Critique Isn’t Condemnation: Why Teachers Aren’t the Problem

There’s a pattern we see far too often.
A new report is released. Headlines follow:

• “Australian students are falling behind in maths,"
• “Literacy levels are in crisis,”
• “Schools are underperforming."

And suddenly, it feels like every finger is pointed straight at the classroom.
If you’ve ever felt that sting, you’re not alone. Many teachers feel it; and rightly so. We care deeply about what we do. So when someone says the system isn’t working, it’s hard not to take that personally.
But here’s a gentle reminder:
Criticism of the system isn’t the same as criticism of teachers.
In fact, the two are often worlds apart.
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Teachers Are Doing the Work; But the System Isn’t
When people raise concerns about student outcomes or what’s happening in schools, they’re often responding to what the research is telling us: that many children are not being set up to succeed, especially in reading and maths.
That doesn’t mean teachers aren’t trying.
It doesn’t mean you’re not doing your absolute best.
It means we’ve been working in a system that hasn’t always given teachers what they need:

• Clear guidance about what to teach and how
• Time and space to collaborate
• Access to high-quality, evidence-based materials
• Consistent, embedded professional learning

When those things are missing, everyone suffers: students and staff. So yes, something needs to change. But that change starts by listening to teachers, not blaming them.
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Why It Feels Personal
Teaching is human work. We invest more than just time and energy: we put in heart. That’s why criticism hits hard. We see our own names between the lines of those headlines, even when they’re not there.
But we can’t afford to confuse critique of a structure with an attack on the people inside it.
It’s like blaming the firefighter for the faulty smoke alarm.
You’re in the building, doing your job, but the warning system should’ve been working long before you got there.

What If We Reframed It?
Instead of hearing, “teachers are failing,” what if we heard this:
“Our system has failed to equip teachers with the clarity, consistency, and tools they need; and we can do better.”
Because that’s the truth. You’re already doing more than enough. But the system? It hasn’t caught up with what we know works.
And naming that isn’t about blaming teachers.
It’s about backing them.

So What Now?
Here’s what we can do as educators, leaders, and learners:

• Don’t internalise the criticism. Reflect, yes. Adjust, when needed. But don’t carry the weight of the whole system on your shoulders.
• Speak plainly and bravely. When something’s not working, say so. When you see a better way forward, share it.
• Keep advocating for what matters. Explicit instruction. Knowledge-rich curriculum. Strong routines. Every teacher deserves to feel confident, capable, and supported.

Criticism of education isn’t going away;
and maybe that’s okay.
Because with the right mindset, critique isn’t a threat. It’s an opportunity. A sign that people care. That they want better: for students, and for you.

So the next time the headlines come rolling in, remind yourself:
They’re not talking about you.
They’re talking about what you deserve.
A system that works with you, not against you.
Let’s build that system.
Together.

Photo by Luis Cortés on Unsplash