Entering university is always exciting, no matter the program. For me, that program was education. As I prepare to graduate with my bachelor of education in spring 2026, I can look back and reflect on my journey, acknowledging the complexities that live in the profession. When I began the program, I was unaware of the challenges that shape today’s classrooms. It did not take long to realize, though, that this profession requires far more than enthusiasm and good intentions.
My calling to the profession was shaped by a high school language arts teacher whose influence extended well beyond the curriculum. While she held high academic expectations, she also placed equal importance on building meaningful relationships with her students. Her ability to create a caring and supportive environment, while recognizing the individuality of each learner, showed me the profound difference a dedicated teacher can make.
Inspired by her example, I hope to enter the profession through a relational lens—building connections with students that foster inclusive, engaging learning environments much like the one she created for me. While that passion brought me to education, my coursework and practicums quickly revealed the broader realities of the profession.
University coursework introduced the theory of education—research, instructional strategies and carefully constructed scenarios. What they could not fully replicate were the layered dynamics of real classrooms. Through my practicums, I learned that complexity is not an exception to teaching; it is the context in which teaching happens.
Diverse learning needs, behavioural challenges, socio-emotional realities and systemic pressures all intersect in schools. I’ve now seen how responding to these realities requires constant reflection and adaptability.
Teachers are expected to provide inclusive, responsive instruction for all learners while navigating growing class sizes, limited resources and expanding expectations. Much of this work occurs beyond contracted hours and the cumulative pressure can lead to burnout—not from a lack of passion but from sustained pressure.
Conversations about teacher wellness have become increasingly common, yet the structures surrounding the profession often make protecting that wellness difficult.
As I prepare to enter the profession, I do so with both realism and hope. Teaching rarely unfolds under ideal conditions. It takes place amid competing demands and evolving expectations. Yet I remain motivated by the profound impact teachers can have on students’ lives. The classroom is not only a site of academic learning but also of identity formation, belonging and growth.
Parker Palmer writes in The Courage to Teach, “We teach who we are.” This idea has shaped how I think about entering the profession. Teachers’ well-being directly influences the learning environments they create. Students notice the difference between a teacher who is overwhelmed and one who feels supported and grounded. For this reason, teacher wellness must be treated as essential rather than optional. It is foundational to sustainable teaching practice and positive learning environments.
Following my final practicum, I set a personal intention: to remain attentive to my own well-being while continuing to refine my practice. This means building habits of reflection, seeking mentorship and allowing myself the space to grow gradually rather than perfectly. It also means recognizing that adaptability is not a weakness but a professional strength.
I am entering the teaching profession at a critical moment, aware of the complexities and challenges in today’s classrooms. Rather than discouraging me, this reality motivates me to contribute thoughtfully, remain curious and approach each classroom with empathy and kindness. As my high school language arts teacher showed me, even within complex systems teachers still have the power to create spaces where students feel seen, supported and capable.
Teaching is demanding, but it is also deeply meaningful work. I am ready to enter this profession, committed to learning alongside my students and supporting the passion that led me to teaching in the first place.
Sarah Muir is completing her bachelor of education degree at the University of Calgary with a specialization in elementary fine arts. She has dedicated her academic work to exploring teacher well-being and sustaining meaningful relationships with students. As an emerging teacher, Sarah hopes to continue her professional learning in ways that honour student diversity and place relationships at the centre of education.
