Teachers tell Idaho Senate committee burnout, student behavior and cellphone use are driving resignations

Courtney Linker, a former Idaho classroom teacher, told the Senate Education Committee in Boise that the cumulative stress of recent years left her physically and mentally “broken” and prompted her to take a leave from teaching.

Linker told the panel she conducted interviews with 73 teachers across 16 districts and 35 schools to see whether her experience was widespread. ‘‘Last year’s experience as a classroom teacher broke me,’’ she said, describing symptoms of extreme stress and a loss of basic cognitive function during that period. ‘‘I felt broken mentally and physically.’’

Linker said the interviews found widespread signs of burnout: 99% of surveyed teachers were certified in Idaho; 47% described themselves as happy at work; 60% reported feeling stressed or anxious; and 55% said they felt overwhelmed. On the question of whether they expected to teach until retirement, just 27% said yes, while a third answered ‘‘no’’ or ‘‘probably not.’’

Why it matters: Linker told senators that teacher attrition, falling enrollment in teacher-preparation programs and worsening student behavior threaten the state’s ability to provide stable public education. She urged lawmakers to reduce noninstructional burdens on teachers, lower class sizes and expand supports such as counselors and behavior specialists.

Linker and other witnesses tied several causes together. She said cellphone use and constant access to social media reduce students’ attention and social skills, making classroom management more difficult. ‘‘When you have a device in front of a child, they are focused on that device,’’ she told the committee. She cited examples from her interviews, including incidents of students throwing desks, using knives in class and self-harm behaviors.

Former Los Angeles Unified School District teacher Lori Billard told the committee that teacher and student burnout, weak classroom discipline and inconsistent use of phonics instruction were common problems. Billard said many districts lack consistent small-group instruction and that administrators need to spend more time in classrooms supporting teachers rather than remaining in offices.

Policy options discussed: Linker and senators discussed a range of possible responses. Linker supported Superintendent Debbie Critchfield’s proposed funding changes to provide more direct classroom supports, recommended limits on secondary teachers’ caseloads (she said no secondary teacher should be responsible for more than 200 students and no elementary teacher more than 30), and urged hiring more counselors, psychologists and behavior interventionists. She also recommended removing noninstructional duties and reducing excessive testing at the district level.

Senators asked about methodology and causes. Senator Nichols asked how Linker selected her sample; Linker said she used professional networks and intentionally included teachers from different districts. Senator Semeroth asked about teachers’ views of the Individual Professional Learning Plan; Linker said the IPLP is inconsistently implemented, often tied to the Danielson framework, and described the digital platforms used to track goals as time-consuming and not broadly helpful. Senator Ward Engelking and others pressed Linker on mental-health impacts; Linker said she has experienced persistent triggers since taking leave and that the stress felt like post-traumatic symptoms.

What remained discussion versus action: The committee did not adopt new policy during the hearing. The chairman reminded members of the legislature’s constitutional duty to establish ‘‘a general, uniform and thorough system of public free common schools’’ (Idaho Constitution, Article IX, Section 1) as lawmakers consider education bills this session.

Ending: Committee members thanked Linker for the detailed interviews and candid testimony. Senators said the testimony would inform upcoming deliberations on teacher supports, school discipline and funding structures.