This reflection on work preparation and responsibility stems from a conversation I recently had about how we prepare young people for the world of work, and who should be responsible for this preparation. Is it on the kids themselves, who often have no real understanding of what work truly entails beyond what they see from their parents or caregivers? Or is it the schools, which are already stretched to their limits with growing class sizes and the heavy workload teachers carry well beyond the classroom? It is a complex question because it touches on systemic challenges, individual responsibility, and the wider impact of how we collectively approach education and early career preparation.
The role of schools: a system under strain
Teachers are undeniably the backbone of education. But let us be honest—the demands placed on them are overwhelming. If you are not in education, the idea of summer holidays and a 4 pm finish might sound enviable. Yet the reality is far from that. Teachers do not stop when the school bell rings. There’s homework to mark, lessons to plan, and, for those with families of their own, parenting to manage on top of it all. And then there is the added challenge of oversized classes, often filled with children who have diverse neurodivergent needs. Schools are stretched so thin that teachers often feel unequipped to provide the individual attention these students need, despite their best efforts. The system, underfunded and overburdened, does not give educators the resources or training to meet these challenges head-on, leaving them to rely on instinct, creativity, and, in
many cases, parenting skills if they happen to have children themselves.
This dynamic creates another layer of pressure. Not every teacher is a parent, nor should they need to be to succeed in their role. But in practice, many are finding that they are not just educators; they are also expected to be caregivers, mediators, and emotional anchors for their students. It is a weight that grows heavier with every new expectation placed on schools without the corresponding support to deliver on them.
I see this firsthand with my neighbour, a passionate primary school teacher. Recently, she admitted something heartbreaking: teaching a job she loves deeply is not one she would recommend. Why? The lack of funding, inadequate resources, and unsustainable workloads make it almost impossible to focus solely on educating children, the very thing she set out to do.
This is not just her story. Across the UK, education systems differ, but the challenges remain strikingly similar. Teachers want to prepare students for life, not just exams, but they are often left unsupported, working within frameworks that do not allow for this broader focus.
Parents and caregivers: the first educators
Then there is the influence of parents and caregivers, the first educators in every child’s life. Kids observe how their parents approach work, handle stress, and find (or do not find) balance. These observations shape their early perceptions of the working world.
But here is the catch: what children see is not always reflective of the reality they’ll face. Parents might share their work experiences, but those experiences may be tied to a specific industry, era, or set of circumstances that do not align with the world their children will step into.
There is also the issue of accessibility. Not all parents have the knowledge, time, or resources to offer guidance on career paths, leaving a gap that someone or something must fill.
The role of the workplace: bridging the gap
This is where businesses and workplaces have an opportunity to step in. Internships, mentorship programs, and partnerships with schools can provide young people with a clearer understanding of what the working world is like. These real-world experiences help bridge the gap between theory and practice, offering insights that neither parents nor schools fully equipped to provide.
However, this too raises questions: Should it be on workplaces to shoulder this responsibility? And if so, how do we ensure it is done equitably, so all young people regardless of background have access to these opportunities?
A collective responsibility
The truth is, there is not a single answer. Preparing young people for the world of work is a collective responsibility. Schools need better funding and support so they can focus on teaching life skills alongside academics. Teachers need resources to handle the complexity of neurodiverse classrooms and the growing demands of their roles. Parents and caregivers
play a crucial role, but they cannot do it alone. Workplaces must step up to offer opportunities for exposure and growth.
Most importantly, we need to ask young people themselves what they need. They may not fully understand the working world yet, but they know the kind of future they hope to build. By listening to their aspirations and equipping them with diverse perspectives, we can create a system that empowers them to take ownership of their careers and lives.
Finally, it is disheartening to hear stories like my neighbour’s, where passion is dimmed by a system that doesn’t fully support those working within it. The added stress of oversized classrooms, mixed neurodivergent needs, and the unrealistic expectation that teachers take on the role of parents only compounds the problem. The system is not just letting teachers
down it is letting students down too.
Who and what shapes us as Teenager and Young adults? It is a mix of parents, teachers, colleagues, friends, and our own experiences. But for the next generation, it’s time to rethink how we share that responsibility and ensure we’re setting them up not just for work, but for life in general whilst keeping in mind the pressures young adults feel upon themselves to know all the answers at a young age. Ask yourself did you know the answers? I know I certainly didn’t!
