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Empower a New Generation of Energy Pros

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The energy industry is at a pivotal moment, seeking skilled workers to power our future. CTE programs offer a critical pathway to connect students with careers in this vital sector, and strategic partnerships are helping educators bridge classroom learning with real-world experience. Together we can empower the next generation to meet workforce challenges.

Energy powers our lives, our communities and our economy — making the energy industry a critical driver of future progress. And the demand for skilled workers has never been higher. In fact, wind turbine service technicians and solar photovoltaic installers top the list of fastest growing occupations from the U.S. Department of Labor’s Bureau of Labor Statistics.

The energy industry has an opportunity to connect students to vital careers. The solution lies in meeting learners where they are and giving educators the resources to understand, adopt and engage in modern energy curricula. Career and technical education (CTE) can help students prepare for careers in energy.

Why energy curricula is critical

The energy landscape is changing. Renewable energy sources like hydropower and solar are expanding in scope and capacity, and demand for power is increased overall. These are just two examples. The workforce needs to be proficient in emerging technologies that will shape our future.

The energy industry faces labor shortages, a retiring workforce and a skills gap in key knowledge areas. Utilities and renewable energy providers are challenged to “secure a larger workforce, develop digital and project development skills, and hire for completely new roles as they diversify their renewable portfolios” (Motyka et al., 2024). Educators and industry partners must work together to raise the visibility of energy careers and provide specialized learning experiences so that students can rise to the challenge.

How the energy industry supports educators

The energy industry recognizes the urgency of filling historic hiring demands and is taking on major collaboration initiatives to help educators. The Center for Energy Workforce Development (CEWD), a national neutral energy workforce nonprofit, is a longtime leader and convener of the industry to ensure a skilled, diverse workforce pipeline. The organization develops curricula, shares resources and pushes career awareness initiatives — like Get Into Energy and Troops to Energy Jobs — to help students and career changers navigate pathways into the industry.

At the heart of CEWD’s educator programming is a deep understanding of core competency standards within the energy industry. Content standards are available as road maps to support primary, secondary and postsecondary learning, meeting students at every level with age-appropriate content. Developed by CEWD and a diverse group of subject matter experts, the national frameworks and corresponding competencies aim to support curriculum development nationwide.

CEWD also offers a robust curriculum called Energy Industry Fundamentals (EIF) 2.0. This equips educators with tools to teach energy pathways for high school learners and beyond. The free virtual course offers 120 hours of instruction and comes complete with labs, interactive exercises, pacing guides, and lesson plans to connect students with foundational knowledge of the industry.

Connecting with educators through partnerships

Strategic partnerships connecting educators to the energy industry can bridge the gap between classroom learning and real-world application. These relationships pave the way to enable students’ access to relevant, updated education. The importance of seizing opportunities to work together cannot be overstated.

Career and technical student organizations serve as channels to foster collaboration between industry leaders, educators and students. The National Council for Agricultural Education has been another strong partner to CEWD, providing thought leadership and counseling on how to best support educators. Through national and local events, these organizations and others provide platforms for students to showcase their skills in energy-related competitions, while also offering professional development opportunities for educators. Educators gain insights into industry trends and learn more about available careers in all sectors. By increasing career visibility in these ways, we can help ensure that content remains current and effective.

Beyond these nationally driven partnerships, direct collaboration between energy companies and educational institutions is essential. Companies can offer workshops, seminars and training sessions for educators, providing them with access to industry experts and cutting-edge technologies. These initiatives enhance educators’ knowledge and equip them with practical tools and resources to incorporate into their curricula.

Join the energy evolution!

Help cultivate the skilled workforce we so urgently need. The careers are rewarding, and innovation knows no bounds. Truly, the potential is limitless — and you get to guide your students here. We’re just getting started. By prioritizing and investing in comprehensive energy education, we can lay the foundation for a resilient future. We can empower the next generation to power our lives, communities and economy for decades to come.

Kristie Kelley serves as the director of workforce development at the Center for Energy Workforce Development.

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Design Wraparound Services To Support Student Success

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Technical and vocational education and training (TVET), otherwise known as career and technical education (CTE), serves as the foundation of any thriving economy. No nation has achieved sustainable development without investing in the skills of its workforce and ensuring their productive engagement. The progression of economic growth is directly dependent on the technical capabilities of the labor force. History has demonstrated that even resource-scarce countries like Singapore have transformed into global economic leaders by prioritizing continuous advancements in their TVET/CTE systems.

This underscores the critical role of CTE in national development.

I had the privilege of entering this field at the onset of my professional career. And I have worked extensively with international workforce development organizations. These experiences have provided me with deep insights into technical training systems, their socioeconomic impact and their role in shaping economies.

In my pursuit of an ideal TVET/CTE system capable of addressing the needs of society, I was fortunate to explore successful models implemented in countries like Japan, Singapore, Finland, Sweden, Germany and the United States. Institutions like the Institute of Technical Education (Singapore), Omnia (Finland) and Bunka Fashion College (Japan) have set remarkable benchmarks. And while many TVET/CTE frameworks demonstrate success, I sense a persistent gap often exists between policy planning and on-the-ground implementation. This gap is particularly evident in countries like my own, Pakistan, where even the most dedicated efforts often fall short of achieving their intended outcomes.

The primary goal of any technical training system is to equip individuals with the skills necessary to secure sustainable livelihoods.

