America’s students are falling behind. Here’s how to reimagine the classroom

It’s a familiar refrain: “America’s students are falling behind.”

Academic progress stalled during the pandemic and has yet to recover. But historic declines in test scores and growing achievement gaps are just part of the problem. Youth mental health issues surged; behavioral problems increased; and more teachers left the profession—creating a situation many are calling alarming.

“It should have been obvious to all of us that after a highly disruptive year, kids would come back with issues. But unfortunately, teachers often did not get the resources they needed, such as increased mental health support, to be able to respond to those issues,” said Russell Skiba, PhD, a professor of school psychology at Indiana University Bloomington and an expert in classroom management. One result was a return to more punitive discipline policies in some schools—policies researchers have long known to be ineffective, he added.

But the prospects for U.S. students are not all bleak. Researchers, practitioners, and policymakers are on the scene with creative solutions—more rigorous ways to evaluate student progress, different approaches to teaching and learning, and collaborations that make career training possible from an early age. They are also delivering on-the-ground support, including trauma-informed care and interventions designed to improve school belonging and discipline—using science to get student and educator well-being back on track.

[Related: Schools in crisis: Here are science-backed ways to improve schools now]

More progress is needed in guiding educators toward science-backed innovations. “The biggest thing that needs to change is that we need engagement with what the evidence says, in conversation with researchers,” said educational psychologist Francesca Lopez, PhD, a professor of education at Penn State.

To that end, psychologists are touching every part of the school experience, from big ideas about how to reimagine the classroom to targeted interventions that help students and teachers thrive each day. And it is not just about inventing something new. Some are leveraging research insights along with lived expertise to return to doing the basics well.

“What are the strategies that will work to help kids recover and thrive, based upon what we know about kids, education, and the science behind it?” said Randi Weingarten, JD, president of the American Federation of Teachers (AFT).

Among the most exciting changes in education is personalized learning backed by sound science, with the goal of making learning more effective for each student.

In some districts, learning is no longer confined to the walls of an individual school. Denver Public Schools allows middle and high school students to customize their curriculum with a combination of virtual and in-person courses across the entire district. That setup allows more students to access specialized opportunities, including instruction in cybersecurity, nursing, and psychology.

“One school doesn’t have to offer everything to every student. Instead, we can think about the expertise across the district and create more personal learning pathways for kids,” said educational psychologist Nicole Barnes, PhD, who is the senior director for APA’s Center for Psychology in Schools and Education as well as a former elementary school teacher.

A 2015 RAND Corporation study of 62 public schools found that personalized learning approaches improved academic progress. But research also suggests that teachers in schools that already perform well on standardized tests do a better job of implementing personalized learning than those in lower-performing schools (Lee, D., et al., Education Technology Research and Development, Vol. 69, No. 2, 2021). Psychological science is helping educators better parse those findings, Barnes said, by accounting for the way school context interacts with student outcomes.

In a growing number of schools, those personalized pathways also increasingly include career-focused options alongside traditional academic routes. That emphasis is fueled by partnerships with local universities and community organizations: In Washington, DC, Anacostia High School and the University of the District of Columbia joined forces to teach students about environmental science and justice. Students in the program attend conferences, participate in internship programs, and learn essential science, technology, engineering, and math (STEM) skills, including how to collect and analyze data. It can also be woven into the design of an institution: The Alabama School of Cyber Technology and Engineering prepares students for roles in high-demand STEM fields, including with the Department of Defense and military contractors.

AFT is also working with 10 school districts across New York state to strengthen career and technical education (CTE) for careers in the semiconductor industry. Ninety-four percent of students enrolled in CTE programs graduate, compared with just 85% of students at traditional high schools (“CTE Works!” Fact Sheet, Association for Career and Technical Education, 2022). CTE students are also more likely to attend postsecondary school and to have a higher median income 8 years later, so weaving technical skills training into K–12 education should be a priority, Weingarten said.

“With the world of artificial intelligence we’re walking into, we need application, not memorization,” she said. “These are not soft skills—they’re the skills of today and tomorrow.”

Psychologists are among those exploring how to best teach the skills of tomorrow, including critical thinking and information literacy skills. For example: What is real and what is written by Russian bots? How can you trust something you read online? How can you tell when a politician uses manipulation or scare tactics?

“We know from research that this kind of education needs to start early,” said Susan A. Nolan, PhD, a professor of psychology at Seton Hall University in New Jersey, adding that research suggests belief in conspiracy theories starts around age 14 (Jolley, D., et al., British Journal of Developmental Psychology, Vol. 39, No. 3, 2021).

