"Teacher burnout" incorrectly frames the issue as an individual's failure to cope. The term is a convenient fiction that distracts from the real problem: school systems that create impossible working conditions through inadequate support and unmanageable workloads.

Research on school climates shows that forcing teachers to use specific generative AI systems for tasks like lesson planning or feedback is demotivating. This loss of professional autonomy and control over their work environment is a key factor in teacher resistance to new technology.

In fields like academic science, young professionals are disincentivized from taking risks. The fear is not just that the risk itself will fail, but that they will be permanently labeled a "troublemaker" by the institution, which can be detrimental to their career progression regardless of the outcome.

The education crisis isn't a lack of qualified people, but a lack of jobs with adequate compensation, respect, and support to retain them. It's a problem of professional unsustainability driven by systemic issues, not a scarcity of talent.

The rise of 'helicopter parenting'—driven by high-profile but statistically rare media stories—has stripped childhood of unstructured, challenging experiences. Without facing minor physical and social risks (like playground fights), younger generations perceive intellectual disagreements as severe threats, leading to higher anxiety and depression.

The teaching profession has become a "catch-all" for broader societal failures. Educators are now burdened with non-teaching duties like counseling, discipline, and feeding food-insecure students, making their primary role as educators unsustainable.

Legal frameworks to punish 'hate speech' are inherently dangerous because the definition is subjective and politically malleable. Advocating for such laws creates a tool that will inevitably be turned against its creators when political power shifts. The core principle of free speech is protecting even despicable speech to prevent this tyrannical cycle.

Schooling has become a victim of Goodhart's Law. When a measure (grades, test scores) becomes a target, it ceases to be a good measure. Students become experts at 'doing school' — maximizing the signal — which is a separate skill from the actual creative and intellectual capabilities the system is supposed to foster.

Many schools prioritize general skills over specific historical knowledge. This approach, exemplified by Illinois' sparse history standards, leaves students without the foundational understanding necessary to be informed citizens, even in well-funded schools.