Support CTE students with wraparound services.

Many societies acknowledge the need for skill development but hesitate to address the underlying issues faced by trainees. Some attempts to mitigate these barriers have included financial aid, like stipends for transportation and tuition support. This approach has yielded positive results in many cases. But it often fails to account for the diverse and complex needs of individuals.

A one-size-fits-all solution risks excluding those who require more tailored support, leading to inefficiencies and wasted resources. A more effective approach is needed — one that ensures TVET/CTE programs are accessible while also addressing the barriers that prevent successful participation. The question then arises: How can we achieve this goal?

The answer lies in adopting a more holistic and individualized approach to student support. This realization crystallized for me upon discovering the Illinois Works Pre-Apprenticeship Program (ILWPP) and its innovative concept of wraparound services. This model represents a paradigm shift in addressing the systemic gaps I have observed.

Address learners’ individual needs.

Wraparound services go beyond traditional stipends and tuition reimbursements. They involve a comprehensive assessment of each student’s circumstances to identify and address the specific barriers they face. Training institutions are tasked with evaluating applicants not only for their suitability for the program but also for their ability to overcome personal challenges.

Once admitted, candidates receive tailored support to resolve issues such as transportation, child care or housing, ensuring they can fully commit to their training. The ILWPP model also extends its benefits beyond training completion. To facilitate employment, the state offers incentives like bid credits to companies that hire program graduates. This creates a win-win scenario, encouraging private sector participation while ensuring that graduates transition smoothly into the workforce.

The ILWPP exemplifies a comprehensive TVET/CTE system that addresses both individual and systemic challenges, paving the way for economic growth.

Key principles of the wraparound services model include:

  1. Individualized needs assessment: Before enrollment, training institutes assess each candidate’s needs and discuss how challenges may affect their ability to complete training.

  2. Comprehensive support system: Support may extend beyond stipends and tuition reimbursement to include transportation, child care, mental health services or other necessary interventions.

  3. Institutional responsibility: Training providers must ensure that admitted individuals receive the necessary support to successfully complete their training and transition into sustainable employment.

  4. Employer incentives: The ILWPP offers incentives for businesses that hire program graduates, ensuring long-term workforce integration.

Conclusion

A holistic approach can lead to tangible and lasting benefits for individuals and society at large. Educators and community leaders can bridge the gap between education and the workforce, ultimately fostering economic growth and social mobility. The ILWPP’s integration of wraparound services presents a compelling case for rethinking how TVET/CTE programs are structured.

This model prioritizes long-term success by addressing the unique challenges faced by trainees. If widely implemented, such an approach could revolutionize CTE.

Muhammad Tayyab Mir is a certified TVET leader with many years of experience in career and technical education globally. He currently works as a fund.raising specialist at RR Trade School in Illinois, U.S.. Previously, Mir served as principal and project manager at the Pakistan Knitwear Training Institute in Lahore, Pakistan.

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8 Tips for Creating Digital Learning Experiences

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By Steve Southwick, Savvas Learning Company

Career and technical education (CTE) serves as a vital link between classroom learning and career readiness, helping students develop skills earlier in their education journey and more clearly define their post-high school pathways. A recent national survey by Savvas Learning Company found that 75% of educators reported CTE programs as their top choice in helping students be successful after high school.

Thoughtful technology integration can lead to more meaningful learning outcomes. By implementing intentional strategies and avoiding common pitfalls, CTE educators and administrators can maximize the impact of digital learning, helping students develop the technical and workplace skills they need for long-term success.

1. Start with a clear understanding of program goals and student needs.

Before selecting any digital tools, define what competencies students should learn and understand how technology can address specific needs. Digital solutions should align with — not dictate — well-defined learning outcomes. Consider what skills students need for both technical proficiency and career readiness. Your digital CTE foundation should include optionality, access, scaffolded instruction and built-in support to ensure all students can succeed.

2. Embrace blended learning models.

Effective digital learning programs combine online and hands-on instruction. This model allows students to work independently on computers, whether at home or in the classroom, while also engaging in practical activities that reinforce technical skills.

Provide clear guidance for transitioning between environments. Establish consistent workflows, and design assessment strategies that evaluate both knowledge and application. This balanced approach better prepares students for modern workplace environments where digital and physical tasks are increasingly integrated.

3. Ensure seamless technical integration.

Integration with existing systems is essential for program success. Prioritize solutions that provide single sign-on capabilities, enable easy assignment management and support differentiated instruction. Teachers should be able to focus on instruction rather than troubleshooting technology.

4. Keep digital curriculum relevant and responsive.

One of the digital medium’s greatest advantages is its ability to rapidly adapt to emerging careers and changing industry practices. Evaluate digital CTE offerings against The National Career Clusters Framework (Advance CTE, 2024), focusing on how technology-enhanced learning can support high-growth fields like artificial intelligence, robotics and health care. This responsiveness allows schools to quickly address evolving workforce demands and student interests.

5. Choose digital learning tools that reflect workplace realities.

Select solutions that mirror current industry practices rather than simplified educational versions. CTE tools should simulate real-world scenarios and provide authentic workplace project experiences. Avoid common pitfalls like over-reliance on gamification at the expense of real-world applications or choosing overly complex platforms that burden teachers.

