Small-group work is one of the best places to accelerate learning for students with ADHD — it’s flexible, relationship-rich, and easier to tailor than whole-class instruction.

<p>Small-group work is one of the best places to accelerate learning for students with ADHD — it’s flexible, relationship-rich, and easier to tailor than whole-class instruction. But to make small groups truly effective for <em>diverse</em> learners with ADHD, we must pair proven ADHD supports with culturally responsive, equity-minded practices. Below is a practical, session-ready guide you can use this week in your small groups.</p><p><br></p><h2>Small-group design: core principles</h2><p><strong>Predictable structure + clear roles.</strong> Start each session with a 2-minute agenda, an explicit objective, and a student role (recorder, questioner, time-keeper, presenter). Students with ADHD thrive when they know exactly what will happen and what’s expected.</p><p><strong>Multi-modal entry points.</strong> Offer the task in words, visuals, and a quick demo. Let students choose how to show learning (draw, talk, type, act). This reduces barriers for multilingual learners and students with different processing styles.</p><p><strong>Micro-goals + frequent wins.</strong> Break the task into 5–12 minute chunks with an immediate, visible product (sentence, sketch, problem solved). Reinforce progress visibly so motivation stays high.</p><p><strong>Movement and sensory access.</strong> Build brief movement breaks or standing options into group flow (2–3 minutes every 15–20 minutes). Movement supports attention and self-regulation.</p><p><strong>Explicit executive function supports.</strong> Teach and scaffold strategies like checklists, timers, graphic organizers, and self-monitoring trackers right in the group. Rotate responsibility to help students internalize the strategies.</p><h2>Equity adaptations for small groups</h2><ul><li><strong>Language access:</strong> Provide key vocabulary visuals and sentence stems in students’ home languages when possible; partner bilingual peers as language models. This prevents conflating language access issues with attention or effort.</li><li><strong>Culturally relevant materials:</strong> Use texts and problems that reflect students’ cultures and experiences, this increases relevance and behavioral engagement.</li><li><strong>Bias-aware assessment inside groups:</strong> Watch how you interpret participation and off-task behavior. Consider cultural norms around eye contact, group talkativeness, or deference to adults before assuming willful inattention. Use multiple evidence points (work product + behavior + family input) for decisions.</li><li><strong>Gender-responsive approaches:</strong> Girls and nonbinary students are often under-identified; they may present with inattentive symptoms rather than hyperactivity. Use small-group observations and checklists that capture quieter attention challenges.</li></ul><h2>Family &amp; community partnership</h2><ul><li>Ask families about routines, sleep/meal contexts, and culturally specific expectations. These details inform realistic supports. Frame questions as strengths-based (e.g., “What helps X focus at home?”) and offer two or three quick, home-friendly strategies to try.</li><li>Share small-group progress with families in the language they prefer and invite their priorities into goal-setting; this fosters mutual trust and avoids top-down assumptions.</li></ul><h2>Progress monitoring that centers equity</h2><p>Use brief, consistent measures (work completion, rubric score, strategy use) rather than relying solely on subjective impressions. Collect data across settings (special ed group, general ed, home when possible). Review data with an equity lens — are certain groups showing different patterns that might signal bias or access issues?</p><h2>Common small-group snags &amp; fixes</h2><ul><li><strong>If one student dominates:</strong> Assign explicit speaking turns and use a “talking token.”</li><li><strong>If students disengage:</strong> Shrink the chunk size, add a movement micro-task, or offer a choice of product.</li><li><strong>If cultural mismatch appears:</strong> Pause assumptions, ask the student/family for context, and adapt materials or expectations.</li></ul><h2>Small changes, big impact</h2><p>You don’t need a full overhaul. Start by adding one predictable routine (agenda + timer), one culturally relevant text or prompt, and one family question to your intake. Track the impact across just two weeks; those micro-wins build momentum and trust.&nbsp;</p><h3>Want more tools to support diverse learners with ADHD?</h3><p><a href="https://www.crosscountry.com/education/talent-professions?utm_source=Website&amp;utm_campaign=Blog" rel="noopener noreferrer" target="_blank">Join our educator network</a> for ready-to-use strategies, templates, and guides that help small-group instruction thrive.</p><h4>Citations</h4><p>Centers for Disease Control and Prevention. (2023, September 20). <em>ADHD in the classroom: Helping children succeed</em>. U.S. Department of Health &amp; Human Services.<a href="https://www.cdc.gov/adhd/treatment/classroom.html?utm_source=chatgpt.com" rel="noopener noreferrer" target="_blank"> https://www.cdc.gov/adhd/treatment/classroom.html</a></p><p>Centers for Disease Control and Prevention. (2022, August 9). <em>Data and statistics on ADHD</em>. U.S. Department of Health &amp; Human Services.<a href="https://www.cdc.gov/adhd/data/index.html?utm_source=chatgpt.com" rel="noopener noreferrer" target="_blank"> https://www.cdc.gov/adhd/data/index.html</a></p><p>CHADD. (n.d.). <em>Diversity, equity &amp; inclusion</em>. Children and Adults with Attention-Deficit/Hyperactivity Disorder. <a href="https://chadd.org/for-professionals/diversity-equity-inclusion/" rel="noopener noreferrer" target="_blank">https://chadd.org/for-professionals/diversity-equity-inclusion/</a>&nbsp;</p><p>National Education Association. (2020). <em>10 tips for teaching students with LD and ADHD</em>. <a href="https://www.nea.org/resource-library/10-tips-teaching-students-ld-and-adhd" rel="noopener noreferrer" target="_blank">https://www.nea.org/resource-library/10-tips-teaching-students-ld-and-adhd</a>&nbsp;</p><p>Wolraich, M., &amp; Hagan, J. (2020). <em>Clinical practice guidelines for the diagnosis, evaluation, and treatment of ADHD in children and adolescents</em>. American Academy of Pediatrics. <a href="https://publications.aap.org/pediatrics/article/144/4/e20192528/38556" rel="noopener noreferrer" target="_blank">https://publications.aap.org/pediatrics/article/144/4/e20192528/38556</a>&nbsp;(Original article referenced for culturally responsive MTSS guidance and clinical collaboration concepts)&nbsp;</p>

Supporting Diverse Learners with ADHD in Small Groups

Cross Country

education

Supporting Diverse Learners with ADHD in Small Groups 

Here are some simple ways to recharge without leaving your student or losing built momentum.