At Arizona State University, the Center on Reinventing Public Education is exploring how school districts are already using AI and how they can step up their game. Teachers across the nation are experimenting with ways to embrace AI tools, including encouraging its use for outlining papers and challenging students to compare ChatGPT’s outputs with their own (Zhang, P., & Tur, G., European Journal of Education, online first publication, 2023).

While the standard curriculum is still adapting to the advent of ChatGPT, the role of educators is already beginning to shift, Barnes said. Instead of a “sage on the stage” delivering lectures, some schools are shifting teachers into facilitator roles to better support students in developing critical thinking, communication, and relationship-building skills.

Educators are also rethinking how to evaluate students. The nonprofit Mastery Transcript Consortium has developed a new approach to grading: Rather than evaluating students in snapshots when a grading period ends, they learn at their own pace and are rated continually on their progress and mastery of specific skills. That approach is based on research by psychologists and others showing that competency-based learning can boost test scores, improve self-efficacy, and more.

Experts say these shifts are poised to better prepare students for careers of the future, but their implementation varies significantly from one school, district, and state to the next, with most U.S. schools still following a more traditional model. AFT is one example of an organization working to enact broader change through its Real Solutions for Kids and Communities campaign. The multistate effort focuses on providing schools with training and resources to address learning loss, improve student mental health, and provide direct support to help families thrive.

A key tenet of the plan is to increase the number of community schools, which deliver medical, dental, and mental health care to families. A 2023 Department of Education survey of more than 1,300 public schools found that 60% partnered with one or more community organizations to provide noneducational services, up from 45% the year prior (School Pulse Panel, National Center for Education Statistics, 2023).

“If schools can become true centers of community, that is, in our view, the most efficacious and economic way of addressing loneliness and boosting mental health,” Weingarten said.

Psychological research is central to efforts to improve education, starting at the most basic level: pedagogy itself.

Broadly, research on how we learn supports a shift away from direct instruction (the “sage on the stage” model) to experiential, hands-on learning—often called guided play—especially in early education (Skene, K., et al., Child Development, Vol. 93, No. 4, 2022). Active Playful Learning, an evidence-based program developed by psychologists Roberta Golinkoff, PhD, of the University of Delaware, and Kathy Hirsh-Pasek, PhD, of Temple University in Philadelphia, leverages those research insights with the goal of bringing joy back into the classroom for both students and teachers (Theory Into Practice, Vol. 62, No. 2, 2023).

“With guided play, teachers actually collaborate with students to work toward a learning goal they have in mind,” said Golinkoff, who is also a member of the National Academy of Education. “If this happened more, teachers would be happier, and kids would feel more valued as agents of their own learning.”

For example, a first-grade geometry direct instruction lesson might start with a teacher explaining the names and properties of squares, circles, and triangles and finish with a worksheet where students identify and draw each shape. In a guided play lesson, students might visit stations around the classroom where they build structures using specific geometric shapes, receiving feedback from their teacher along the way. Pilot studies in Pennsylvania, New Hampshire, and Michigan show promising results, and Golinkoff and her colleagues received $20 million from the LEGO Foundation to expand tests of the program to schools throughout the country.

Educational psychologists are helping teachers explore how their own beliefs, emotions, and identities may influence their effectiveness in the classroom. Dionne Cross Francis, PhD, a professor of education at the University of North Carolina at Chapel Hill, works with elementary school mathematics teachers to explore how their past experiences and beliefs about math may influence the way they teach (Frontiers in Psychology, Vol. 11, 2020).

“Many bring some degree of negative emotions, dispositions, and even trauma from their own experiences of mathematics in school to the classroom,” said Cross Francis, who is president of APA’s Division 15 (Educational Psychology). “If that’s not resolved, they can easily pass on those anxieties to their students.”

Cross Francis’s six-step coaching model starts with extensive data collection, including surveys, an hour-long interview, and a video of the subject teaching. Using that data, she delivers individualized coaching, which may include mastery experiences to boost self-efficacy or a critical look at teaching practices that are not working well.

By making teaching more effective, such efforts also help address the growing issue of teacher retention. Large international surveys across both Eastern and Western societies indicate that teachers’ job satisfaction is linked to the quality of instruction they provide (Harrison, M. G., et al., British Educational Research Journal, Vol. 49, No. 3, 2023).

“My approach is directly designed to support teacher retention,” Cross Francis said. “If they feel validated and empowered in their work, that ultimately improves well-being.”

