teachers

On a recent summer day at Crossroads School for Arts & Sciences, students ambled through yawns, braces and acne into their creative writing class. The day’s lesson tackled “style,” that elusive, ultra-subjective choice of expression.

“Who was the first author you encountered to do something different on the page?” asked the teacher, Clarke E. Andros.

They named Dr. Seuss, Shel Silverstein and Lemony Snicket before moving on to a précis of Joy Williams’ flash fiction. “These stories are weird — she’s weird,” Andros warned.

In some ways, high school looks much the same as it did 20, even 100 years ago: sleepy eyes either light up or glaze over when a teacher poses a Socratic question. Nervous laughs and unexpected insights emerge as young people use stories to make sense of themselves and the world around them.

(Fingerprint; Penguin Classics; Pantheon)

The idea of the “Great American Novel” took shape in the aftermath of the Civil War, when a fractured nation looked to literature to define itself. As classrooms evolved, so did the canon that reflected America’s changing identity.

But the syllabus today is at a tipping point. Forces — some visible, some harder to see — are upending literature and education itself. American students are in a decade-long reading recession, while fewer students are reading for pleasure than in previous generations.

Reading scores among high school seniors are at their lowest in decades, according to federal testing data, while schools across the country are grappling with how to respond to waning attention spans and artificial intelligence. The Los Angeles Unified School District has begun a course correction, voting to limit student use of laptops and tablets during class — the first major American school system to do so.

We spoke with five high school English teachers across the city — three from LAUSD, one from a charter and one from a private school — to find out what literature belongs in today’s classroom, and which stories can help us understand America, past and present.

Interviews have been edited and condensed for clarity.

Raquel Olvera, Roosevelt High School, Boyle Heights

What books in the American literary canon are you teaching (old and new)?

In 11th-grade American Literature, as part of the LAUSD-approved Odell curriculum, we read four book options: “Friday Night Lights,” “Beloved,” “The Great Gatsby” and “The Warmth of Other Suns.” For my 10th-grade World Literature course, I like “Antigone” and “Things Fall Apart.” I also teach “In Cold Blood,” using it to explore Americans’ fascination with true crime and what the genre reveals about race, gender, class and the justice system.

(Simon & Schuster; Sky Publishing; Vintage)

What’s one work from the canon adults should revisit today?

“The Great Gatsby.” When I read it in high school, I wasn’t engaging with its undercurrents of racism, xenophobia, antisemitism, gender or sexuality in the way I do now. Its themes of power, wealth, consumerism and American identity remain as relevant as ever.

What are English teachers up against in the classroom in 2026?

Besides large class sizes and underfunding, I think public educators are largely battling apathy. Students and young people aren’t engaging with books like they used to. A side effect of that is a lack of empathy and curiosity. At the very least, you can model what it means to be a reader and a writer, and hope that years later, students remember that one nerd English teacher who showed them what humanity can look like.

Schehrezade Lodhy, Da Vinci Schools, El Segundo

What books in the American literary canon are you teaching (old and new)?

Students really enjoy Arthur Miller’s “The Crucible” — it’s all about the human condition and cancel culture, forbidden love and lies and deceit, with witches in the forest. In poetry, we explore a range of American voices, from Walt Whitman and Langston Hughes to Amanda Gorman, and sometimes even song lyrics. I also use “The Moth: Storytelling” podcast when students are working on personal essays. The goal is to make literature, poetry and storytelling as accessible as possible. At a charter school, we have quite a bit of autonomy with what we teach.

What’s one work from the canon adults should revisit today?

James Baldwin’s “Giovanni’s Room” and “Go Tell It on the Mountain.” I read Baldwin a few summers ago, and that was quite an education for me. Unfortunately, some of the content is a bit too mature for high school, but I do talk about Baldwin a bit in my classes when we cover African American authors.

(Reader’s Library Classics; W. W. Norton & Company; Simon & Schuster)

What are English teachers up against in the classroom in 2026?

