By Carol Henry
As schools gradually reopen, students, teachers, and staff remain vulnerable to the ongoing effects of the COVID-19 pandemic. The Centers for Disease Control and Prevention reports that about 29 percent of teachers are at higher risk because they are aged 55 and older, making them more likely to live with conditions such as asthma, chronic lung disease, diabetes, or liver disease. Protecting at-risk educators requires coordinated attention to remote learning options, physical and mental health measures, and financial safeguards. Preparing a safer, more sustainable learning environment means evaluating wellbeing, training, and resources before fully resuming the academic calendar.
Adapting to remote work options for educators
Transitioning older educators to digital classrooms can require more support than for younger colleagues who may be more familiar with recent technologies. Many experts anticipate a rise in blended learning models combining platforms like Canvas, Blackboard, or D2L with video conferencing and limited in-person instruction. To protect at-risk teachers, districts should prioritize comprehensive training in remote teaching platforms and blended instruction techniques.
Research and reporting suggest that effective online teaching takes significant preparation; teachers generally need months of structured training to develop strong online pedagogy and classroom management strategies. Providing funding, scheduled professional development, peer mentoring, and hands-on practice will improve teacher confidence, reduce health risks, and help ensure continuity of instruction until community health conditions stabilize or a vaccine is widely available.
Implementing healthcare strategies to protect at-risk educators
Not every district has the resources to implement robust remote learning, and in underfunded areas teachers may feel pressured to return to classrooms to protect their employment. School leaders should explore practical strategies to limit exposure when any in-person instruction occurs. Staggered schedules, hybrid attendance models (where students alternate days between home and school), and reduced class sizes can lower the density on campus and make social distancing more feasible.
High-risk educators should be allowed to seek medical clearance and to make informed choices about returning to in-person teaching. Districts must also invest in basic public health measures—adequate personal protective equipment, enhanced cleaning, improved ventilation, symptom screening, and clear protocols for responding to infections—to reduce transmission risks for staff and students alike.
Ensuring educators are financially compensated and secure
Teacher pay and benefits must remain a priority in education budgets, even as the broader economy faces uncertainty. Cuts that increase workloads, hire untrained temporary replacements, or reduce retirement contributions would worsen stress and jeopardize instructional quality. Many older educators are reevaluating retirement plans in light of the pandemic and need options that protect their financial futures.
Financial planning and access to retirement savings vehicles—such as IRAs and employer plans—remain important for teachers approaching retirement. With some reporting that pandemic-related market changes have strained pension funds, educators should be supported with clear information about retirement options and access to financial counseling so they can make informed decisions. Meanwhile, policymakers must be transparent and realistic about long-term funding assumptions so pension systems remain viable without shifting undue risk onto teachers.
Mental health guidance and support for educators
Teachers are shouldering increased responsibilities: learning new delivery methods, addressing student needs, and navigating uncertainty about safety and job security. This added pressure makes mental health supports essential. Schools and districts should offer accessible counseling, peer support groups, wellness days, and coaching to help teachers manage stress, avoid burnout, and build resilience.
Mental health resources should be available during and after the school day and tailored to the unique challenges educators face. For at-risk teachers—particularly those over 50—access to psychosocial supports and stress-management training can foster emotional well-being, improve job satisfaction, and enable more sustainable engagement in their roles.
Ongoing evaluation and teacher participation in decision-making
Authorities and school leaders must continue to monitor public health data and learning outcomes as reopening plans evolve. Most importantly, teachers’ voices should shape policies and pilot programs. When school systems trial hybrid schedules, enhanced safety protocols, or new remote-learning tools, feedback from staff—especially those considered high risk—should guide adjustments.
Developing clear frameworks to measure progress and collecting regular input from educators will help leaders identify what works and where more support is needed. Investing in training, health protections, mental health services, and financial guidance will allow teachers to make informed decisions that prioritize their safety and the continuity of student learning.
About the author
Carol Henry grew up in a family of educators and began her career as a social studies teacher before becoming a freelance education writer. She focuses on trends in teaching, learning, and school policy. When she’s not writing or researching, she enjoys hiking with her dog, Milo.
Note: This article was originally published by The Learning Counsel, a research and news organization focused on the transition to digital curriculum in education.