Teacher well-being is undoubtedly suffering, with frequent job-related stress about twice as common as it is in the general population, according to a survey by the RAND Corporation (Restoring Teacher and Principal Well-Being Is an Essential Step for Rebuilding Schools, RAND, 2022). More than half of educators polled in a 2022 National Education Association (NEA) survey said they were thinking about leaving the profession (Poll Results: Stress and Burnout Pose Threat of Educator Shortages, NEA, 2022 [PDF, 344KB]).

In addition to their teaching responsibilities, many have spent the postpandemic years fielding emotional and behavioral outbursts and other problems they are often ill-equipped to manage (Baker, C. N., et al., School Psychology Review, Vol. 50, No. 4, 2021). They are also facing unprecedented levels of violence on the job. An APA survey of more than 15,000 teachers and school staff across the country found that 54% were threatened at work in the year preceding July 2021 (Violence Against Educators and School Personnel: Crisis During Covid, APA, 2022 [PDF, 206KB]).

“Psychologists have a really important role to play in addressing teacher well-being, the violence teachers experience, and the record rates of burnout,” said Stacy Overstreet, PhD, a professor of psychology at Tulane University.

At Tulane, the nationally funded Coalition for Compassionate Schools (CCS) unites government, community, and educational organizations to support 17 schools in New Orleans. In addition to several programs focused on students, CCS dispatches a team to schools after a crisis occurs (for example, the death of a student or the permanent closure of a school in the district) that is specifically focused on supporting educators. The center is also creating a series to educate teachers about secondary traumatic stress, an indirect result of supporting students who have faced trauma, as well as strategies for addressing it.

Basic stress-reduction techniques can make a big difference for both teachers and students. Delaying school start times so that teachers can get more sleep helps improve their daytime functioning (Wahlstrom, K. L., et al., Journal of School Health, Vol. 93, No. 2, 2023). Plenty of research shows that starting school later would benefit students, too, but policymakers and school boards rarely make changes.

Mind-body interventions, which have a growing evidence base, are increasingly used in schools and can benefit students and teachers, said Melissa Bray, PhD, a professor and the director of the school psychology program at the University of Connecticut. Examples include breathing exercises, relaxation and guided imagery, yoga, and nature-based therapies, such as taking a mindful walk outside (Cozzolino, M., et al., Human Arenas, Vol. 5, 2022).

CCS trains educators on trauma-informed approaches to working with students and helps schools develop an action plan to improve behavior and well-being across the board. For example, teachers learn to build safe and supportive classrooms using rituals and routines that create a sense of predictability and trust. A “calm down corner” gives students agency in controlling their emotions, and morning community building circles provide an opportunity to discuss experiences that affect the whole group. CCS also helps teachers develop their own emotion regulation skills and enhance teacher-student relationships using the Search Institute’s Developmental Relationships Framework. Outcomes include improved student engagement and fewer class disruptions, as well as more proactive classroom management efforts by teachers (2015–2022 Impact Report, 2022).

Such programs could be crucial because postpandemic behavioral challenges have led some schools to reinstate discipline policies known to be ineffective—even harmful. The so-called zero-tolerance approach, common in the 1990s, involves mandatory penalties (such as a suspension or arrest) for students caught with drugs or weapons.

“Coercive and punitive approaches are ineffective and especially harmful to Black and brown students,” Skiba said. “We know that they have both short- and long-term negative effects and do nothing to increase the safety of schools.”

Skiba and other psychologists have helped develop, test, and promote research-backed alternatives to zero tolerance, including social-emotional learning, restorative justice practices, and Positive Behavioral Interventions and Supports (PBIS). PBIS, which is used in more than 25,000 schools across the country, is linked with reductions in out-of-school suspensions and other improvements in school climate.

“We need order in schools, but our attempts to bring order must be grounded in building relationships with children and showing them that we care about their future,” Skiba said.

One relationship-building intervention shows particular promise in an area where many other classroom management approaches have fallen short: reducing racial disparities in discipline. Empathic discipline, developed by Jason Okonofua, PhD, an assistant professor of psychology at the University of California, Berkeley, helps teachers develop a growth mindset toward their students and the capacity for an improved teacher-student relationship, as well as gain perspective about each student’s experience. Studies of empathic discipline show that it can reduce racial disparities in school suspension by up to 50% (Science Advances, Vol. 8, No. 12, 2022; PNAS, Vol. 113, No. 19, 2016).