6. Integrate certification preparation throughout curriculum.

Embed industry certification requirements and standards directly into coursework. When digital curriculum aligns with certification objectives, students can learn everything they need to excel on certification exams. Then they can gradu.ate high school with meaningful credentials that employers recognize, immediately enhancing their job prospects. Look for digital solutions that prepare students for certifications in high-demand areas like drone piloting, social media marketing, cybersecurity and entrepreneurship.

7. Build engagement through interactive experiences.

Digital learning works best when it feels hands-on, even in a virtual setting. Scenario-based learning that simulates workplace challenges helps students apply concepts in realistic contexts, and the assignments often echo industry deliverables. Furthermore, self-paced learning paths can accommodate a range of student needs while still meeting course benchmarks.

8. Invest heavily in educator support.

One of the biggest barriers to successful digital CTE implementation is the lack of adequate educator training and support. Schools should prioritize ongoing professional development opportunities tailored specifically to CTE contexts, mentorship programs that connect experienced and new teachers, and regular opportunities to share best practices.

Conclusion

The goal isn’t merely to digitize existing content, but to create learning experiences that prepare students for lifelong success. In a world where many of our students’ jobs haven’t been created yet, CTE must strive to prepare adaptable learners who are equipped to navigate continuous change. When thoughtfully implemented, digital CTE doesn’t just teach students about careers. It helps develop their professional trajectory and cultivates the resilience needed to thrive in a rapidly evolving economy.

Steve Southwick is the director of CTE product management at Savvas Learning Company, where he leads the development of research-based programs that are designed to engage and prepare students for post-high school success and future-focused careers. He was previously the founder and chief executive officer of digital CTE curriculum publisher Pointful Education, which was acquired by Savvas in 2024.

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Protect Yourself From Burnout: Act With Intention

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Content note: This article includes discussion of suicide. Reader discretion is advised. If you’re experiencing thoughts of suicide, please call or text 988 to reach the Suicide and Crisis Lifeline for immediate support

While teaching has never been an easy job, once, prior to the COVID-19 pandemic, there was the steadiness of routine. Then 2020 and the years that followed wreaked havoc on our educational system. Fear gripped society. Parents worried about the safety of their children returning to school. Educators and psychologists expressed concern about the repercussions of students not being in school. No one seemed to have the right answer.

It was during this time that burnout among educators reached a fever pitch. Personally, after 20 years in the classroom, it was time for me to find a new normal. While I cherished the memories and relationships I had built with students, I knew that my experiences were leading me to opportunities to help fellow teachers cope with the stressors. I accepted a position in CTE leadership.

I was excited! But I also felt quite overwhelmed with the idea of other professionals depending upon me for advice and mentoring. A new job in a new school was a lot to absorb.

When a comforting word isn’t enough

One afternoon, as I was scrolling social media, I noticed a post from a longtime friend who was also a high school educator. She and I had known each other since seventh grade, and we often competed for the same positions and opportunities in our youth. We found comfort in commiserating with one another about the struggles of being a teacher in our current climate. She often spoke about never feeling like she was doing enough, like she wasn’t enough.

I understood her frustrations because I had them as well. In any room full of educators, conversations quickly turn to the perils of the educational system and how powerless we are to change anything. It’s a discussion that I’ve had dozens of times only to be left with a deep sense of inadequacy.

But this time, for her, it was different. She had filed for a separation of employment with her school system. Following a 30-day notice, she would no longer be a teacher. Part of me feared for her; that was the only career she had ever known. Another part of me envied her, though. She was taking a daunting step into a new world. She could do anything she wanted. I knew that I must reach out to her and let her know how proud I was of her bravery.

As days went by her social media posts had a lightness to them, as though she was enjoying her newfound freedom. She spoke of comedies that she had never taken time to watch and activities that she had never had the flexibility to enjoy. I was still trying to find the time and right words to say, but I would contact her soon. I promised myself.

Then I received a message from one of my high school teachers. She had been a mentor to both my friend and me as we began our journeys in education. She told me that my beautiful friend had died by suicide the previous evening.

On burnout

The immense pressure that is placed on educators is overwhelming and often unnecessary. Shortly after hearing of the death of a wonderful educator and friend, I knew that my career focus would soon become centered around helping educators find balance and peace in an industry that does not afford those luxuries easily.

Burnout, often stigmatized, has been added to the International Classification of Diseases by the World Health Organization (Bianchi & Schonfeld, 2019). It results from poorly managed chronic workplace stress and presents across three dimensions: emotional exhaustion, depersonalization or cynicism, and reduced professional efficacy (Lee & Ashforth, 1990).

Energetic creativity gives way to fatigue, sleep deficits and anxiety. Affinity for eager learners and inquisitive scholars becomes cynicism and social isolation in the face of burnout. Passion and ambition degrade into inadequacy and low morale.

Act with intention.

Managing a successful CTE program without succumbing to burnout requires an intentionally purpose-driven approach. Many resources designed to help fight burnout contain advice about mental-health days, exercise, sleep and proper nutrition. And while I am not discounting the importance of these methods, there is no panacea for educational burnout, especially when educators feels as though they are holding on by the thinnest of threads. Fortunately, I have found five methods that work for me. They are simple, but effective if implemented with fidelity.

1. Embrace time management.

One thing is certain, there are but 24 hours in a day. While a static number of hours must be devoted to work and sleep, there are hours that are within your locus of control.

2. Become a student of yourself.

I have come to better understand my needs with regard to burnout. As a person that tends toward introversion, I can recognize the signs and symptoms when I need to recharge my social battery. And I make a concerted effort to close my door and do that.