Artificial intelligence, big time. I really pared back technology in my class, and we’ve pivoted back to paper and pencil. Going into my 18th year of teaching, my biggest goal is re-creating that experience of thinking critically for oneself and studying literature through a critical lens. We’re in this era of going back to the basics. With decreased attention spans, teachers are being forced to become even more creative. It feels like we’re reinventing ourselves every year.

Aiden Brown, John F. Kennedy High School, Granada Hills

What books in the American literary canon are you teaching (old and new)?

From an educationally traditional background, I still believe in canon disruption — mixing the new and old. In American Lit, I’ve taught “Their Eyes Were Watching God” 11 times now. It’s a hard one to get on the first try because the vernacular is so particular, but when we read it physically while also listening to the audiobook, it’s such a great novel to hear. I pair it with bell hooks’ “All About Love.” I teach “Macbeth” from a performance-based lens, making it less intimidating. My favorite book is “Frankenstein,” written by a teenage girl who invented science fiction. My ninth-graders’ favorites were “Fahrenheit 451,” “The Odyssey” (Emily Wilson translation) and “Persepolis,” a graphic novel about a girl discovering punk rock and rebelling against the established order.

What’s one work from the canon adults should revisit today?

All of the lonely young men need to reread “The Great Gatsby,” and anyone freaked out by the state of the world should read “Parable of the Sower.” One quote from the book hangs on a poster board in my classroom: “A community’s first responsibility is to protect its children — the ones we have now and the ones we will have.”

What are English teachers up against in the classroom?

Teenagers are still the funniest people on the planet. As the world around them becomes more atomized, I find that they’re increasingly interested in connection. In the classroom, we are seeing skill loss and a decreased ability to focus on a task. I don’t think that’s just because of AI or the pandemic — it’s also phones, screens and the world kids are growing up in. One thing teachers seem to agree on is a return to pen and paper.

Clarke E. Andros, Crossroads School, Santa Monica

What books in the American literary canon are you teaching (old and new)?

A newer addition I would recommend is “Hunger: A Novella and Stories” by Lan Samantha Chang. Especially in California, we have a lot of great Asian American literature, including works by Amy Tan, but I enjoy the writing level in Lan’s — it’s accessible to students but pushes them, all about intersectional identity and the first-gen experience. A lot of the Latino students I’ve taught in Los Angeles also connect with that book.

(Penguin Classics; Grand Central Publishing; Mariner Books Classics)

What’s one work from the canon adults should revisit today?

“Of Mice and Men.” Revisiting it today opens up deeper conversations about labor, social conciousness and power. Steinbeck creates a microcosm of American society, where disability, gender, race and class are all represented and shaped by an economic hierarchy. The characters are left navigating a world where people often turn on each other rather than challenge the systems around them. It’s novella-length, so you could read it in a Sunday morning.

What are English teachers up against in the classroom in 2026?

We’re up against systems that often prioritize ed-tech and third-party vendors over smaller class sizes and more teachers. When I was at LAUSD, it was clear from our superintendent — who just stepped down over his fraud investigation — was just in bed with tech. It’s hard for me to imagine the folks in power didn’t look at [the failed AI chatbot venture] and see it as a grift.

On the flip side, at hyper-competitive, elite schools like this, students are approaching high school with college in mind rather than with high school in mind. When students understand the value of the process, they’re less likely to look for an easy shortcut like AI.

Adam Tan, Los Angeles Center for Enriched Studies, Mid-City

What books in the American literary canon are you teaching (old and new)?

With independent reading, memoirs are big, like “Crying in H Mart” and Sylvia Plath’s fictionalized “The Bell Jar.” Younger kids gravitate to “Musashi,” a celebrated epic based on a famous samurai. We have a lot of Korean American students here, so they like “Pachinko,” dealing with racism and the Korean population in post-World War II Japan. I’ll also throw in “The Bluest Eye.”

In ninth grade, we read “Slaughterhouse-Five,” “Of Mice and Men,” “The Thief and the Dogs” and “Romeo and Juliet,” with the film adaptations to use media literacy. In American Literature, the major texts are “The Great Gatsby,” “The Things They Carried” and “The Crucible.” We also read nonfiction articles, including pieces on AI and robots, while focusing on rhetorical devices.