<p>Teachers are often encouraged to fight burnout by adding more to their plates — an after-school yoga class here, a PD on mental health there. And while those things are great (and truly beneficial!), sometimes they miss the point. Most educators don’t want more — they want less.</p><p>Avoiding burnout doesn’t have to mean carving out extra time or energy — especially when you already spend your day moving from room to room, supporting students 1:1, and following someone else’s schedule. Especially for behavioral interventionists and special education aides, even the idea of “taking a break” can feel impossible.</p><p>But here’s the thing: when you, as the adult and educator, are in a place of stress, the students you support feel and feed off that energy¹. Maintaining as much calm and neutrality as possible isn’t just for your own well-being — it can help your students feel safe and regulated too¹.</p><p>That is why micro-moments — tiny, intentional resets built right into what you’re already doing — can make such a difference²³⁵. Here are some simple ways to recharge without leaving your student or losing built momentum.</p><h2>Start-of-Day Mindset</h2><p><strong>Anchor Thought:</strong> If you have time, before getting out of your car, repeat a grounding phrase such as “I respond, not react.” or “I have full control over my emotions.”</p><p><strong>One-Minute Breath Check:</strong> While still in your car or waiting for your student to arrive, take 3 deep breaths — in through the nose, hold at the top for 3 seconds, and then slowly out through the mouth.</p><p><strong>Two-Word Intention:</strong> Choose two words to carry throughout your day (e.g., “calm + patient”). Put them in your pocket, tap them to the bottom of your water bottle, or hold them in your mind’s eye. Refer to them during transitions or moments of frustration.</p><h2>During a Session</h2><p><strong>Micro-Body Awareness:</strong> As your students work or are in transitions, scan your body: unclench your jaw, lower your shoulders, release tension in your hands. If you’re sitting for a long period of time, consider rolling your ankles and wrists out. This helps keep your joints loose and relaxed which fights stress²⁵.</p><p><strong>Movement Moments:</strong> When transitioning between spaces, stretch your arms behind you or roll your shoulders. Small movements keep stress from settling in²⁵.</p><p><strong>Grounding:</strong> When standing near your student, notice your feet firmly on the floor — this is a mini reminder to stay grounded and present. Add a soft bounce in your knees every now and then to avoid knee locking which can cause nausea and dizziness.</p><h3>Student Interactions</h3><p><strong>Silent Smile Practice:</strong> Every few interactions, offer a smile without saying anything. This helps soften your own nervous system while supporting connection¹.</p><p><strong>Notice One Win:</strong> At the end of a tough session, reflect upon one small success, such as, “They stayed seated for 5 minutes,” or “We laughed together once.” Those moments count, and they are worth recognizing³.</p><h2>Maximize Breaks You Do Have</h2><p>Spend an extra 30 seconds in the bathroom washing your hands. Notice the sensation of the water on your hands and take slow, deep breaths. Look at yourself in the mirror, smile, or say an affirmation aloud to yourself that resonates³⁵.</p><p>If you’re more of an introvert, find a quiet space to eat your lunch alone. Eat slowly and be sure to hydrate!³⁵</p><p>If you are someone who recharges better around other adults, find a friend who has the same lunch as you. It’s ok to vent if necessary but be mindful of complaining — it’s a slippery slope!</p><h2>End-of-Day Closure</h2><p><strong>Lights-Off Breather:</strong> Before you leave or clock out, sit quietly for 30 seconds. Let the day settle and attempt to leave it behind you³⁵.</p><p><strong>Mental Door Close:</strong> As you walk out, think: “I’ve done enough for today.” Give yourself permission to rest. Do your best to leave the workday behind³⁵.</p><p>Although it would be nice, you don’t need an hour-long break or a weekend retreat to reclaim your calm. These micro-moments remind you that even in a busy and unpredictable environment, you still have control over your energy and mindset²³⁵.</p><p>When we as educators regulate, students follow¹. Each time you take a breath before reacting, ground yourself before speaking, or find one small win amidst a tough day, you’re not just protecting your peace — you’re modeling resilience for your student(s) as well¹.</p><p>Small moments add up. Over time, these micro-habits can help create calmer classrooms, strengthen student and educator relationships, increase job satisfaction, and support better overall personal health²³⁵.</p><p><br></p><h4>Ready to bring more calm into your day? <a href="https://www.crosscountry.com/education/talent-professions?utm_source=Website&amp;utm_campaign=Blog" rel="noopener noreferrer" target="_blank">Partner with Cross Country</a> and get the guidance, tools, and support you need to succeed every day.</h4><h4><br></h4><h3>References:</h3><p>Agyapong, B., Obuobi-Donkor, G., Burback, L., &amp; Wei, Y. (2022). Stress, burnout, anxiety and depression among teachers: A scoping review. International Journal of Environmental Research and Public Health, 19(17), 10706. <a href="https://doi.org/10.3390/ijerph191710706" rel="noopener noreferrer" target="_blank">https://doi.org/10.3390/ijerph191710706</a></p><p>Albulescu, P., Macsinga, I., Rusu, A., Sulea, C., Bodnaru, A., &amp; Tulbure, B. T. (2022). “Give me a break!” A systematic review and meta-analysis on the efficacy of micro-breaks for increasing well-being and performance. PLoS ONE, 17(8), e0272460. <a href="https://doi.org/10.1371/journal.pone.0272460 " rel="noopener noreferrer" target="_blank">https://doi.org/10.1371/journal.pone.0272460</a></p><p>Calm Editorial Team. (2023, March 13). Micro breaks: The importance of taking a break from work. Calm Blog. <a href="https://www.calm.com/blog/micro-breaks" rel="noopener noreferrer" target="_blank">https://www.calm.com/blog/micro-breaks</a></p><p>Dimitroff, S. J., Norman, G. J., Hawkley, L. C., &amp; Cacioppo, J. T. (2017). Physiological dynamics of stress contagion.Psychoneuroendocrinology, 83, 13–21. <a href="https://doi.org/10.1016/j.psyneuen.2017.05.024" rel="noopener noreferrer" target="_blank">https://doi.org/10.1016/j.psyneuen.2017.05.024</a></p><p>Stanford University Environmental Health &amp; Safety. (n.d.). Microbreaks. Stanford University.<a href="https://ehs.stanford.edu/subtopic/microbreaks" rel="noopener noreferrer" target="_blank"> https://ehs.stanford.edu/subtopic/microbreaks</a></p>

Micro-Moments to Keep Your Calm in the Classroom

This month, we’re thrilled to feature Bo K., a Special Education Teacher whose compassion, creativity, and commitment create a welcoming and empowering learning environment for every student she works with. Keep reading to discover more about Bo!