3. Find your community.

Humans are social beings. While some of us are more social than others, we all look for personal connection. Find people with whom you can form strong relationships and build each other up.

4. Search for goodness.

It’s much more tantalizing to dwell on the downfall of others than to celebrate their successes. I can very easily become bogged down by the frustrations in my life. But then I find that actively looking for goodness is much more challenging and rewarding.

5. Allow yourself grace.

I can be so hard on myself. When I speak to others, I often find that they have a much higher opinion of me than I have of myself. The first step in rehabilitating this line of thinking is to acknowledge that mistakes are okay, and perfection isn’t achievable.

If you are struggling with burnout, you do not have to do it alone. Please know that there is a huge community of like-minded educators struggling with the same insecurities. Reach out and allow others to know the trials you face. There is help if you are willing to take the first step toward healing.

Kaye Harris is a CTE coordinator for Polk County Schools in North Carolina. Prior to her present role, she served as an agriculture teacher and FFA advisor for many years. She is currently a doctoral student in school leadership at Gardner-Webb University with a research focus on teacher burnout related to career and technical education.

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Motherhood in the Age of Burnout

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How do the dual roles of motherhood and caregiving intersect with the rising levels of burnout among educators? As society navigates the aftermath of the COVID-19 pandemic, contends with school violence and bullying, and weathers increased professional demands, mothers and caregivers in education bear a disproportionate burden. This article explores the emotional and physical toll of balancing professional responsibilities with caregiving demands, emphasizing the resilience of those advocating for greater systemic support.

Women in caregiving roles face added pressure in balancing professional duties with intensive personal demands. This intersection of gender and caregiving responsibilities has intensified challenges for educators, contributing to what Shaw (2020) described as a “double bind” — the feeling of inadequacy in both roles. These compounded pressures frequently lead to burnout, characterized by physical, emotional and mental exhaustion (Maslach & Leiter, 2016).

Understanding the causes

Burnout among educators stems from multiple interconnected factors:

  • High emotional demands: Teachers constantly face the pressure to address students’ diverse needs.

  • Rapid pedagogical changes: Adapting to new technologies and teaching methods adds stress.

  • Extended working hours with insufficient compensation: Many educators work beyond contracted hours without adequate financial recognition.

  • A pervasive sense of undervaluation: Feeling unheard and unappreciated compounds exhaustion.

Motherhood and burnout

Burnout is pervasive across service and care professions, including health care, education and academia (Leiter et al., 2014). It is characterized by a state of physical, emotional and mental exhaustion resulting from prolonged exposure to emotionally demanding situations (Maslach et al., 2001).

Educators who juggle professional responsibilities alongside caregiving demands often experience compounded stress. Maria, a high school teacher and mother of two, described overwhelming fatigue during the pandemic. “It felt like I wasn’t being the mom I wanted to be. And I wasn’t giving my students what they needed either.” Maria’s story reflects the broader trend of educators and mothers grappling with unattainable expectations in both their professional and personal lives. For mothers and caregivers, the need to prioritize their families while fulfilling professional duties creates an untenable situation.

Systemic barriers and cultural norms

Cultural and systemic biases exacerbate these challenges through phenomena like the “motherhood penalty” and the “fatherhood premium.” Mothers are often perceived as less committed to their careers and face hiring discrimination. While fathers experience pay increases and career advantages after having children. These disparities widen the gender pay gap, leaving mothers at a disadvantage compared to their male counterparts (Wei-hsin & Hara, 2021; Ridgeway & Correll, 2004).

Balancing work and motherhood remains a persistent challenge for women, who shoulder the bulk of household and caregiving responsibilities. Addressing these issues requires systemic change, including better financial support for caregiving services, workplace flexibility, and cultural shifts to redistribute caregiving responsibilities more equitably. By prioritizing the care economy and supporting working mothers, we can foster a society that values caregiving, reduces economic disparities and promotes healthier work-life integration.

Resilience and the need for change

Mothers who are educators face a significant emotional burden as they navigate the dual demands of caregiving at home and managing the emotional needs of their classrooms. The constant balancing act often results in overwork and exhaustion, as time constraints leave little room for rest or self-care. Compounding these challenges is the pressure to excel in both roles, which can lead to feelings of inadequacy and guilt.

Despite these challenges, many educator-mothers demonstrate remarkable resilience. Linda, a community college leader, shared, “I feel like I’m constantly walking a tightrope, but I do it because I believe in my work and because my family depends on me.” While inspiring, resilience alone cannot solve systemic issues.

To identify burnout, consider these questions from Mayo Clinic (2023).

  • Do you question the value of your work?

  • Do you drag yourself to work and have trouble getting started?

  • Do you feel removed from your work and the people you work with?

  • Have you lost patience with co-workers, customers or clients?

  • Do you lack the energy to do your job well?

  • Is it hard to focus on your job?

  • Do you feel little satisfaction from what you get done?

  • Do you feel let down by your job?

  • Do you doubt your skills and abilities?

  • Are you using food, drugs or alcohol to feel better or to numb how you feel?

  • Have your sleep habits changed?

  • Do you have headaches, stomach or bowel problems, or other physical complaints with no known cause?