(Blackstone Publishing; Knopf; Little, Brown and Company)

What’s one work from the canon adults should revisit today?

“The Catcher in the Rye” benefits from the distance of adulthood. It’s a novel about disillusionment and the search for identity, but when you revisit it, you also see that it’s very much a love story. I often encourage students to look for forms of love beyond romance — love for family, friends and fellow human beings. Even today, students can tell you that the biggest phony in the book is Holden himself. The novel reminds us that while literature may not have answers to the world’s problems, it can help us examine our wounds and find solace in art.

What are English teachers up against in the classroom in 2026?

A lack of accountability in the modern world. In general, we have a school district focused on 100% graduation rates, no F’s. [LAUSD] wanted everything on computer, and now they want less computer time, which is great, but not everyone at top management is on the same page. Teachers are often trying to balance what the district wants with what we know our students need.

What I try to instill instead is an intrinsic desire to grow as a thinker. How do you make sure students are reading without taking the joy out of it? A lot of us are going back to pen and paper. Despite all the concerns about AI, I still think the soul and spirit of young people is as strong as ever. The core is not rotting.

Students at Government Day Secondary School in Lassa, Askira-Uba Local Government Area of Borno State, northeastern Nigeria, were preparing to sit for their National Examinations Council (NECO) Biology paper on the morning of Monday, June 29, when terrorists stormed the school, killing at least one teacher, abducting staff and students, and forcing another disruption to education in a community still reeling from a school abduction barely a month ago.

The attackers struck shortly before 9 a.m., according to school officials and residents, arriving on more than 40 motorcycles, many dressed in military camouflage and armed with AK-47 rifles. Witnesses said the assault lasted about 20 minutes before security personnel pursued the attackers into nearby bushland.

The exact number of abducted students remains unclear as authorities and school officials continue compiling names.

Imperiju Mamza, the school’s examinations officer, told HumAngle that the senior students had assembled for their Biology paper, scheduled to begin at 10 a.m., when the attackers arrived. “They invaded the school some minutes to 9 a.m.,” he said.

“Only one student who is sitting for the exams was abducted. She came very early and was, unfortunately, abducted alongside the other students who were from other classes. The others are safe and are currently writing their paper,” he said.

The ongoing NECO examinations began on June 23. According to Mamza, 243 candidates registered for the examination. “Apart from the one abducted, 242 are currently writing their exams,” he said. “I am trying to compile names of those abducted and cannot yet confirm how many were taken.”

Following the attack, candidates were relocated under armed protection to Government Girls Secondary School, Lassa, where the Biology examination continued.

Teachers killed, others abducted

Residents who witnessed the aftermath said the attackers appeared to target the school directly rather than the wider community.

Timothy Apagu, whose shop is located near the school, said the community had received reports as early as 7 a.m. that armed men had been sighted around Muthalavu village on the outskirts of Lassa. Community vigilantes were deployed towards the Dille axis after residents raised the alarm, believing the gunmen were approaching from that direction.

“Unfortunately, another team of terrorists followed a different route and attacked the community,” he said.

Apagu said the attackers went straight into the school. “They did not enter the community. I suspect it was a targeted attack.”

He said more than 40 motorcycles participated in the raid. “Most were wearing military camouflage. Others were wearing black trousers. Some wore boots while others wore bathroom slippers. From afar, you would know they were terrorists.”

According to Apagu, one teacher died at the scene while another, who sustained gunshot injuries, later died at the Lassa General Hospital.

He said two teachers, a male Vice Principal identified as Mr Paul and a female teacher popularly known as Madam Angelina, were initially abducted alongside students. The Vice Principal was later rescued after security personnel pursued the attackers, while the female teacher remained in captivity at the time of reporting.

Another resident, Andrew Adamu, gave a similar account, saying security personnel rescued one teacher and five students during the pursuit and recovered six motorcycles abandoned by the fleeing gunmen.

He added that one female student escaped with gunshot injuries. HumAngle could not independently verify these rescue figures.

Security response

The military and local vigilantes immediately pursued the attackers into nearby bushland, residents said. Adamu said one soldier and one vigilante were killed during the pursuit.