Shifting the overall culture in schools from a fixed to a growth mindset—including via informal messages adults send children, as well as formal learning opportunities such as the ability to revise an assignment for additional credit—could even be a means of reducing educational disparities around the world (npj Science of Learning, Vol. 8, 2023). These “tier 1” supports that teachers can learn and use with all students are where psychologists hold the most power to improve the context of education, said David Yeager, PhD, an associate professor of psychology at the University of Texas at Austin and author of 10 to 25: The Science of Motivating Young People.

“Empowering teachers with concrete, evidence-based advice for busy professionals, whose main job is not to provide psychological help, is a place where our field could make a really big difference,” said Yeager, who is the coprincipal investigator of the National Study of Learning Mindsets and the Texas Mindset Initiative.

When students feel they are accepted, supported, and valued at school, they do better academically, socially, and behaviorally (Korpershoek, H., et al., Research Papers in Education, Vol. 35, No. 6, 2020). But for students from marginalized groups, a sense of belonging at school could even be lifesaving. In a 2023 study of more than 4,000 Black adolescents, a decrease in school belonging was associated with a 35% increased risk for suicidal thoughts and attempts (Boyd, D. T., et al., Journal of Racial and Ethnic Health Disparities, 2023).

Part of belonging at school is being able to seek support from a trusted source, such as an adult from the same racial or ethnic background. In Seattle, Janine Jones, PhD, a professor of school psychology at the University of Washington, has launched a project that will increase the number of Black male psychologists in the district from 1 to 12.

“Across the country, our school workforce is not as diverse as our population of students,” she said. “Through this project, 20% of the district’s school psychologists will be people who are more representative of who they’re serving.”

Students also benefit when they take classes with others who look like them, especially in advanced placement and STEM courses (Educational Psychology Review, Vol. 34, No. 4, 2022; Bowman, N., et al., AERA Open, online first publication, 2023). Sandra Graham, PhD, a professor of human development and psychology at the University of California, Los Angeles, who has led research on that link, said it suggests a major downside of academic tracking, which separates students based on ability level, for young people from underrepresented groups.

“When you see other people like you in your classes, you feel more like you belong, and belonging is related to academic achievement,” Graham said.

Her research shows that increased school diversity can benefit all students. Higher diversity is linked to lower rates of bullying, due in part to shifts in power dynamics, and can improve adolescents’ attitudes toward people from other racial and ethnic groups (Development and Psychopathology, Vol. 35, No. 5 , 2023; Educational Psychologist, Vol. 53, No. 2, 2018).

“We have the science behind us to say that we need to promote diversity in schools because it makes school a better place for everybody,” Graham said.

Culturally responsive education practices, including policies that provide adequate sociocultural education for teachers working with bilingual students, are a scientifically sound way to increase school belonging, said Lopez, of Penn State. But educational gag orders and book bans in at least 22 states often paint culturally responsive education as a means of scapegoating students from historically dominant groups (Educational Censorship, PEN America, 2023). Lopez is working with Aspen Institute’s Education and Society Program to create user-friendly policy briefs that summarize research showing the contrary.

“We know that educational gag orders and book bans are making many marginalized students feel like their very identity is threatened, which is why it’s so important to counter the harmful misinformation surrounding them,” she said.

Big-picture goals for the future should include broader efforts to influence the school context—for example by improving school belonging and mindset culture—rather than a focus on individual student-level interventions, Yeager said. Such programs have received less attention to date, he said, partly because it is difficult to randomize entire schools to test them.

Even if the overall school context gets healthier, there will always be kids who need extra support, and there are still far too few school psychologists to help them. Bray said we know what interventions work, but we often do not have the resources to implement them at scale.

“We need more school psychologists—there’s a dire shortage in the nation. More professionals would allow us to spend more time on interventions and less time on paperwork,” she said. But some hopeful changes, including increased funding from the U.S. Department of Education and more flexible training programs, are starting to boost the ranks of school psychologists.

[Related: There’s a strong push for more school psychologists]

Outside the school walls, AFT, APA, and others are committed to challenging social media companies to protect young people. The joint Likes vs. Learning report points to the risks of harm and ways to mitigate them, including limiting feed scrolling for teenagers during the school day or providing a hotline schools can call when bullying happens.

“We did this to show just how easy it is for these companies to change things,” Weingarten said. “There are things they could do—they just choose not to.”

Educational quality in the United States is still largely determined by ZIP code, which will remain the case as long as schools are funded at the local level, Golinkoff said. Changing that model would be a powerful way to reduce disparities, but plenty of other things can happen in the meantime.

“There are big things that have to change around education,” she said. “But we can make education better now. We don’t need to wait for those things to change.”