In Polk County, Florida, a dedicated public school teacher named Sarah Johnson recently made headlines by resigning from her position and sharing her resignation letter on social media, where it has garnered significant attention.
“Like many educators across the country, I am increasingly troubled by the misguided reforms that are depriving my students of a developmentally appropriate education. Developmentally appropriate practices are fundamental to effective early childhood education and are supported by decades of research. Yet, the new policies not only overlook this evidence but also compel teachers to implement strategies that are not only ineffective but detrimental to child development and the learning experience. I am fully prepared to substantiate these claims with research literature, although I doubt it will be requested.”
Having committed her life to education, Sarah expressed her concerns about the educational environment after the birth of her daughter. She fears that in a few years, her child will have to navigate a flawed system: “I refuse to subject my child to this chaotic environment, and I can no longer in good conscience participate in it myself.”
The conversation surrounding our failing education system has intensified, particularly with the introduction of stringent testing standards that prioritize order over meaningful, experiential learning. Children, despite being in a formal education setting, are still young and need dynamic learning environments—yet we confine them to desks, diminish recess, and enforce learning methods that leave no room for creativity or personal expression. This creates overworked and stressed children.
“Students do not simply cry; some act out because they would rather be labeled the ‘bad kid’ than the ‘stupid kid,’ or because their young bodies cannot remain still any longer, or because they lack understanding of the unwritten rules of school, and there is no opportunity to teach them. My advanced studies focused on behavior disorders, and I can assert that it is not the children who are disordered. The true disorder lies within a system that asks them to engage with curricula and exhibit behaviors that are inappropriate for their developmental stages.”
As a parent, I have witnessed the repercussions of this system firsthand. My son recently transitioned from a pre-kindergarten setting in Florida to a kindergarten program, forced to start school at just four years old due to differing cutoff dates. This change was too abrupt; he struggled to remain seated for long hours with just a single 20-minute break. His teacher soon noted his “distractions” and fatigue. Naturally, as a four-year-old, he was accustomed to napping and playing outdoors. Within weeks, school officials began discussing various interventions with me, including speech therapy.
My son is articulate and has been reading since he was three. He is a generally happy and engaged child. However, after just a few days of “testing” in this new environment, he started voicing sentiments like “I hate school. School makes me sad.” I ultimately decided to enroll him in a private pre-kindergarten program that emphasizes play and movement, and he has regained his joyful disposition. I find myself anxious about sending him back into public school next year and am considering how to afford a private kindergarten. This is not what I envisioned for my child; I wish for him to thrive in public education.
It is refreshing to see educators like Sarah voice their frustrations. What is happening in our schools? Teachers are dissatisfied, students are unhappy, and there is an increasing body of evidence indicating systemic failure and a lack of accountability. Yet, we continue along this path. How many more students must endure this experimental system? How long will teachers shoulder the blame for the failures of our educational framework?
“The true disorder lies within a system that prevents teachers from providing meaningful, differentiated instruction, and threatens disciplinary action if they choose to give their students a brief respite from challenging concepts or extend engaging lessons. The chaos is in a structure that mandates strict adherence to minute-by-minute scheduling and penalizes deviations. This system prioritizes scores from inappropriate assessments over research-based, meaningful teaching practices.”
Sarah has indicated her intention to travel to Tallahassee with fellow educators to advocate for change among lawmakers. I, for one, refuse to remain passive while my young child is labeled as “needing intervention” for simply acting his age.
It is time for a change. Educators like Sarah should not have to abandon a flawed system; they should be valued for their expertise and listened to.
In conclusion, the need for reform in our educational system is urgent. Teachers and parents alike must advocate for an environment that supports the developmental needs of children, allowing them to learn and grow in ways that are both appropriate and effective.
Keyphrase: Educational reform and child development
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