Answering “yes” to these questions may indicate a risk for burnout. Educators, particularly those in caregiving roles, are at heightened risk due to the emotionally demanding nature of their work. Those engaged in “people-work” often experience emotional exhaustion when their emotional reserves become depleted. And this often leads to feelings of depersonalization, cynicism and detachment from their work (Leiter et al., 2014). Individuals suffering from burnout frequently perceive themselves negatively, report dissatisfaction with their performance, and face a range of physical, psychological, and social challenges, including anxiety and strained interpersonal relationships.

Conclusion

The intersection of motherhood and teaching creates a unique set of challenges that are often exacerbated by inadequate workplace policies, overwhelming professional demands and a culture that deprioritizes personal well-being. These pressures, compounded by external factors such as the pandemic, school violence, and increased workloads, have driven many educator-mothers to burnout.

While resilience and peer support play a critical role in coping, meaningful relief requires systemic changes that prioritize flexible policies, adequate resources and a cultural shift toward valuing educators’ well-being. By addressing these systemic gaps, we can better support the balance between caregiving and professional responsibilities, ensuring that educator-mothers thrive both at home and in their classrooms.

Sara Shaw, Ph.D., is a lecturer at the University of Central Florida.

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A Collective Care Approach

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Burnout does not happen in a vacuum. Collective care can provide a more holistic approach to identifying burnout and, ultimately, better supporting students, educators and administrators. “Collective care refers to seeing members’ well-being — particularly their emotional health — as a shared responsibility of the group rather than the lone task of an individual” (Mehreen & Gray-Donald, 2018).

Defining burnout

Refusing the validity of feelings like exhaustion, self-doubt and sadness can isolate us from the communities that understand what we are navigating. As educators, it is common to be afraid of burdening others with our overwhelm, but when sharing, we might find our peers have shared experiences. This allows space for vulnerability, empathy and relationship building.

How workloads are structured, when deadlines are set and what expectations there are for representing school values are usually outside of an educator’s control. Alleviating the stressors from institutional demands requires intentional and focused interventions. How might we intentionally invite more flexibility into our routines? For example, can educators and administrators engage in thoughtful, shared decision making about meeting schedules and internal deadlines?

Larger systemic factors also contribute to burnout. For example, Home Owners’ Loan Corporation maps from 1935–1940 still “relate to current patterns of school and district funding, school racial diversity, and school performance” as the legacy of redlining and housing segregation are present in “modern-day educational outcomes” plagued by “persistent and widening gaps” (Lukes & Cleveland, 2021).

Further, the “rising incidence of childhood trauma and mental health problems” compounds these existing “racially disparate burdens,” including “greater exposure to violence or abuse in the home, loss of family members to COVID-19, parents losing jobs, and evictions” in the years following the pandemic (Losen et al., 2021). To situate the stressors and burnout faced in education today as a purely individual problem necessitating individual solutions ignores the larger contextual pieces at play.

A personal testimony on the weight of individualism

“In my final semester of teaching, I spent a lot of my energy keeping a brave face on. It was 2021 and I thought that my school needed the very best version of me in order to survive the pandemic. Then, one day, a basket was delivered to my classroom containing snacks, a soda, and a list of the ‘top 10 signs of teacher burnout.’

“My anxious mind looked at the basket in horror, thinking that I had been found out. That someone gave me this gift because my exhaustion was obvious. Was I doing a horrible job of hiding it? I was so worried about my burnout being a secret that I could not appreciate the kind intention behind the gift, even though a soda still wouldn’t fix the much larger problems my students, colleagues and I were facing.”  –Anonymous educator

Many who serve their communities in caretaking roles often neglect to give that same level of attention and care to their own needs. While the specific details of this educator’s testimony are not universal, the shame and guilt that they experienced with burnout are common. Anonymous, like many educators, felt a personal sense of responsibility for “how well” they carried or concealed the individual impacts of their burnout. Our work environments often do not prioritize collective care and connection.

Move toward collective care.

Oftentimes, educators experience their roles as solitary. Career and technical educators, in particular, frequently report feeling siloed. And this can be exacerbated even more for educators who take on the additional responsibility of advocating for marginalized students. These experiences can lead to feelings of isolation or being othered, which can exhaust energy and impact self-worth.

Collective care asks us to share the responsibility of caring for one another. Tricia Hersey (2023), the founder of The Nap Ministry, shared concrete tools and resources. “We need one another in order to make it,” Hersey wrote. “Be curious about the ways you can connect, care and collaborate with others while on your rest journey.”

Four steps educators can take

    1. Prioritize identifying others who can join and encourage you on your journey toward connection, care and collaboration.
    2. Build meaningful relationships with these individuals, in and out.side of the learning environment.
    3. Experiment with different modalities that support mental, physical, emotional and spiritual health.
    4. Create a system of loving accountability that encourages long-term, sustainable collective care practices.

“Community care is central to this rest movement. You will not be able to disrupt and deprogram from the teachings of grind culture alone,” Hersey continued. “You will not move toward liberation from an exhausted state. It’s not possible. Collective rest is possible. You are not alone.”

In closing

It is important to note that building community can and should take time. Opportunities to pause, reflect and build meaningful relationships are essential. When reflecting on your community of support, your circle may start (and/or remain) small. This is not uncommon, nor a deficit to the process.

Remember that rest and communal care is a practice. This knowledge allows us to release the weight of perfectionism and challenge the ideology that more is better. Integrating a rest and collective care practice is unique to each person and each institution. It will look different depending on interest, capacity and access.

