As the teaching profession faces challenges, a notable shift occurs as members of Generation Z step into classrooms across the United States. Young educators like Luke Van De Vijver and Joseph Curatolo are shining examples of this trend. Luke, a 23-year-old third-grade math teacher in Fairfax, Virginia, and Joseph, a 22-year-old social studies teacher for seventh- and eighth-graders in New York City, are going to stir the pot. Together, these two gentlemen embody an increasing hope among their age cohort to do good deeds within the education space.
In the process, Van De Vijver discovered his calling as a teacher largely by accident, he says, while working on his side hustle. This experience ignited his commitment to leading underprivileged youth. He is passionate about the need to focus on not just intellectual achievement but social emotional growth. His approach focuses on nurturing students as individuals, stating, “My philosophy is focused much more on being a good human at this age.”
Curatolo’s journey to education was slightly unconventional. Although he began his studies in architecture. The experience of teaching music to middle school students one summer had shown him the crucial role he could play in young lives that convinced him to change disciplines. Since that trip he has created exercises meant to promote courageous conversations between his students. “If something’s going on mentally, they don’t have to stay isolated and let that emotion build,” Curatolo explained.
Regardless of geography, new teachers such as Van De Vijver and Curatolo are on the rise. They enter our education system as it now finds itself at perhaps its most critical juncture. In fact, recent reports find that upwards of 53% of teachers are experiencing burnout. Even more alarming, upwards of 16% of them plan to quit because they are concerned about their safety and pay. These figures underscore the dire need for change not only in our profession, but by our profession.
As Randi Weingarten, president of the American Teachers Federation, reminds us, the challenges in front of this generation of teachers are unlike any we’ve ever known. She noted that they “came of age in a rapidly changing world,” with formative years shaped by isolation during the COVID-19 lockdown. This past trip has deepened their desire for human connection and real experiences in their personal and professional lives.
Weingarten then zoomed in on the commitment of Gen Z educators to make positive change within the classroom. “Gen Z educators are choosing the classroom because they believe in making a difference in our students’ lives,” she stated. As they step into their roles, these young teachers are reimagining traditional educational approaches, integrating technology and emphasizing social-emotional learning.
Challenges persist. Educator Gabriella Sheffler lamented the lack of safety and stability in the profession. “It’s scary when you wake up and see headlines like, ‘Department of Education’s going away’, and gun violence being a major threat in American schools,” Sheffler said. These problems have produced a climate of fear for educators. They’re in a state of perpetual fear about their housing.
Samuel Ramey, a teacher who strives to engage his students in meaningful discussions about history, noted the importance of preparing students for active participation in society. “I teach my students how to participate in healthy discourse and become active learners,” Ramey remarked.
The financial side of teaching is a huge burden to these young teachers as well. Whitney Petersmeyer, chief growth and program officer at Teach For America (TFA), highlighted the need for salaries that reflect the value teachers provide. “Salaries need to keep pace and reflect the value that is being created by teachers,” she said. This increased compensation demand is crucial if the profession wants to keep their youngest, freshest talent.
Though these challenges are great, the belief Van De Vijver and Curatolo share in their roles as shapers of future generations keeps them working in the field. Ask a teacher—they’re the embodiments of a new era of teaching defined by empathy and understanding. Van De Vijver reflects on his goals: “If they leave my classroom as someone who is willing to help others, who keeps an open mind and is caring… then I feel like I have done a good job teaching.”