<p>At Cross Country Education, we’re proud to partner with passionate educators who make a meaningful difference in students’ lives every single day. Special Education Teachers like <strong>Bo K.</strong> play an essential role in supporting students of all abilities—helping them grow academically, socially, and emotionally while building confidence and independence.</p><p>Through our Educator Spotlight Series, we celebrate these dedicated professionals and aim to inspire others to explore the impactful and rewarding world of special education.</p><p>This month, we’re thrilled to feature Bo K., a Special Education Teacher whose compassion, creativity, and commitment create a welcoming and empowering learning environment for every student she works with.</p><p>Keep reading to discover what inspired Bo to pursue a career in special education—and why she’s proud to be part of the Cross Country Education team.</p><h2>Why did you become a Special Education Teacher?</h2><p>I became a Special Education Teacher because I realized how wonderfully diverse every classroom is. Within that diversity, I learned that there’s truly no one “right” way to teach - and no such thing as a “bad student,” only students who haven’t yet discovered how they learn best. I feel so much joy when I see that light bulb moment in a student’s eyes. That’s when I understood the true harmony of an inclusive classroom and wanted to be someone who provides the support, resources, and accommodations that allow every student to learn alongside their peers.</p><h2>What do you like about Cross Country Education?</h2><p>I really appreciate how flexible and supportive Cross Country Education is. They truly understand that everyone’s situation is different and genuinely care about work-life balance. The team’s professionalism and kindness make me feel valued and supported every step of the way. What I love most is that they never rush you - they make sure you feel confident and ready before taking on a role, and that kind of trust and guidance means a lot to me.</p><h2>What have you liked about your experience working at schools with Cross Country Education?</h2><p>I first worked with Cross Country Education when I was a first-year teacher - they were contracted to support my school and provided me with incredible training, coaching, and guidance. Thanks to that support, my experience working at school has felt positive and collaborative, even during the challenges of that first (and often intimidating) year of teaching. After returning from a two-year personal leave and officially joining CCE, that same level of care continued. No matter which school I’m assigned to, CCE and my oversight manager always ensure that I feel welcomed, supported, and fully prepared to help.</p><h2>What kind of advice would you give to those starting out in your field?</h2><p>Find a hobby or daily de-stressor that helps you transition out of “teacher mode.” Whether it’s taking five minutes to look at the sky and breathe, or coloring while listening to music - find an activity that brings you joy and peace. Teaching can be all-consuming, so learning to log off from “Ms. Kim” and return to just “Bo” helped me manage my stress. With a healthier mindset, I’m able to show up as the enthusiastic, grounded, and happy teacher my students deserve.</p><h2>SpEd Jobs</h2><p>If you're inspired by Bo's journey and ready to make a meaningful impact in students' lives as a Special Education Teacher, start your own rewarding adventure—explore our <a href="https://www.crosscountry.com/jobs/results?term=Special%20Education%20Teacher&amp;xTerm=&amp;jobType=&amp;profession=&amp;specialty=&amp;msp=&amp;shiftTypes=&amp;shiftLengths=&amp;durations=&amp;salaryMax=&amp;tags=noTags&amp;sort=relevant&amp;view=list&amp;offset=1&amp;size=9&amp;companyId=3&amp;location=&amp;geoLocationRadius=100&amp;industry=Education&amp;schedule=&amp;page=education&amp;utm_source=Website&amp;utm_campaign=BLOG" rel="noopener noreferrer" target="_blank">jobs</a> today!</p>

Educator Spotlight – Bo K., Special Education Teacher

This month, we’re thrilled to introduce Lido, a Behavioral Interventionist whose compassion, patience, and innovative strategies help create safe, supportive spaces where every student can succeed. Keep reading to discover more about Lido!

<p>At Cross Country Education, we’re proud to partner with passionate educators who make a lasting impact in the lives of students every day. Behavioral Interventionists (BIIs) play an essential role in supporting students’ social, emotional, and academic growth—helping them build confidence, develop positive behaviors, and thrive in inclusive learning environments.</p><p>Through our Educator Spotlight Series, we celebrate these dedicated professionals and aim to inspire others to explore the meaningful and rewarding field of behavioral and special education support.</p><p>This month, we’re thrilled to introduce <strong>Lido</strong>, a Behavioral Interventionist whose compassion, patience, and innovative strategies help create safe, supportive spaces where every student can succeed.</p><p>Keep reading to learn what inspired <strong>Lido</strong> to become a Behavioral Interventionist—and why she loves being part of the Cross Country Education team.</p><h2>Why did you become a Behavior Interventionist (BII)?</h2><p>I became a BII to help and make a difference in children’s life who need us the most.</p><h2>What do you like about Cross Country Education?&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;</h2><p>I like CCE because it is a prestigious company and works with my schedule</p><h2>What have you liked about your experience working at schools with Cross Country Education?</h2><p>Working at a school I like to help the children and if I am helping them, at the same time I am helping the teacher.</p><h2>What kind of advice would you give to those starting out in your field?</h2><p>To have lots of patience and understand little bit of psychology to be able to help the students.</p><h2>BII Jobs</h2><p>If you're inspired by Lido's journey and ready to make a meaningful impact in students' lives as a BII, start your own rewarding adventure—explore our <a href="https://www.crosscountryeducation.com/job-search" rel="noopener noreferrer" target="_blank"><strong>jobs</strong></a> today!</p>

Educator Spotlight – Lido M., BII

November is National American Indian (Native American) Heritage Month - a perfect moment for focused, culturally respectful learning