We invite you to reflect on your own journey in education. We are hopeful that viewing burnout through individual, institutional and systemic lenses will help you to release any expectations of carrying your stress, grief or frustration alone. Our goal has always been to leave you feeling encouraged to build an intentional community of support. We sincerely appreciate all of the incredible work educators do to support students and their wider communities. Your wisdom, dedication and commitment to caring for our next generation of changemakers is invaluable. May you find rest, joy and connection.

Kayla Santana-Linares is the professional development manager for the National Alliance for Partnerships in Equity and previously served her central Texas community as a middle school teacher.

Ashley Conrad, M.S., is a thoughtful facilitator, community organizer, and researcher committed to a lifetime of working alongside our most vulnerable populations to create a more just world through collective action and policy change.

Trauma-Informed Educational Practices

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In the evolving landscape of education, the profound impact of childhood trauma on learning and development has catalyzed a shift toward more empathetic and effective teaching practices. Trauma-informed education emerges as a necessary evolution in our educational paradigms. This necessity is particularly pronounced in career and technical education and exceptional education, where educators frequently encounter a diverse student population, including individuals who have experienced various forms of trauma.

The echoes of traumatic experiences

Growing up in a bustling Southern town during the late ’60s and early ’70s, my childhood seemed typical at first glance. My family — parents and four children — lived where the slow drawls of conversation blended with the industrial hum of a city striving for modernity. My mother worked as a cost accountant, and my father supervised an iron and pipe factory. They presented a facade of stability. However, beneath this veneer, our home dynamics were anything but ordinary. My father was a formidable figure with staunch, chauvinistic views. And he frequently engaged in heated disputes with my mother. These confrontations instilled a sense of tension, fear and confusion in me from a young age.

As I grew, I began to grasp the gravity of the volatile words and actions that filled our home. The impact of such a trauma-filled upbringing extended into my school life, where I once naively repeated inappropriate language learned at home, leading to a sharp reprimand. This incident was a pivotal moment, illuminating the stark differences between my home environment and what was socially acceptable.

Trauma-informed care in education

Trauma encompasses a variety of experiences that significantly impact an individual’s emotional and psychological well-being. Chronic stressors such as prolonged exposure to abuse, neglect, or household dysfunction can disrupt a student’s ability to engage effectively in learning, affecting their attention, memory, and executive functioning (Felitti et al., 1998; Souers & Hall, 2016). This understanding is crucial for educators.

Trauma-informed care shifts the educational approach from judgment to empathy, focusing on safety, trustworthiness, choice, collaboration and empowerment. Key therapies and strategies include cognitive behavioral therapy (CBT), dialectical behavior therapy, art and play therapy, and narrative therapy. These methodologies help students process their experiences and express themselves in healing ways.

The power to overcome adversity

Sarah (not her real name) is a 13-year-old student in a middle school CTE program. She exemplifies the profound impact that trauma-informed educational practices can have on students who have experienced significant adversity. Sarah’s background includes multiple adverse childhood experiences, such as witnessing domestic violence and enduring emotional neglect. These experiences manifested in her school life through heightened anxiety, social withdrawal and difficulty concentrating — challenges that were initially perceived as behavioral issues.

Upon recognizing the signs of trauma, the school’s multidisciplinary team convened to assess Sarah’s needs. A key component of this assessment was employing trauma-informed strategies to create a comprehensive support plan tailored to her emotional and educational needs.

Implementing trauma-informed practices

Sarah’s interest in the culinary arts was identified as a potential therapeutic and educational pathway. To support her, educators worked together to adapt the curriculum to meet her needs.

    • Modified learning environment: Sarah was provided a quieter workspace with fewer distractions, which helped reduce her anxiety during class.

    • Individualized instruction: Sarah was given more one-on-one time with instructors. This helped her to stay focused and understand the tasks at hand.

    • Peer support: Sarah was paired with a peer mentor who shared her interest in culinary arts. This not only improved her social interactions but also boosted her confidence.

In addition to educational adaptations, therapeutic interventions played a crucial role in Sarah’s progress:

    • Art therapy: Integrated into her curriculum as part of the CTE program, art therapy provided Sarah with a nonverbal means of expression and emotional regulation.

    • Cognitive behavioral therapy: Conducted by the school counselor, CBT sessions helped Sarah develop coping strategies to manage her anxiety and improve her focus.

Over the course of the school year, Sarah showed remarkable improvement in both her academic and social development. Her grades improved significantly, reflecting her increased engagement and concentration. Equally important, Sarah began to form friendships and participate in group activities. And she expressed a newfound enthusiasm for her education. The interdisciplinary team noted her growing confidence and decreasing instances of anxiety-related behaviors.

Conclusion

Educators equipped with trauma-informed strategies are better prepared to facilitate academic success and foster emotional resilience. This article illuminates the transformative potential of these approaches, showcasing significant improvements in educational outcomes.

The implications of adopting trauma-informed practices extend beyond individual classrooms or schools. They call for a systemic change across educational systems. We must urge policymakers, educators and community leaders to embrace these methods and invest in the necessary resources and training to implement them effectively. By doing so, we can ensure that our educational institutions are not merely places of learning but also sanctuaries of healing and growth.

Figure 1 illustrates the significant improvements in dropout rates, graduation rates, college enrollment, and standardized test scores when trauma-informed strategies are implemented (Craig, 2015; Souers & Hall, 2016).

