic growth, a lack of resources—are all too familiar to her and the students she has worked with.

teachers, students, classrooms, teachers quitting, teacher pay, education, public educationAn empty classroomImage via Canva

"The pandemic drew a lot of attention to the role of education, but much of it has been focused on issues such as CRT or masking, which have deflected from bigger, long-term problems in schools, such as low literacy rates and crumbling infrastructure. I hope that people don't simply forget about education issues once their kids no longer have to wear masks to school, and begin to think about how we can make education better for all kids."

Some teachers cite student behavioral issues as contributing to their burnout, but most of the teachers I heard from held on in the classroom as long as they felt they could for their students' sake. After all, teachers generally go into teaching because they love kids and want to work with them.

“I never wanted to leave," an elementary school teacher from Washington who quit this year told me. "I cried with my students during my last week in the classroom. Their outpouring of love and understanding melted my heart. I had never felt so conflicted in a decision because I loved the students and my job.”

Between the pandemic throwing classroom teaching into chaos, parents and legislators dictating how and what teachers teach, and increasing assessments and top-down administration creating micromanagement issues, teachers feel like they aren't able to do the jobs they love and signed up for. They're not quitting because they hate teaching—they're quitting because they can't teach under these conditions. It's tragic, truly, and it's up to all of us to throw our support behind educators to stem the crisis a mass exodus of teachers will lead to.

This article originally appeared four years ago.

Arnold Ford shares a birthday—and birthday joy—with one of his students.

When Arnold Ford went to work on his birthday in February of 2024, he knew he was in for a treat. One of his students, a girl named Cali, has the same birthday as he does, and Ford was ready. As soon as he saw Cali come bounding down the hallway with her arms spread wide, the assistant principal tossed his backpack aside, swooped the girl up, and spun her around in joyful celebration.

Then the two raced down the hallway, arm in arm, so Cali could give him a balloon and a cupcake she had saved for him. All of this was captured on the security cameras at west Philadelphia's Mastery Charter School, Mann Elementary, and the footage has people cheering for amazing educators.

"I’m so grateful to God for allowing me to see another year," Ford wrote when he shared the video on his Instagram page. "I’m even more grateful that LOVE continues to be the centerpiece of my entire life."

"And… as you can see… I’m also grateful that I get to share a birthday with one of my favorite students," he continued. "And yes… she brought me a balloon and a cupcake, and in exchange, I told her she could dress down today. Fair trade if you ask me!

Watch:

People are gushing over the exchange in the comments.

"Do y'all teach 25th grade!? I need an elementary school experience do-over!" wrote one person.

"Bro my own parents never been that happy to see me 😭," wrote another.

"Can you imagine marinating in that love on a daily basis? What a gift this man is!" shared another.

Several people pointed out that no one else in the video so much as blinked, which is a testament to the fact that this wasn't out of the ordinary. Clearly, Mr. Ford brings this energy to work every day.

"I think it’s important for us to celebrate WITH our students and families," Ford told Upworthy. "[Cali's] birthday is a big deal to her, and so is mine. We talk about it ALL year. So when that day came, what you saw was just a natural, genuine reaction that we both had. She was excited to be celebrating me, and I was excited to be celebrating her."

Educators like Ford can make such an enormous difference in children's lives, transforming a school into a place filled with positive interactions where kids know people genuinely care about and enjoy being around them. That's what Ford loves about his job as well.

"It really is the reciprocal nature of the work," he told Upworthy. "We get so much more than we ever put out. Love. Joy. Laughter. The more we sow those things, we see them return exponentially in this work. That’s why when I often say, 'Love is the curriculum,' it’s because I recognize how blessed I am to be able to put positivity and joy at the center of my experience with them. It’s humbling."

"In other words, I love that I don’t have to wait until Fridays to get paid." he adds.

Here's to Mr. Ford and all of the dedicated, incredible educators out there who pour their love into helping children learn and grow and thrive. They really do deserve all the balloons and cupcakes—and all the pay raises as well.

You can follow Arnold Ford on Instagram.


This article originally appeared last year.

George Yionoulis is pretty much your typical 9-year-old.

The fourth-grader from Raleigh, North Carolina, loves "Harry Potter," making art, and eating tacos.

Oh, and he loooooooves dancing. The kid has some serious moves.


While it's pretty easy to understand why George loves tacos (who doesn't?), there are some things George does that aren't quite as easy for people to understand. That's because when was 2 years old, his parents discovered has an autism spectrum disorder.

George's autism makes it harder for his classmates at Douglas Elementary School to relate to him. So he used a class project to help them understand him a little better.

George wrote, narrated, edited, and produced a video called "My Autism" and even created an original score to accompany the six-minute clip.

"Hi, everybody. My name is George," George begins his voiceover as text reading "GEORGE ... and AUTISM" flashes across the screen before cutting to footage of George dancing.

"Let me tell you a little about myself," he continues. "I have fun dancing, I have fun making music, I love to draw and make art, and ... wait for it ... I have this thing called autism."

In the video, George shares some of his unique quirks — things he knows his classmates have noticed about him but maybe haven't had the courage to ask about.

Like the fact that he has trouble making eye contact with people when they speak to him, though he says he's gotten better about it. "I might not have been looking, but that didn't mean I wasn't listening," he explains.

"Speaking of listening," he continues. "I can hear and see a lot of things and sounds all at the same time, which sometimes makes it hard to focus on any one sound or thought. That's why it might take a little more time to answer you when you ask a question."

He also has trouble with metaphors and figures of speech, which is common for kids with autism, and advises his classmates to be as literal and clear with him as possible.

"If you say 'take a seat,' you might find one less chair in your classroom," he jokes.

George also opens up about some of the challenges he faces and hopes the video will help his friends understand why he sometimes gets angry, cries, or yells."

I sometimes get frustrated when I get interrupted or when something doesn't go as planned," he admits. "Or when something unexpected happens. Or when I make a mistake."

In a courageous peek behind the curtain, George even includes video of himself — at a much younger age — throwing a tantrum at a book reading as well as audio of himself stumbling with his words while recording the narration for the video and becoming audibly frustrated. "But I messed up!" he cries.

"(Some of those) are just kid things to get frustrated about, and I'm a kid just like you," he says. "All us kids are different in our own ways, right?"

At the end, George asks his classmates to come talk to him, ask him questions, or invite him to play — even if it seems like he might not want to.

"I like having fun, just like you. So if you ever see me playing by myself, it doesn't necessarily mean I don't want to play with you, too," he tells them. "I always want to play with you."

His heartwarming honesty and larger-than-life on-screen personality are so compelling, it's no wonder the video has gone viral. Shortly after the video went up on YouTube and Facebook, it racked up tens of thousands of views and hundreds of comments.

Initially, it was only meant for George's 21 elementary school classmates.

"The feedback we're getting is, 'I showed this to my 6-year-old who has autism, I showed this to my 12-year-old who has autism,' and they're going, 'Me too, and we could be friends!'" his mother, Lisa Jolley told Raleigh-Durham's WTVD/ABC11.

In a world where people with autism aren't often given the chance to speak for themselves, it's both really cool and really significant that George has taken control of his own life story and experience and is sharing them in his own words. At only 9 years old, he's already making huge strides in helping the world better understand a condition that affects about 1 in 68 kids in the United States.

Watch the full video below, and you'll probably learn something new yourself.

At the very least, you're bound to fall in love with this charming and courageous kid.

George's journey with autism at 9 years old. This is the video he shared with his fourth grade class to help them understand why he behaves the way he does...