Perspective | Joy as resistance: A teacher’s perspective

In a time when education is often defined by data points, standardized tests, and mounting pressures, the Teaching with Joy Network offers a refreshing shift in focus.

Founded by two professors at the University of North Carolina at Wilmington’s Watson College of Education, the network was born out of a simple yet profound moment — an intern teaching with unmistakable joy. This observation led to a powerful reflection: joy plays a crucial role in the classroom, benefiting both teachers and students alike, but it is not included as a metric on the tools teachers are evaluated with.

For me, teaching with joy means that despite being underpaid, underfunded, and under constant scrutiny, I choose to embrace the bright spots. It means celebrating the moment when a student connects with material for the first time or when lifelong bonds are forged in my classroom. Teaching remains the most fun and rewarding job for me, not because the challenges disappear, but because I actively seek out joy despite them.

Joy has sustained me through some of the most difficult moments in my career. Burnout, systemic pressures, events in our personal life and student struggles are all very real, especially now. But I’ve learned that joy is a choice — one I make every day. I focus on what I can control, and in doing so, I’ve become more resilient.

For me, teaching is inherently joyful. I spend my days surrounded by the future of our country, and while teenagers can be tough at times, they are also what make my job fulfilling. Connecting with students on a human level reminds me of the good and the potential in the world. That mindset has reinforced my resilience.

Test scores and policies can too often drain the enthusiasm out of teaching. When educators feel their autonomy and unique styles are compromised, the job becomes mechanical, and joy diminishes.

I have made the conscious decision to let go of what I can’t control — one-off assessments and rigid policy demands — and instead, I find ways to bring passion into my lessons. My students can tell when I am genuinely engaged, and their enthusiasm mirrors mine. When I feel my joy waning, I know it’s time to switch things up, rediscover what excites me, and create an environment where both my students and I are eager to learn.

Joy isn’t just about how or what I teach, it’s also about the environment I create. One of my favorite moments each year is open house. It’s a fresh start for all of us. As students and families step into my classroom, I see them visibly relax. My classroom is designed to be a calming, affirming space. Because I create a space for joy, joy naturally follows.

Making students feel valued and supported is a cornerstone of my teaching philosophy. I strive to design engaging lessons that challenge my high-achieving students while remaining accessible to those who need additional support. When students feel capable of success, they rise to the occasion, and a classroom filled with confident learners is a joyful one.

Being a member of the Teaching with Joy Network has been a validating and uplifting experience, connecting me with passionate educators who are shifting the narrative around teaching.

With declining interest in teaching and high turnover, this network serves as both an anchor and an inspiration, reminding us why we chose this path. When teachers thrive, students benefit.

Now, more than ever, we must bring joy back to our classrooms, colleagues, and communities.

Policymakers and administrators can help support this movement by recognizing the importance of teaching with joy and valuing teachers as professionals. Making our classrooms and local public schools more uplifting spaces not only inspires student learning but also creates conditions for teachers to thrive.