Jamie Mahoney, Ed.D., is associate professor of special education at Murray State University.

Donna Crouch, Ed.D., is assistant professor of career and technical education at Murray State University.

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Shine a Spotlight on Performance Assessment

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Whether on a competition floor, at an educational fair/expo, or at a recital for the arts, performances provide rich opportunities to witness exceptional talent firsthand. Career and technical education (CTE) prepares students for the workforce. Over the past several decades, educational practices have evolved significantly, with new technology, more emphasis on the role of career identity, and the need to build learning opportunities that involve critical thinking.

However, often overlooked is the importance of authentic assessment, particularly for students with disabilities.

Our premise

CTE offers a critical link between education and workforce preparation, opening doors for learners across a wide spectrum of abilities. Unfortunately, students with disabilities are often subject to a one-size-fits-all approach that fails to recognize the complex combination of strengths and needs that each learner possesses. For instance, a student may excel in analytical thinking but struggle with written expression. Without diverse assessment methods, such a learner may lack the opportunity to demonstrate their true capabilities.

Ace Parsi from the National Center for Learning Disabilities and Susan Lyons from the National Center for the Improvement of Educational Assessment highlighted that access to high-quality, engaging instruction and assessment is frequently overlooked when addressing the challenges faced by students with disabilities. This underscores the importance of providing educators with tools and resources that support authentic assessment of learning.

Spotlight on performance assessment

Performance assessments offer a more authentic measure of skills represented in state standards and individualized education programs (IEPs). These assessments can effectively align IEP goals with student learning measures by integrating skills across disciplines and evaluating student abilities at a deeper level. This approach is especially valuable in CTE, where demonstration of workforce readiness is a key- stone in the mission and programmatic goals of such programs.

NOCTI is proud to partner with the CTE community to advocate for assessment practices that serve all learners, accommodating their varied aptitudes, gifts and learning preferences. This approach enhances students’ educational experiences and contributes to building a stronger workforce.

Key benefits & design considerations

Provide students with opportunities to demonstrate their learning in the real world. Encourage them to showcase what they know and can do in a meaningful way! Varied approaches can accommodate different needs and expand evidence of learning.

For over 55 years, NOCTI has worked to support the use of high-quality performance assessments. Verifying workplace readiness provides learners with important feedback to inform their career preparation. Our approach to assessment has been developed in collaboration with committed educators and industry partners. A few key practices include the following.

  • CTE learning labs, simulated workplace environments, and shop areas provide students with disabilities authentic parameters within which to develop and showcase workplace practices and management skills.

  • Use of a consistent set of criteria sup- ports a clear understanding of goals. For example, our educator and industry network uses assessment blueprints to plan, monitor and celebrate progress.

  • Know what supports are available and work with students prior to an assess- ment event to explore options, guided by their IEPs. Practice self-efficacy in communicating their requests for support.

Setting a course for success with performance assessment

Performance assessments are a powerful instructional tool that can help students be more successful. Students with disabilities thrive when provided multiple and various ways to express and demonstrate their preparedness for work.

Engage learners with a proactive approach, the targets being measured and resources — such as the NOCTI blueprints — available. Students can use NOCTI study guides to get ready and to reflect on what they have learned. The study guides offer practice tasks or jobs that preview the assessments themselves. This work can build student confidence.

Career and technical education opens doors to learning for students with disabilities. NOCTI’s work with CTE leaders, instructors and students reflects a strong belief in the positive power of verifying skills, recognizing achievement and progress, and supporting all learners as they navigate career development pathways.

Kathleen McNally, Ph.D., is chief executive officer at NOCTI.

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Florida Students Gain Skills & Confidence in Retail

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About a decade ago, a school superintendent told Jonathan Gueverra, Ed.D., president and CEO of The College of the Florida Keys, that almost one in five of his students had some form of intellectual disability. “I asked, ‘What happens to them?’ He said, ‘I don’t know.’”

Gueverra was not willing to live in that uncertainty. “Why not create a place where everybody has an opportunity to be successful?”

The College of the Florida Keys’ Project ACCESS was created to offer a postsecondary education for students with intellectual disabilities and autism. ACCESS stands for Accessing Community College Educational experiences, Social experiences, and Skills for careers. The program trains students for the workforce through certifications, internships and paid employment.

“We offer training that includes social skills, retail, technology, interviewing skills, writing resumes,” said Nicole Gerrard, executive director of student success services at the college. “When they complete the program, they’re ready for the workforce.”

Florida students RISE Up.

Project ACCESS at The College of the Florida Keys was an ideal partner for the National Retail Federation (NRF) Foundation’s RISE Up program. The RISE Up program was developed in collaboration with more than 20 retailers dedicated to ensuring students have the skills to succeed in an industry that offers solid career opportunities. The College of the Florida Keys utilizes RISE Up’s introductory course, Re- tail Industry Fundamentals, during which students learn about career pathways and study retail operations.

This certification program is vital, not only for training students, but also for the message it sends: “It says to employers, ‘These students have met the mark.’ It says to students that this is a program that can help to prepare them so that they can meet the needs and the demands of employers,” said Gueverra. “It says to parents who are looking at the college as a potential opportunity for their students, that this institution and the NRF Foundation provide opportunities.”