<p>November is National American Indian (Native American) Heritage Month - a perfect moment for focused, culturally respectful learning. For special educators who run small groups (pull-outs, resource rooms, inclusion clusters), this post offers practical guidance, adaptations, and ready-to-use activity ideas that center Indigenous voices, avoid tokenism, and meet a wide range of learning needs.</p><h2>Core Teaching Principles</h2><ul><li><strong>Center Indigenous voices</strong> — prioritize materials created by Native people and tribal organizations rather than stereotypes or textbooks alone.<a href="https://americanindian.si.edu/nk360?utm_source=chatgpt.com" rel="noopener noreferrer" target="_blank"> National Museum of the American Indian</a></li><li><strong>Teach truthfully &amp; contextually</strong> — present history and contemporary issues together (not just “heritage” highlights). Learning for Justice and similar organizations provide plans that model this approach.<a href="https://www.learningforjustice.org/celebrate-native-american-heritage?utm_source=chatgpt.com" rel="noopener noreferrer" target="_blank"> Learning for Justice</a></li><li><strong>Avoid tokenism</strong> — make connections throughout the year, not just in November. <a href="https://www.nea.org/professional-excellence/student-engagement/tools-tips/native-american-and-alaska-native-heritage-month?utm_source=chatgpt.com" rel="noopener noreferrer" target="_blank">&nbsp;National Education Association</a></li><li><strong>Be trauma-informed</strong> — scaffold sensitive topics and offer opt-outs.</li><li><strong>Use UDL strategies</strong> — provide multiple ways for students to engage, learn, and share understanding. <a href="https://americanindian.si.edu/nk360/about/understandings?utm_source=chatgpt.com" rel="noopener noreferrer" target="_blank">National Museum of the American Indian</a></li></ul><h2>Small-Group Lesson Ideas</h2><p><strong>TK–2:</strong> Read a short Indigenous story, use picture cards to retell, and create a 3-panel storyboard. <a href="https://www.pbslearningmedia.org/collection/nativeamericanheritage/?utm_source=chatgpt.com" rel="noopener noreferrer" target="_blank">&nbsp;PBS LearningMedia</a></p><p><strong>Grades 3–5:</strong> Jigsaw activity—each group explores a cultural theme (storytelling, food, art) using short texts or videos. <a href="https://americanindian.si.edu/online-resources?utm_source=chatgpt.com" rel="noopener noreferrer" target="_blank">National Museum of the American Indian</a></p><p><strong>Grades 6–8:</strong> Analyze a primary source (photo, treaty, oral history) with vocabulary supports. <a href="https://iste.org/blog/15-resources-for-teaching-native-american-history-and-culture?utm_source=chatgpt.com" rel="noopener noreferrer" target="_blank">ISTE</a></p><p><strong>Grades 9–12:</strong> Inquiry project—research a contemporary tribal leader or Indigenous STEM innovation and present findings in a chosen format (poster, podcast, slides). <a href="https://americanindian.si.edu/nk360/about/understandings?utm_source=chatgpt.com" rel="noopener noreferrer" target="_blank">National Museum of the American Indian</a></p><h2>20–30 Minute Activities</h2><ul><li><strong>“Voices &amp; Artifacts”</strong>: Pair an image from the <em>National Museum of the American Indian</em> with a short story or clip; students draw and discuss what they notice.</li><li><strong>“Then &amp; Now” Timeline:</strong> Sort historical and modern events to show continuity and change.</li><li><strong>STEM Connections:</strong> Explore Indigenous agricultural or engineering practices and model the concept.</li><li><strong>Identity Reflection (6–12):</strong> Journal or padlet prompt — “What does it mean to honor a community’s history respectfully?”</li></ul><h2>Classroom &amp; Family Tips</h2><ul><li>Notify families of lesson goals; offer translations or accommodations for sensitive content.</li><li>Avoid using cultural symbols as decoration — use authentic photos and contemporary Native artwork.</li><li>Assess through student choice: drawings, oral responses, short recordings, or written reflections.</li></ul><h2>Trusted Resources</h2><ul><li><a href="https://americanindian.si.edu/nk360" rel="noopener noreferrer" target="_blank">Native Knowledge 360°</a> – Smithsonian NMAI lessons &amp; artifacts</li><li><a href="https://learningforjustice.org/" rel="noopener noreferrer" target="_blank">Learning for Justice</a> – Culturally responsive teaching plans</li><li><a href="https://pbslearningmedia.org/collection/native-american-heritage" rel="noopener noreferrer" target="_blank">PBS LearningMedia</a> – Videos &amp; classroom supports</li><li><a href="https://nea.org/resource-library/teaching-about-indigenous-peoples" rel="noopener noreferrer" target="_blank">NEA Resources</a> – Guidance for inclusive teaching</li><li><a href="https://niea.org/virtual-resources" rel="noopener noreferrer" target="_blank">NIEA</a> – Tribal and community-based learning ideas</li></ul><p><br></p><p>By teaching with authenticity, compassion, and inclusion, you help students honor Indigenous cultures year-round—and see the strength of truth in every story. <a href="https://www.crosscountry.com/education/talent-professions?utm_source=Website&amp;utm_campaign=Blog" rel="noopener noreferrer" target="_blank">Ready to bring these ideas to life?</a> Get started with Cross Country Education today!</p><h3>Citations</h3><p>National Education Association. (n.d.). <em>Resources for teaching about Indigenous peoples.</em> NEA. <a href="https://www.nea.org/resource-library/teaching-about-indigenous-peoples" rel="noopener noreferrer" target="_blank">https://www.nea.org/resource-library/teaching-about-indigenous-peoples</a>&nbsp;</p><p>National Indian Education Association. (n.d.). <em>Virtual resources for parents and teachers.</em> NIEA. <a href="https://www.niea.org/virtual-resources" rel="noopener noreferrer" target="_blank">https://www.niea.org/virtual-resources</a>&nbsp;</p><p>PBS LearningMedia. (n.d.). <em>Native American heritage collection.</em> PBS. <a href="https://www.pbslearningmedia.org/collection/native-american-heritage" rel="noopener noreferrer" target="_blank">https://www.pbslearningmedia.org/collection/native-american-heritage</a>&nbsp;</p><p>Smithsonian National Museum of the American Indian. (n.d.). <em>Native Knowledge 360°.</em> Smithsonian Institution.<a href="https://americanindian.si.edu/nk360?utm_source=chatgpt.com" rel="noopener noreferrer" target="_blank"> https://americanindian.si.edu/nk360</a></p><p>Southern Poverty Law Center. (n.d.). <em>Learning for Justice: Teaching about Native peoples.</em> Learning for Justice. <a href="https://www.learningforjustice.org" rel="noopener noreferrer" target="_blank">https://www.learningforjustice.org</a>&nbsp;</p>

Small-Group Ideas for Native American Heritage Month

Discover how dedicated teacher staffing agencies help schools overcome education staffing shortages with faster hiring, qualified talent pipelines, and long-term workforce support.

