Teachers' Uncertainty Stems from Education Cuts
With recent federal budget discussions around the Department of Education, many teachers have felt anxious and uncertain about the future of education. In April, we recently surveyed a national sample of teachers about the cuts to the U.S. Department of Education. The data yielded two prominent themes.
First, the mere possibility of federal education cuts has sown uncertainty in K-12 schools. Second, there is a specific concern among teachers that vulnerable student populations, including those receiving special education services and those attending Title I schools, may be harmed by these reductions. Title I funding goes to schools with high concentrations of student poverty.
Of the teachers we polled, 58% reported having increased levels of anxiety due to the uncertainty at the federal level, and 41% believed it would negatively impact their classroom teaching. An examination of their open-ended responses finds that teachers have mixed reactions. Some believe that trimming federal spending is warranted in principle, especially those wary of centralized control. There is likely no single organization with an annual budget exceeding $80 billion that does not have some fat to trim.
Other teachers believed that any cuts in federal funds would be made up elsewhere. As one teacher shared, “The cuts in funds (if there are any that affect our district) will almost certainly be made up for by additional state funding.” Others disagreed: “Our school relies on a significant amount of federal funding that may not be made up for by the state, leaving us hurt financially.”
There were teachers who shared that they did not believe there would be much of an impact, given the targeted nature of federal funds. “[The Department of Education] doesn’t control my ability to teach and impact my students. I still have the most impact on my students, and I will continue [to] drive and motivate my students.”
Yet, some teachers are skeptical that the cuts being made are warranted at all and expressed sincere concerns about their jobs and their students’ futures. One teacher shared, “My program relies heavily on state and federal funding. I worry that my job will be eliminated.” Another teacher shared, “If they cut the funding for the schools, it will greatly impact [me] and my students.”
The common thread among many of the teachers’ comments was the air of uncertainty and the anxiety it caused for so many of them. “I think the problem really is that we don’t know how these cuts will affect us, so as teachers, we assume the worst but hope for the best.”
The second concern focused on teachers worried about special populations of students, specifically students in special education and Title I schools. Though both of these would require congressional action, it shows that a major concern for teachers is their students.
When it comes to special education and Title I funding, the facts tell a clearer story. Neither has been targeted for cuts, and both are fully funded in the current education budget proposal. Despite an overall proposed reduction of about 15% to the department, Title I and special education are left alone. The reality is that reducing either would be very politically unpopular.
All of this matters because the federal role in K-12 funding, while modest overall (8-10% of all education spending), is highly targeted. However, the perceived threat to federal dollars sends waves of concern through American classrooms.
Teachers have endured years of instability at this point, from pandemic disruptions to workforce shortages. In that context, even the hint of cuts may feel existential. These emotional responses are real, even if the perceived threat is overblown.
Teachers are fiercely protective of their students. In most cases, their quick-to-worry instincts stem from deep care, and that is admirable. However, it also means that when facts contradict fears, we owe it to them to clarify.
If IDEA and Title I remain untouched, that fact must be emphasized and repeated. School leaders, including superintendents, principals, and local education officials, must proactively counter misinformation and calm fears. Policymakers, too, must proactively engage with educators, not just to understand the data, but to grasp the real-world impact of their decisions on our students and the teachers dedicated to serving them.
This moment offers important insight: why does mere talk of cuts generate such alarm? It’s worth asking whether educators feel supported to the extent that they should. They don’t just need funding, they need clarity, consistency, support, and adequate resources to do their jobs well.
For teachers, uncertainty can lead to anxiety and problems in and of itself. However, what seems certain is that the students they’re most concerned about will continue to be supported.
