In a recent session with teachers, a powerful and sobering conversation unfolded. Teachers shared openly about the realities of trying to advocate for themselves and for one another within their schools. What emerged was not just individual frustration but a collective struggle that many teachers can deeply relate to.
Advocacy in education is not a simple act of raising your voice -it often comes with risks. Many teachers spoke about how, the moment you start asking questions or seeking clarity, you are quickly branded as a “problem,” “difficult,” or “hard to work with.” Instead of curiosity and constructive dialogue being welcomed, it is often met with suspicion or resistance.
And the challenges don’t always come from senior leadership alone. Sometimes, colleagues themselves act as barriers. Teachers described how peers would dismiss attempts at change with statements like “things have always been like this.” Others preferred to stay in the good graces of management, prioritizing appearances over solidarity. What is even more disheartening is that, when some of these same colleagues move into leadership roles, they often forget the everyday struggles they once faced, leaving those still in the classroom feeling isolated and unsupported.
This creates a difficult tension. On the one hand, teachers feel a responsibility to advocate for their learners, for their profession, and for one another. On the other hand, they also feel the weight of needing to protect their livelihoods. As one teacher put it, “At the end of the day, the bills still need to be paid.” It’s an exhausting balancing act: constantly justifying why you do the work you do while trying not to jeopardize your job security.
These reflections shine a light on the very real challenges of teacher advocacy. They remind us that speaking up in the education system is not simply about bravery or resilience; it is about navigating structures that too often silence or punish those who challenge them.
Yet, there is hope in these stories. The fact that teachers are willing to openly acknowledge these challenges is itself an act of courage. It opens the door for deeper conversations about how we can create safe spaces for teachers to speak, how solidarity among colleagues can be strengthened, and how leaders can be held accountable to remember the voices of those still in the classroom.
Most importantly, these reflections call on all of us, whether we are teachers, leaders, policymakers, or community members, to rethink what advocacy really means in education. It is not just about demanding change; it is about building systems where teachers no longer have to choose between their voice and their job security.
By bridging this gap -between silence and speaking up, between fear and courage, between survival and transformation, we can move closer to an education system that truly values and protects the voices of its teachers.
By Steven Mollo
Teachers CAN – Network Engagement Lead