<h2>Growing Teacher Shortages and Their Impact</h2><p>Across the U.S., districts are grappling with persistent educator gaps — not just empty classrooms but also a widening reliance on underprepared educators. A recent national scan estimates that about 411,500 positions are either unfilled or filled by teaching staff who aren’t fully certified (that’s roughly 1 in 8 roles). Thirty-one states plus D.C. reported 45,582 vacancies for 2025, and nearly 366,000 teachers were working outside full certification requirements.</p><p>Federal snapshots show the strain at the school level: entering the 2024–25 year, public schools averaged six teaching staff vacancies and filled only 79% of them with fully certified teachers. The U.S. Department of Education’s shortage-area dashboard underscores that hard-to-staff fields such as special education, STEM, bilingual/ESL, and CTE remain chronically short across most states.</p><p>Shortages don’t just disrupt hiring; they ripple through learning and culture. Districts respond by increasing class sizes, cutting courses, or deploying long-term substitutes and emergency-credentialed hires, which can depress student outcomes and morale. High stress and pay dissatisfaction fuel the cycle. It’s no surprise that teachers have reported elevated stress and burnout and said base pay would need to be roughly $16,000 higher, on average, to feel adequate. All of these pressures fuel ongoing turnover and vacancies.</p><h3>What it looks like on the ground</h3><p>These dynamics make a strong case for dedicated teacher-staffing partners who can build pipelines in shortage areas, accelerate time-to-hire with vetted talent, and improve match quality to help reduce costly churn and stabilize student learning. The impact of not addressing these gaps leaves vulnerabilities for:</p><ul><li><strong>Larger classes and fewer offerings</strong>: electives, advanced courses, and specialized supports get trimmed first.</li><li><strong>More uncertified placements</strong>: districts backfill with teachers working outside full certification, especially in special education and STEM.</li><li><strong>Wider equity gaps </strong>: high-poverty, rural, and small districts experience the toughest recruitment and retention headwinds.</li></ul><h2>Benefits of Partnering with a Specialized Teacher Staffing Agency</h2><p>With shortages worsening and hiring cycles becoming more unpredictable, many districts are shifting from one-off recruiting to strategic teacher staffing partnerships. Rather than continuously scrambling to fill roles, schools are increasingly leveraging dedicated teacher staffing agencies that understand licensure requirements, classroom expectations, and student outcomes. A specialized partner helps districts maintain instructional continuity, reduce hiring bottlenecks, and build a stronger talent pipeline in both core and hard-to-fill areas.</p><p>There are many advantages of working with a teacher staffing agency, including:</p><h3>Access to Pre-Screened Qualified Educators</h3><p>One of the biggest challenges districts face is the time and effort it takes to identify candidates who are not only certified but also classroom-ready. Teacher staffing agencies maintain curated pools of educators who are vetted in advance for:</p><ul><li>State licensure and certification requirements</li><li>Classroom experience and subject-area expertise</li><li>Background checks and reference verification</li><li>Skills alignment with district goals or specific program needs (e.g., STEM, bilingual, SPED)</li></ul><p><br></p><p>Because agencies continuously recruit and evaluate talent year-round, they can quickly match districts with teachers who meet compliance standards and instructional quality expectations — helping schools avoid panic hires or reliance on long-term substitutes who may lack subject mastery.</p><h3>Faster Placement</h3><p>Traditional district hiring cycles can stretch for weeks or even months, especially when HR teams are understaffed or juggling multiple openings. Teacher staffing agencies streamline placement by:</p><ul><li>Maintaining a ready-to-deploy pool of professionals</li><li>Accelerating screening and credential verification</li><li>Handling contract processing and onboarding paperwork</li><li>Providing replacements quickly if a candidate falls through</li></ul><p><br></p><p>This speed is especially critical during enrollment surges, unexpected resignations, mid-year vacancies, or last-minute program expansions. Faster placement reduces instructional disruption, ensuring students don’t lose critical learning time.</p><h3>Long-Term Support</h3><p>Staffing support doesn’t end once a teacher enters the classroom. Many specialized teacher staffing agencies provide long-term workforce support through:</p><ul><li>Ongoing performance check-ins and coaching resources</li><li>Professional development and mentorship opportunities</li><li>Retention strategies to minimize turnover</li><li>Support in transitioning high-performing temporary teachers into full-time roles</li></ul><p><br></p><p>This retained support reduces burnout and improves teacher satisfaction, particularly for early-career educators who need scaffolding to stay in the profession. For districts, it means fewer repeated vacancies and better instructional continuity year over year.</p><h3>Additional Advantages: Cost Efficiency, Flexibility, and Strategic Workforce Planning</h3><p>Beyond immediate hiring needs, specialized teacher staffing agencies can offer advantages that traditional recruiting doesn’t:</p><ul><li><strong>Cost control</strong>: Agencies absorb the time and expense of advertising, screening, and onboarding, reducing administrative burden on district HR teams.</li><li><strong>Scalability and flexibility</strong>: Districts can scale staffing up or down to meet seasonal enrollment or program changes without long-term financial commitments.</li><li><strong>Access to niche expertise</strong>: Agencies often recruit nationally and internationally, helping fill roles in high-demand areas such as special education, STEM, language immersion, or CTE.</li><li><strong>Data-driven workforce planning</strong>: Some partners provide insights and reporting on hiring trends, turnover risks, and future talent pipeline needs—helping school leaders plan rather than react.</li></ul><h3>Strengthen Your Education Staffing Strategy with Cross Country</h3><p>Cross Country Education is educator-led, student-driven and solutions-oriented. As your total talent solution provider and Clearly Rated Best of Staffing® Talent award winner, we take care of payroll, insurance, benefits and workers’ compensation, while providing highly qualified educational professionals, so your school can focus on student success. We offer a wide array of teacher staffing and consultative services to educational organizations and schools of all sizes, with specializations in the following areas:</p><ul><li>Substitute Teacher and Instructional Assistants – short and long-term substitute teachers and aides</li><li>Special Education Service Providers and Consultative Services</li><li>School-based Healthcare Staff – RNs, LVNs and CNAs</li><li>Virtual Special Education Services</li><li>Search and Consultative Services to support your team through hiring challenges</li></ul><p><br></p><p>For more information on Cross Country Education, please click <a href="https://www.crosscountry.com/clients#sectionEducation" rel="noopener noreferrer" target="_blank">here</a>.</p><h2><br></h2><h2>Sources and Additional Reading</h2><ul><li>Learning Policy Institute, 2025 Update: <a href="https://learningpolicyinstitute.org/blog/2025-update-latest-national-scan-shows-teacher-shortages-persist" rel="noopener noreferrer" target="_blank">Latest National Scan Shows Teacher Shortages Persist</a> (July 15, 2025).</li><li>NCES, <a href="https://nces.ed.gov/whatsnew/press_releases/10_17_2024.asp" rel="noopener noreferrer" target="_blank">Most U.S. public schools faced staffing challenges at the start of 2024–25</a> (Oct. 17, 2024).</li><li>U.S. Dept. of Education, <a href="https://www.ed.gov/teaching-and-administration/professional-development/teacher-shortage-areas" rel="noopener noreferrer" target="_blank">Teacher Shortage Areas Listing</a> (1990–1991 through 2024–25; dynamic dashboard).</li><li>RAND, <a href="https://www.rand.org/pubs/research_reports/RRA1108-12.html" rel="noopener noreferrer" target="_blank">Teacher Well-Being and Intentions to Leave in 2024</a> (June 18, 2024).</li></ul><p><br></p>

Why Schools Need Dedicated Teacher Staffing Agencies

Have you ever had a day where you left school feeling like all you did was answer questions? Do you have students that have seemingly stopped trying? Do you notice that your students feel increasingly anxious when presented with a test or exam? So much so that they shut down? Your students may have developed learned helplessness. 

<p>Have you ever had a day where you left school feeling like all you did was answer questions? Do you have students who have seemingly stopped trying? Do you notice that your students feel increasingly anxious when presented with a test or exam? So much so that they shut down? Your students may have developed learned helplessness.&nbsp;</p><p>Learned helplessness is defined as, “a psychological condition associated with feelings of lost control, and it creates students who disengage from effort, even if the effort is within reach and will clearly lead to success.” This disengagement from effort can look like a lot of things: refusal to do simple tasks, constant questioning without thought, and diminished self-esteem. Students with learned helplessness can also be known as “failure-accepting students”. A negative mindset has been developed where the student doesn’t believe they can be successful of their own merit.&nbsp;</p><p><br></p><p>The way to combat learned helplessness is to help students <strong>build resilience</strong>. Here are some tips and tricks to help your students!</p><h2>Praise and encourage effort, not ability</h2><p>A lot of students feel they have failed so many times that they are incapable of success. Success should be a result of effort, not the intellectual ability of the student. This includes rewarding failure! Students that are trying and failing are <strong>learning</strong>. For example, instead of saying, “You finished, great job!” change it to “You worked so hard, great job!” Now the student knows you appreciate their hard work, rather than the task being completed.&nbsp;</p><h2>Celebrate small and big milestones</h2><p>For some students with learned helplessness, the size of tasks and assignments can be intimidating. The current school system places a lot of stakes on a student's success on tests. We should be celebrating students' little successes! Create smaller milestones by chunking big assignments into small sections, and then celebrate when parts of the task are completed. This will build our students’ confidence and help them to believe they can complete tasks!</p><h2>Fight questions with questions</h2><p>If a student is asking a question that you have answered or is laid out in the instructions, ask them if they’ve read the instructions. Ask them if they’ve asked their neighbor. Think to yourself - “Is this a question that they can figure out themselves?” Encourage them to use their resources and take ownership of their learning. Show them they are capable of all the things they need to do to be successful.&nbsp;</p><h2>Learning optimism</h2><p>With learned helplessness comes a lot of negativity. The students no longer believe that they can be successful in school. Learning how to be optimistic about your academic outcomes doesn’t come easily. This skill will be something we have to teach! Model optimistic thinking by praising the small successes and by making light of your own failures.&nbsp;</p><p><br></p><p>Sometimes, combating these internal student issues can feel daunting. It is not easy to be the one that has to maintain positivity in the classroom. With repetition and celebration of small wins, your positivity will spread to the students! As you create a positive and safe classroom, the students will feel comfortable pushing themselves to succeed. Ready to make an even greater impact? <a href="https://www.crosscountry.com/education/talent-professions?utm_source=Website&amp;utm_campaign=Blog" rel="noopener noreferrer" target="_blank">Explore our educator opportunities </a>today and help shape the next generation of learners!</p><p><br></p><p><br></p><h4>References:</h4><p>Guiang-Myers, Ginna. “How to Counter Learned Helplessness.” <em>Edutopia</em>, George Lucas Educational Foundation, 17 Nov. 2021, www.edutopia.org/article/how-counter-learned-helplessness/.</p><p>Janio, Jarek. “Learned Helplessness, Why Students Give up on School.” <em>Psychology Today</em>, Sussex Publishers, www.psychologytoday.com/us/blog/how-we-learn/202506/learned-helplessness-why-students-give-up-on-school. Accessed 16 Oct. 2025.</p><p>“Learned Helplessness: Examples, Symptoms, and Treatment.” <em>Medical News Today</em>, MediLexicon International, www.medicalnewstoday.com/articles/325355#history. Accessed 16 Oct. 2025.</p><p>Ray, Matt. “Learned Helplessness in Students.” <em>Starr Commonwealth</em>, 20 June 2023, starr.org/2023/learned-helplessness-in-students/?srsltid=AfmBOopzOqlp86OKtheh3FH35QxUfoAQ4JKRLZNFUQUL6V495WeLgycP.</p><p>Womack, Justin. “Learned Helplessness: How to Make Students Responsible?” <em>University of Mary Washington Eagle Scholar</em>, scholar.umw.edu/cgi/viewcontent.cgi?article=1018&amp;context=education_589. Accessed 16 Oct. 2025.</p>

