Recently, we published an article that touched on the current plight of the public and nonpublic school system in the United States. Unending as the list of plight-related woes may seem, our ultimate goal is to highlight the very practical courses of action available to parents, community leaders and local school authorities to help remedy the adverse situations we are facing when it comes to educating our children.

As promised, here is a shortlist of viable options for improving the education of the next generation of world leaders. This list includes resources to fill in the gap of Social Emotional Learning experienced by most students, as well as core learning subjects such as English, History, Mathematics and Science.

This issue of insufficiency, inaccuracy and possible lack of fundamental teaching in nonpublic and religious schooling is nothing new. For years, parents, local school authorities and departments of education have been in constant exchange on the matter of regulating the instructional materials of nonpublic schooling for children.

As upsetting as the news surrounding public and nonpublic education in The United States may be, instead of simply viewing it as a call to worry or a call to complain, Self Exploration Academy sees this as an opportunity and a call to take action and create real change. Now more than ever, parents need to know that there are opportunities to ensure their children have access to the education they need in order to be successful and productive citizens in their communities.

The Institute of Education Sciences published new federal data this September, confirming the fact that 53% of all K-12 public schools in the United States felt understaffed and were experiencing difficulties in filling teaching positions for the 2022-23 school year.

We can build strategy for the next generation of students until we’re blue in the face, but no longer can we deny or delay a reality that persists. Understaffed public schools diminish institutional capacity for thorough, high quality education.

The conclusion reached in the study by researchers at Harvard and Dartmouth recommends a federal pandemic relief investment of $190 billion to directly fund the reversal effort of learning loss in grade school math across the nation, however, whether or not the federal funding is supplied in time, there may now more than ever be an even stronger case for creating programs that help build integrative and deductive reasoning skills within young learners, who are soon to be the leaders of tomorrow whether they are ready by previously upheld standards or not.