A conversation I had recently with a school leader has been on my mind for days. It wasn’t the specifics of the conversation that stuck with me, but rather the simple yet powerful statement: “I’m here to support the students — not the teachers.” This made me reflect on the true meaning of supporting teachers and student success.
The statement wasn’t made with malice. In fact, I believe it came from a place of deep care for kids. And yes, students are absolutely at the center of what we do.
But something about that phrasing unsettled me. It left me wondering:
Can we truly support students if we’re not also supporting the teachers who serve them every single day?
That simple comment stayed with me all weekend — not because I want to challenge the intent, but because I think it reveals something bigger about the conversations we’re not having in education right now.
When ‘What’s Best for Kids’ Becomes a Conversation Stopper: A Look at Supporting Teachers for Student Success
In education, we hear it often: “We have to do what’s best for kids.”
And on the surface, who could argue with that? It’s a statement that feels indisputable — almost sacred. After all, children are the reason we chose this work.
But over time, I’ve come to see how that phrase — when used without care or context — can unintentionally become a conversation stopper. It’s a line that seems to leave little room for questions, dialogue, or nuance. Because once that card is played, anything that follows can be perceived as selfish, misaligned, or off-mission.
I believe we need to talk about this more openly. Because here’s the truth:
If we’re only talking about what’s best for kids without also addressing what’s sustainable, supportive, and respectful for teachers — we’re missing the bigger picture.
Teachers are not separate from what’s best for kids. In fact, they are central to it.
The Bigger Picture We Can’t Ignore
When teachers ask for support — whether it’s about scheduling, resources, planning time, or simply being heard — it’s not a distraction from student needs.
It’s directly connected to them.
Teachers who feel valued, trusted, and supported are more present with their students. They’re more creative, more collaborative, and more likely to stay in the profession. They bring energy into the room that can’t be faked.
On the other hand, when teachers are exhausted, dismissed, or left out of decision-making, it shows — in student engagement, in classroom culture, and ultimately in outcomes.
What’s best for kids can’t be separated from what’s best for the people teaching them. We cannot build healthy school cultures on the backs of unsupported educators, and expecting this to lead to student success is unrealistic. Supporting teachers, emotionally and professionally, is essential for student success. Explore the professional development resources I offer for educators.
Why This Matters to Me
I think this is part of why I felt called to step out of the classroom and start Teach with Character.
I didn’t leave because I stopped loving teaching. I left because I loved it too much to keep watching how unsupported teachers were expected to carry the weight of everything — without a voice, without balance, and often without real backing. Read more about my journey here.
I believe we can do better — not by choosing teachers over students, but by finally acknowledging that teachers are the way we reach students.
When we invest in educators — their well-being, their professional growth, their sense of purpose — we create environments where students thrive. Not just academically, but emotionally and socially, too. Discover more strategies for supporting teachers at the Center for Teacher Effectiveness
And isn’t that what’s best for kids?
An Invitation to Reflect
Perception and Reality words on a stack of balls to illustrate finding the truth among myths, facts vs fiction and real versus unreal claimsSo maybe the real question isn’t “Are we doing what’s best for kids?” Maybe it’s: “Are we creating the conditions that allow the people closest to kids — their teachers — to do their best work?”
That’s the conversation I want to be part of.
At Teach with Character, I work with schools and districts who believe that when we lift up teachers, we lift up everyone. Learn about my professional development services here.
Because doing what’s best for kids should never mean leaving the adults who serve them behind —
And that includes all the adults.
Let’s move beyond token meetings and performative check-ins. Let’s create school cultures where real conversations happen, where teachers have a voice, and where every staff member — paraprofessionals, custodians, secretaries, cafeteria teams — is seen as a vital part of the school’s mission.
Because when every adult in the building feels ownership, purpose, and respect, the entire school becomes a better place for kids.