Combatting Learned Helplessness in Students

This month, we’re excited to introduce Akko, an Adapted Physical Education Teacher whose energy, empathy, and innovative approach create inclusive, empowering experiences for her students. Keep reading to discover more about Akko!

<p>At Cross Country Education, we’re proud to work alongside passionate educators who make a meaningful difference in students’ lives every day. Adapted Physical Education (APE) teachers play a vital role in helping students of all abilities build confidence, develop motor skills, and experience the joy of movement.</p><p>Through our <strong>Educator Spotlight Series</strong>, we celebrate these dedicated professionals and hope to inspire others to discover the impactful and rewarding field of APE and special education.</p><p>This month, we’re excited to introduce <strong>Akko</strong>, an Adapted Physical Education Teacher whose energy, empathy, and innovative approach create inclusive, empowering experiences for her students. Keep reading to learn what led <strong>Akko</strong> to the field of Adapted Physical Education—and why she loves being part of the Cross Country Education team.</p><h2>Why did you become an Adapted Physical Education Teacher (APE)?&nbsp;&nbsp;&nbsp;&nbsp;</h2><p>I have always had a passion for teaching movement. One of my previous students was diagnosed with cerebral palsy and was in an Adapted Physical Education class. Gradually, all of her developmental areas improved as a result of the APE classes such as developing the will to challenge herself, being more independent and confident. Seeing this wonderful development in my student made me realize that Adapted Physical Education is the career that I want to pursue. In addition, her APE teacher constantly encouraged me to become an APE educator as she saw how it aligned with my teaching pedagogy in my PE experience.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;</p><h2>What do you like about Cross Country Education?</h2><p>The best part is receiving coaching time and developing positive relationships with experienced lead APE teachers. Also, I appreciate the generous leadership, support and care I received during the Eaton Fire.</p><h2>What have you liked about your experience working at schools with Cross Country Education?&nbsp;&nbsp;</h2><p>I appreciate the opportunity to work with a diverse group of students across several schools and school districts. It has been a great exposure and reward to interact with so many different students, parents, and educators.</p><h2>What kind of advice would you give to those starting out in your field?</h2><p>Be active and healthy. Enjoy your time with the students. I always think about if I were a student, what I would want to learn, how I would want to be communicated, and what types of sessions I would like to be exposed to. If you are having fun, I’m sure your students are having fun! If they are having fun, they can learn!</p><h2>APE Jobs</h2><p>If you're inspired by Akko's journey and ready to make a meaningful impact in students' lives as a APE, start your own rewarding adventure—explore our <a href="https://www.crosscountryeducation.com/job-search" rel="noopener noreferrer" target="_blank"><strong>jobs</strong></a> today!</p>

Educator Spotlight – Akko N., APE

As special educators, from transitional kindergarten to high school, your role is pivotal in shaping students’ work identities and aspirations.