A new microcredential from the NRF Foundation, tailored for retail frontline workers and those entering customer facing roles, focuses on positive interactions with neurodivergent customers. This training will enhance their knowledge and skills with an emphasis on inclusivity and best practices in customer service.

RISE Up: Gain hands-on experience.

Chrisfer Hyppolite, a Key West, Florida, native, graduated from The College of the Florida Keys in December 2024 with her RISE Up certificate. While role-playing retail shop operations, she learned to be a cashier and interact with challenging customers. Hyppolite and other students also participated in mock job interviews and site visits to watch retail operations in action. Skills like upselling and cross-selling as well as managing operations are also included in the coursework.

“I learned a lot of things that I did not know before, like marketing,” Hyppolite said. “Earning a RISE Up certificate made me proud. I know it will help me with my job in the future.” The goal is to help the students feel prepared for what lies ahead. “I’m totally ready for a job interview. I feel confident.”

RISE Up: Plan for the future.

The NRF Foundation RISE Up curriculum, coupled with instructor Nina Medyk’s dedication to hands-on learning, provides students with a holistic view of the diversity of retail careers and the skills to succeed. The NRF Foundation named The College of the Florida Keys as its RISE Up partner of the year in 2025.

“In the beginning some students think that retail’s pretty straightforward. But then they take the RISE Up curriculum, and they realize that there’s actually a lot more that goes into retail,” Medyk said. “There are different sectors: customer service, stocking, inventory, product cycle.”

Conclusion

“Retail careers provide career ladders,” said Gueverra. “You can go from being somebody at the register, somebody who stocks the shelves, to become a supervisor, a manager, a buyer, a general manager. The retail industry has so many different levels of careers. You can learn so much about so many other industries because everything that we do passes through the retail sector.”

Retail is “becoming increasingly inclusive,” said Medyk. “I think a lot of our students enjoy the structure that a retail career provides.”

NRF Foundation RISE Up and Project ACCESS combine to deliver “great training for students,” Gerrard said. “It exposes them to a world of opportunity that they may have never considered before. Every day students surprise us.

“Over the course of three semesters going through our program and the RISE Up training, they blossom. Many of the students, when they first started with us, would not say a word. Now, they have confidence. They have experience in communicating with others and they’re confident to go and apply for jobs.”

Sandy Smith is a writer based in Nashville, Tennessee. She frequently writes on retail and workforce trends.

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Personalized Learning for All

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One of the most remarkable aspects of artificial intelligence (AI) tools used in education is their ability to help educators facilitate personalized learning. Each student has unique strengths, weaknesses, and learning styles, and AI tools can be used to support students with disabilities (SWD) in career and technical education (CTE). In addition to supporting students, AI can help automate tasks like grading and answering frequently asked questions. These time-saving measures can improve teachers’ productivity and enable them to devote more attention to their students’ needs.

A word of caution

It is crucial to tread carefully. We must ensure that AI tools enhance, not replace, human interaction and support. Students with disabilities often require personalized attention and emotional connection that only a human educator can provide. AI should be seen as a supplement, not a substitute, for these essential learning elements.

Personalized learning

Integrating AI technology into special education and CTE classrooms can significantly enhance the personalized learning experience for students with disabilities. AI can differentiate instruction by “broadening horizons, expanding vocabulary, breaking down language barriers, supporting students with learning challenges, curating resources for educators, and fostering collaboration” (Clark, 2023). For example, teachers can use AI tools to accommodate various reading levels or add picture prompts. Likewise, speech recognition technology can empower students with communication and language disorders.

Writing support

Writing and editing are difficult for many students, including those in CTE who may have to prepare reports or presentations. AI tools like ChatGPT and Claude offer support by generating constructive feedback regarding “structure, grammar and punctuation, clarity and coherence, vocabulary and word choice, formatting and citations, and specific suggestions for improvement” (Clark, 2023). This can encourage students to refine their work and gain confidence in their writing abilities.

AI can support students in learning to write in various tones, styles or genres. Teachers may ask students to produce persuasive, expository, or narrative essays, and students might struggle to remember the nuances of each genre. AI tools can provide examples and guidance to reinforce learning.

Literacy activities in CTE can include collaborative storytelling and vocabulary expansion. Moreover, AI can help students compose arguments and counterarguments, enhancing their higher-order thinking skills — an area where many students with disabilities require additional support. Inquiry writing projects can stimulate curiosity and exploration of new topics. AI tools facilitate these inquiries, providing a structured way for students to engage with complex subjects.

Helping teachers help students

Artificial intelligence is revolutionizing education by providing teachers with powerful tools to enhance student learning and engagement. For instance, AI systems can identify students struggling with particular concepts and suggest targeted interventions, thus allowing teachers to focus their efforts more effectively (Luckin et al., 2016). These advancements not only improve educational outcomes but also foster a more supportive, personalized learning environment (West, 2018).

Conclusion

It is essential to approach the integration of AI in education thoughtfully and ethically. Consider issues such as privacy, data security, and accessibility. Educators must also ensure that technology supplements rather than replaces human interaction and support. Additionally, ongoing training and support for teachers and students are essential to maximize the benefits of AI in unique educational settings. By leveraging AI’s capabilities alongside the essential human elements of teaching, we can create more effective learning environments for all students.

Jamie Mahoney, Ed.D., is associate profes- sor of special education at Murray State University.

Donna Crouch, Ed.D., is assistant professor of career and technical education at Murray State University.

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