In the nearly five years since the Covid-19 pandemic shook the American education system, states enacted policies to close learning gaps, empower families with opportunities, reimagine how students learn, and fortify students’ pathways to college and careers.
However, according to ExcelinEd, a non-profit organization supporting state education leaders, only ten states invested in attracting and retaining teachers in 2023. Teacher shortages remain a long-standing concern among education leaders and, according to the U.S. Department of Education, every state reports instructor scarcity in at least one subject area.
The Learning Policy Institute (LPI) reports that shortages of well-prepared teachers have historically been most acute in schools that serve more students from low-income families and students of color. “The U.S. has experienced recurring teacher shortages for decades — a condition that the pandemic has only worsened,” said LPI Senior Researcher Emma Garcia. “Shortages have been driven by a shrinking teacher education pipeline, high rates of turnover, and increased demand as districts replaced positions cut during the Great Recession, and expanded staffing using federal Covid-19 relief funding.”
When schools can’t hire qualified teachers for vacant positions, they may increase class sizes, cancel course offerings, or hire uncertified instructors. Garcia said, “High rates of underprepared teachers in a district decrease student achievement. Since they are more than twice as likely to leave the profession as fully prepared novices, [this] exacerbates teacher turnover, which harms student achievement, perpetuates unequal opportunities to learn, impacts teacher effectiveness, erodes the profession’s appeal, and drains district resources.”
Against this challenging backdrop, Boston College’s Lynch School of Education and Human Development prepares undergraduate and graduate students to serve diverse student populations in a variety of professional roles—as teachers, administrators, human service providers, psychologists, and researchers.
Founded in 1952, the Lynch School offers graduate and undergraduate education, psychology, and human development programs. Its five departments offer more than thirty programs, ranging from Curriculum & Instruction to Extensive Special Needs, Counseling Psychology, and Data Science. Rated 23rd by U.S. News & World Report for graduate schools of education, and the country’s top-ranked Catholic school of education, it currently enrolls approximately 1,500 students in all of its programs and boasts over 24,000 alumni.
“At the Lynch School, practical experiences complement our programs’ rigorous coursework—an approach that focuses on educating the whole person and developing reflective leaders,” said Stanton E. F. Wortham, the Charles F. Donovan, S.J., dean of the Lynch School. “In the classroom and in the field, through internships, practica, and research opportunities, Lynch School students acquire the knowledge and skills needed to transform lives and strengthen communities. What unites our diverse work is the underlying aspiration to foster holistic human development and make the world more just.”
Wortham points to BC’s commitment to formative education – which engages the whole person and guides young people toward purposeful lives and more ideal selves and societies – as the distinctive Lynch School mission that undergirds its approach to teacher education and preparation.
“The Lynch School employs a holistic approach to formation: We educate our students as whole people—as intellectual, emotional, moral, social, and spiritual individuals—so they can help others flourish and lead lives of purpose,” he said.
To underscore the school’s modus operandi, Charles T. Cownie, director of Catholic Teacher Formation in the Lynch School, noted that “in a climate where things are falling apart, seeking meaning and purpose in life is even more crucial, as is understanding what inspires one to pursue the vocation of teaching.”
Cownie argues that effective educators must be professionally trained, embrace contemporary and culturally responsive pedagogy, and fulfill state certification processes. He adds that teaching should be viewed not just as a career, but also as a calling to serve others.
“Teaching as a vocation fully manifests what it means to lead a life of meaning and purpose, one that centers on a stable and generalized intention to accomplish something that is at once meaningful to the self and leads to productive engagement with some aspect of the world beyond the self,” he said.
The Lynch School offers four undergraduate majors: Applied Psychology and Human Development, Elementary Education, Secondary Education, and Transformative Educational Studies. Classes are taught by acclaimed scholar-practitioners who improve practice, shape policy, and prepare students to serve diverse populations with modern, evidence-based approaches. Practical experiences complement the highly ranked programs’ rigorous, relevant coursework, preparing students to become leaders in their careers and communities.
The teacher education programs that lead to initial licensure are state-approved and exceed the Massachusetts Department of Elementary and Secondary Education’s regulations. As mandated by the state, the Lynch School has designed a series of field-based experiences to ensure candidates become effective teachers — educators ready to teach from their first day of professional service.
The Lynch School partners with a range of urban and suburban public, private, parochial, and charter schools in Greater Boston—empowering students to apply their skills in dynamic classroom settings and, in the process, gain teaching experience and learn how to thrive in an increasingly diverse education environment.
“I chose to attend the Lynch School because of its commitment to social justice and formative education,” said Josephine Fields ’26. “As a future teacher, I wanted to think beyond the current landscape in K-12 public schools and reimagine how educators can best meet the needs of all students. The Transformative Educational Studies major, which is unique to BC, challenges me to think more holistically and globally about my approaches to teaching. The Elementary Education major allows me to apply these ideas in my practicum experiences while emphasizing a strong ethic of care.”
Joel Iglesias Lopez ’27 noted that two elements of the Lynch School stood out for him. “The first is the community that is always present—the kindness, pride, and attitude of the students,” he said. “Second, the professors and staff are outstanding. From the thoughtful academic advising and services to top-of-their-field professors leading innovative and groundbreaking research while also teaching exciting classes, I knew Lynch was where I had to be.”
Guided by Jesuit ideals and its social justice mission, the Lynch School strives to foster a diverse, inclusive, and fair culture. “We’re committed to understanding our students’ interests and goals and how they’re advancing inside and outside of the classroom,” said Ana M. Martínez Alemán, associate dean of Faculty & Academic Affairs. “We hope our students change the world for the public good—that they become professionals who make colleges, universities, and schools more equitable places.”
Contributed by the Office of University Communications at Boston College