<p>October is <strong>National Disability Employment Awareness Month (NDEAM)</strong>, an annual observance that raises awareness about the value and contributions of individuals with disabilities in the workforce, while reinforcing the importance of inclusive employment for all.</p>
<p>As special educators, from transitional kindergarten to high school, your role is pivotal in shaping students’ work identities and aspirations. NDEAM is a powerful opportunity to integrate best practices, fostering a culture where disability is not only acknowledged but truly embraced.</p>
<h2>Why NDEAM Matters in TK–12 Education</h2>
<ul style="margin-left:20px">
  <li>NDEAM began in <strong>1945</strong> as a weeklong observance and was expanded to a full month in <strong>1988</strong> to broaden its scope and impact.</li>
  <li>The month highlights not just the challenges but the unique talents and value that individuals with disabilities bring to workplaces and communities, an essential message in special education.</li>
  <li>As noted by <a href="https://thearc.org/blog/how-and-why-to-celebrate-national-disability-employment-awareness-month-october/?utm_source=chatgpt.com" rel="noopener noreferrer" target="_blank">The Arc</a>, inclusive hiring isn’t a checkbox, it’s “smart business and the right thing to do”. Check out that article for more data on why it’s smart business and how companies can employ inclusive hiring practices!</li>
</ul>
<h3>Classroom &amp; School-Wide Best Practices</h3>
<h4>Celebrate Disability History &amp; Success Stories</h4>
<ul style="margin-left:20px">
  <li>Invite alumni, community members, or guest speakers with disabilities to share their stories.</li>
  <li>Display a bulletin board with employment success stories, drawing from post-school transitions and role models.</li>
  <li>Include local heroes or figures like <strong>Dana Bolles</strong>, a NASA engineer and advocate who attributes her mainstream classroom experience to her educational success.</li>
</ul>
<h4>Teach Disability Rights and Awareness</h4>
<ul style="margin-left:20px">
  <li>Incorporate the disability rights movement into your curriculum: e.g., host a poster contest, announce daily disability-related facts, or discuss pioneering milestones such as the ADA.</li>
  <li>Use simple, inclusive language and challenge stereotypes.</li>
</ul>
<h4>Model Inclusive Transition Planning</h4>
<ul style="margin-left:20px">
  <li>Use <strong>customized employment</strong> models in transition planning: match students' strengths and interests with real-world job roles through intentional discovery, rather than assuming “typical” career paths.</li>
  <li>Build expectations around work culture early: “family expectations for paid employment and paid work experience during high school are predictors of postsecondary employment”.</li>
</ul>
<h4>Avoid Harmful Practices</h4>
<ul style="margin-left:20px">
  <li>Steer clear of disability simulations, like blindfold or wheelchair exercises, which can be offensive and reinforce negative perceptions.</li>
  <li>Instead, promote authentic experiences, like inclusive discussions, real engagement, or visits to workplaces with disabled professionals.</li>
</ul>
<h4>Educate Staff &amp; Families</h4>
<ul style="margin-left:20px">
  <li>Provide training on inclusive language, accommodations, and systemic barriers.</li>
  <li>Share resources on modular, accessible teaching practices and job readiness tools, like flexible scheduling or digital supports.</li>
</ul>
<h3>Useful Resources</h3>
<p>Here are some trusted tools to support your efforts:</p>
<p><strong>U.S. Department of Labor’s Office of Disability Employment Policy – NDEAM Page</strong></p>
<p><strong> </strong>A central hub for official NDEAM themes, posters, virtual backgrounds, and educational materials for 2025, which commemorates the 80th anniversary under the theme <em>“Celebrating Value and Talent.”</em><a href="https://www.dol.gov/agencies/odep/initiatives/ndeam?utm_source=chatgpt.com" rel="noopener noreferrer" target="_blank"> DOL</a></p>
<p><strong>The Arc—“How and Why to Celebrate NDEAM”</strong></p>
<p>Highlights the business case for inclusion and offers actionable ideas: sharing employment stories, reviewing hiring practices, and long-term investment strategies.<a href="https://thearc.org/blog/how-and-why-to-celebrate-national-disability-employment-awareness-month-october/?utm_source=chatgpt.com" rel="noopener noreferrer" target="_blank"> The Arc</a></p>
<p><strong>EARN, JAN, and NACE Resources</strong></p>
<p><strong> </strong>From NACE’s self-assessments to JAN’s workplace accommodation tools, these <a href="https://www.naceweb.org/diversity-equity-and-inclusion/individuals-with-disabilities/tap-into-resources-for-national-disability-employment-awareness-month-and-beyond?utm_source=chatgpt.com" rel="noopener noreferrer" target="_blank">resources</a> support continuous improvement in education and transition services.</p>
<p>NDEAM offers an excellent springboard for embedding a culture of <strong>inclusion</strong> in TK–12 schools, going beyond awareness toward action. By celebrating student identities, shaping inclusive mindsets, and building bridges to meaningful employment, you empower students for futures where they are truly seen and valued.</p>
<h4>Citations</h4>
<p>Job Accommodation Network. (n.d.). <em>Job Accommodation Network</em>. In <em>Wikipedia</em>. Retrieved September 8, 2025, from<a href="https://en.wikipedia.org/wiki/Job_Accommodation_Network?utm_source=chatgpt.com" rel="noopener noreferrer" target="_blank"> https://en.wikipedia.org/wiki/Job_Accommodation_Network</a></p>
<p>National Disability Employment Awareness Month. (n.d.). In <em>Wikipedia</em>. Retrieved September 8, 2025, from<a href="https://en.wikipedia.org/wiki/National_Disability_Employment_Awareness_Month?utm_source=chatgpt.com" rel="noopener noreferrer" target="_blank"> https://en.wikipedia.org/wiki/National_Disability_Employment_Awareness_Month</a></p>
<p>Office of Disability Employment Policy. (n.d.). <em>National Disability Employment Awareness Month (NDEAM)</em>. U.S. Department of Labor. Retrieved September 8, 2025, from<a href="https://www.dol.gov/agencies/odep/initiatives/ndeam?utm_source=chatgpt.com" rel="noopener noreferrer" target="_blank"> https://www.dol.gov/agencies/odep/initiatives/ndeam</a></p>
<p>The Arc. (2021, October 1). <em>How and why to celebrate National Disability Employment Awareness Month in October</em>. Retrieved September 8, 2025, from<a href="https://thearc.org/blog/how-and-why-to-celebrate-national-disability-employment-awareness-month-october?utm_source=chatgpt.com" rel="noopener noreferrer" target="_blank"> https://thearc.org/blog/how-and-why-to-celebrate-national-disability-employment-awareness-month-october</a></p>
<p>University of Kansas School of Education &amp; Human Sciences. (2022, September 27). <em>National Disability Employment Awareness Month</em>. Retrieved September 8, 2025, from<a href="https://educationonline.ku.edu/community/national-disability-employment-awareness-month?utm_source=chatgpt.com" rel="noopener noreferrer" target="_blank"> https://educationonline.ku.edu/community/national-disability-employment-awareness-month</a></p>
<p>National Association of Colleges and Employers. (2023, September 27). <em>Tap into resources for National Disability Employment Awareness Month and beyond</em>. Retrieved September 8, 2025, from<a href="https://www.naceweb.org/diversity-equity-and-inclusion/individuals-with-disabilities/tap-into-resources-for-national-disability-employment-awareness-month-and-beyond?utm_source=chatgpt.com" rel="noopener noreferrer" target="_blank"> https://www.naceweb.org/diversity-equity-and-inclusion/individuals-with-disabilities/tap-into-resources-for-national-disability-employment-awareness-month-and-beyond</a></p>
<p>Global Disability Inclusion. (2022, October 6). <em>Disability employment awareness month: Best practices &amp; common pitfalls</em>. Retrieved September 8, 2025, from<a href="https://www.globaldisabilityinclusion.com/post/disability-employment-awareness-month-best-practices-common-pitfalls?utm_source=chatgpt.com" rel="noopener noreferrer" target="_blank"> https://www.globaldisabilityinclusion.com/post/disability-employment-awareness-month-best-practices-common-pitfalls</a></p>
<p>Customized employment. (n.d.). In <em>Wikipedia</em>. Retrieved September 8, 2025, from<a href="https://en.wikipedia.org/wiki/Customized_employment?utm_source=chatgpt.com" rel="noopener noreferrer" target="_blank"> https://en.wikipedia.org/wiki/Customized_employment</a></p>
<p>Dana Bolles. (n.d.). In <em>Wikipedia</em>. Retrieved September 8, 2025, from<a href="https://en.wikipedia.org/wiki/Dana_Bolles?utm_source=chatgpt.com" rel="noopener noreferrer" target="_blank"> https://en.wikipedia.org/wiki/Dana_Bolles</a></p>


National Disability Employment Awareness Month: A Guide for TK–12 Special Educators

Learn how education staffing agencies help schools fill teacher gaps fast. Get reliable K-12 substitute coverage and maintain learning continuity.

