EdSurge is seeking firsthand accounts from teachers and school staff who have exited the education field or plan to leave soon. The outlet invites educators to share their reasons for departing teaching and school-based roles.

This reporting effort addresses a documented exodus from public education. Burnout, low pay, and difficult classroom conditions have driven retention crises across U.S. districts for years. The Economic Policy Institute found that teachers earn roughly 20 percent less than college-educated workers in other fields. Pandemic-related disruptions intensified departures, with many educators citing mental health strain, political attacks on curriculum, and safety concerns.

Teacher shortages now affect every state and most subject areas, with critical gaps in special education, math, and science. Schools report struggling to fill open positions, forcing districts to hire uncertified teachers or increase class sizes. The American Federation of Teachers surveyed members in 2022 and found 55 percent considered leaving the profession within five years.

EdSurge's call for educator testimonies aims to capture the lived experience behind these statistics. Individual stories reveal specific breaking points: a teacher managing 35 students with one aide, a special educator handling paperwork for six hours daily, a high school instructor whose salary hasn't risen in a decade while healthcare premiums climb.

Understanding why educators leave matters for policy. If districts know whether departures stem from compensation, working conditions, lack of autonomy, or poor leadership, they can target solutions. Some states have raised starting salaries or created signing bonuses. Others have reduced standardized testing or reformed evaluation systems. But retention requires systemic change, not piecemeal fixes.

EdSurge's reporting project contributes to a growing body of qualitative research on teacher attrition. Paired with enrollment data and exit surveys, educator narratives help education leaders and policymakers identify what keeps people in classrooms and