<p>When teachers are absent, students lose instructional time, permanent staff are stretched thin, and administrators spend hours scrambling to fill gaps. Across the U.S., schools are learning that managing substitute coverage in-house often leads to disruptions, burnout, and inequities.&nbsp;</p><p>Education staffing agencies are changing that story—bringing speed, consistency, and expertise to substitute staffing so schools can focus on education, not logistics.&nbsp;</p><h2>The Growing Substitute Teacher Shortage</h2><p>The substitute teacher shortage isn’t new, but it’s becoming more urgent:&nbsp;</p><ul><li>Nearly 600,000 substitutes cover over 30 million teacher absences each year, yet fill rates continue to decline. (<a href="https://www.bls.gov/opub/mlr/2023/beyond-bls/substitute-teachers-needed-closing-the-gap-on-supply-versus-demand.htm?utm_source=chatgpt.com" rel="noopener noreferrer" target="_blank" style="font-size: 16px;">BLS.gov</a>)&nbsp;</li><li>A 2025 Learning Policy Institute report revealed that 1 in 8 teaching positions nationwide are vacant or filled by uncertified staff.&nbsp;</li><li>High-need areas like special education, STEM, and bilingual education face the greatest shortages, leaving students at risk of falling behind.&nbsp;</li></ul><p><br></p><p>Schools urgently need solutions that ensure qualified educators are in classrooms every day.&nbsp;</p><h2>The Challenges of In-House Substitute Management</h2><p>Managing substitute coverage internally seems cost-effective—until the hidden costs emerge.&nbsp;</p><h4>Administrative Overload</h4><p>District staff spend hours daily arranging last-minute coverage when teachers are out, diverting time from core instructional priorities.&nbsp;</p><h4>Inconsistent Coverage &amp; Low Fill Rates</h4><p>Internal substitute pools are often too small to meet demand, especially during peak illness seasons or for hard-to-staff subjects.&nbsp;</p><h4>Unequal Access Across Schools</h4><p>Under-resourced schools typically have the lowest fill rates, widening instructional equity gaps.&nbsp;</p><h4>Limited Training &amp; Support for Substitutes</h4><p>Without onboarding, clear expectations, or professional development, substitutes often feel unsupported leading to high turnover.</p><h4>Rising Costs &amp; Resource Strain</h4><p>Last-minute premiums, teacher overtime, and classroom disruption costs add up quickly for districts managing substitutes alone.&nbsp;</p><h2>Benefits of Partnering with an Education Staffing Agency</h2><p>Education staffing agencies provide scale, expertise, and reliability—delivering tangible benefits to schools and districts.&nbsp;</p><h4>Higher Fill Rates &amp; Reliable Coverage</h4><p>Agencies maintain a large, credentialed substitute pool, ensuring consistent coverage even in high-demand periods.&nbsp;</p><h4>Less Administrative Burden</h4><p>Recruitment, scheduling, credentialing, and payroll are handled by the agency, freeing school leaders to focus on instruction.&nbsp;</p><h4>Specialized Matches for Schools’ Needs</h4><p>Agencies can source substitutes with specific certifications or subject matter expertise like special education or STEM.&nbsp;</p><h4>Better Retention &amp; Satisfaction</h4><p>Professional support, consistent scheduling, and competitive pay help agencies keep substitutes engaged and reliable.&nbsp;</p><h4>Cost Efficiency Over Time</h4><p>Higher fill rates, reduced disruption, and streamlined processes lead to stronger ROI for districts.&nbsp;</p><h4>Equity Across Districts</h4><p>Agencies help level the playing field so every school—urban, rural, or high-poverty—gets reliable coverage.&nbsp;</p><h2>Substitute Teacher Staffing Solutions from Cross Country</h2><p>Cross Country partners with K–12 schools nationwide to deliver fast, dependable substitute <a href="https://www.crosscountry.com/wsg/staffing-solutions" rel="noopener noreferrer" target="_blank">staffing solutions</a> that keep classrooms running smoothly.</p><p>To further streamline the process, we offer <strong>Red Rover</strong>—an all-in-one, mobile-friendly booking platform that allows schools to place and manage both day-to-day and long-term assignments anytime, from anywhere.</p><p>With <strong>Red Rover</strong>, administrators stay connected 24/7 and can fill positions with ease. It’s a smarter, faster, and more flexible way to manage staffing—reducing friction and improving response time when teacher absences arise.</p><p><strong>We provide:</strong>&nbsp;</p><ul><li>A nationwide network of vetted, credentialed substitutes&nbsp;</li><li>Rapid placement for both short-term and long-term absences&nbsp;</li><li>Compliance support for state and district credentialing requirements&nbsp;</li><li>Transparent pricing with flexible partnership models&nbsp;</li><li>A mobile-first platform (Red Rover) to simplify scheduling and communication</li><li>Ongoing collaboration to improve fill rates and retention over time&nbsp;</li></ul><h2>Keep Learning on Track—Even When Teachers Are Out</h2><p>Don’t let substitute shortages disrupt learning. Partner with <strong>Cross Country Education</strong> to ensure consistent, qualified coverage for every classroom, every day—powered by dedicated staffing experts and the convenience of <strong>Red Rover</strong>.&nbsp;</p><p><a href="https://www.crosscountry.com/staffing-advisory-request" rel="noopener noreferrer" target="_blank"><strong>Contact us today</strong></a> to build a substitute staffing strategy that keeps your schools covered and your students learning.&nbsp;</p>

Education Staffing Agencies: Boosting School Substitute Coverage

Why Education Staffing Agencies Are Essential for Reliable Substitute Teacher Coverage

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Many travel nurses enjoy having their own vehicles, so they have the freedom to explore. Contact CCH for Travel Nurse assignments.

<p>Getting ready for a travel nursing assignment requires a lot of preparation in completing all necessary paperwork, securing housing accommodations and packing everything you’ll need. However, many travel nurses (even veteran ones) often forget the importance of having a safe, reliable vehicle on a travel assignment. Are you thinking of owning your own vehicle for your travel nursing assignments? Consider the following three factors.</p><h2>Cost</h2><p>Many travel nurses do not end up living within walking distances of their travel assignments and often need to rent a car for the duration of their stay. Car rentals can be expensive, especially if you take several travel assignments per year, which is why it may be more cost-effective to own your own vehicle. However, there are many things to consider regarding costs of vehicle ownership, including car insurance and ongoing maintenance.</p><h2>Easy Shopping &amp; Transportation of Items</h2><p>As you think about transportation, it’s important to remember that your travel nursing assignment is not a vacation. As a temporary resident in a new city, you’ll have to run all your day-to-day errands yourself - such as grocery shopping, picking up dry-cleaning, or dropping a pet off at the veterinarian’s office. Having your own vehicle makes your daily routine much more manageable. Rather than lugging items (or pet!) on a bus or train, you’ll be able to get your errands done more efficiently and with less stress.</p><h2>Convenience</h2><p>While many travel nurses have assignments in cities with readily available public transportation, you may not enjoy always relying on trains and buses to get around. Travel nurses who enjoy exploring the cities they are visiting often want the flexibility to commute to places at their leisure. Having your own reliable vehicle can give you security in knowing you always have your own transportation throughout your travel assignment. Many travel nurses enjoy having their own vehicles, so they have the freedom to explore cities on their own terms.</p><p>These are just some of the many reasons why having your own vehicle can be very beneficial during a travel assignment.</p><p>While vehicle ownership comes with some ongoing expenses, you’ll likely find that the freedom and flexibility it affords is well worth the investment.</p><h2>Are you looking for new travel nursing opportunities?</h2><p>Get in touch today with Cross Country Nurses and let our recruiters assist you with the travel nursing process.</p>

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