“There is a military base here, but the soldiers are few. They are not more than 50,” he said. “The school and the military base are less than a kilometre apart.”

The Borno State Police Command confirmed the attack but said the number of abducted students remained unverified. Nahum Kenneth Daso, the Police Public Relations Officer, said the Area Commander for Askira-Uba had deployed to the scene alongside other officers.

Asked what security measures had been introduced after last month’s abduction of more than 40 schoolchildren in nearby Mussa, Daso said police deployments around schools in the area had been increased.

“The challenge we had in Lassa is that the school does not have a fence,” he said. “When the invasion happened, they took advantage of that.” 

Mamza said school authorities had repeatedly raised concerns about the absence of perimeter fencing following the Mussa attack. “The Government Day Secondary School has no fence, and we have complained to the government following the Mussa incident,” he said. He explained that the school is located about a kilometre from the town centre and shares a boundary with the Lassa Vocational Training Centre.

When contacted, Mada Saidu, the Chairperson of Askira-Uba LGA, declined to discuss the attack, saying he was channelling his time and efforts into coordinating the emergency response, which he felt was more important than speaking to journalists.

The latest attack comes barely a month after dozens of schoolchildren were abducted in neighbouring Mussa, also in Askira-Uba LGA, renewing fears over the security of schools across southern Borno despite assurances that protective measures had been strengthened.

June 8 (UPI) — Thousands of teachers continue to block streets and maintain an encampment in Mexico City’s historic center just days before the opening match of the 2026 FIFA World Cup, as negotiations with the federal government remain deadlocked.

Mexican educators have sought to use the visibility of the tournament to pressure President Claudia Sheinbaum’s administration for higher wages and pension reforms.

The National Coordinator of Education Workers, known by its Spanish acronym CNTE, reaffirmed Sunday that it will continue its strike indefinitely and intensify demonstrations in the coming days despite calls from the federal government to end the work stoppage, according to Infobae.

“There are groups that want to provoke the Mexican government and are not necessarily teachers,” Sheinbaum said during her daily news conference. “What they want is repression. They want the national headline to be ‘Mexico represses teachers.’ They are not going to get that.”

The protests are concentrated around Mexico City’s Zócalo, the capital’s main public square, where FIFA has organized official fan activities.

Visitors seeking access to the FIFA Fan Festival must pass through the teachers’ encampment and additional security checkpoints, according to TV Noticias Telemundo.

The report said the historic center remains affected by the encampments, creating disruptions for tourists, residents and local businesses.

CNTE leaders are also considering extending demonstrations to Azteca Stadium, which is scheduled to host the World Cup opening match Thursday.

Interior Secretary Rosa Icela Rodríguez urged teachers Saturday to end the protests and continue negotiations, arguing that the demonstrations are affecting students, workers, merchants and tourism activity in the city center.

The CNTE rejected the government’s pension proposal as insufficient and announced that additional groups of teachers will join the protests this week.

Sheinbaum called Monday for patience while awaiting decisions in the coming days and said she remains confident that the opening of the 2026 World Cup “will be very good, without repression.”

The dispute comes as Mexico hopes the tournament will boost tourism and economic activity.

According to tourism industry estimates, the World Cup could generate as much as $3 billion in economic activity and attract more than 5 million international visitors.

Mexico City’s three host cities, Mexico City, Guadalajara and Monterrey, reported hotel occupancy rates of about 60% ahead of the tournament.

Nelly Carrasco Godínez, secretary of Culture and Tourism for the State of Mexico, said the state expects to receive about 1.6 million visitors in small historic towns and tourist destinations promoted during the World Cup. The expected economic impact is 1.4 billion pesos, or approximately $80 million.

Teachers in north-eastern Nigeria held protests, demanding stronger protection for learning institutions.
The outcry comes after the abduction of dozens of school children in Borno State last month. Al Jazeera’s Felix Niwara explains.

The small Little Lake school district, which serves mainly low-income families in southeast Los Angeles County has become the setting for one of the longest teacher strikes in state history — reaching the the 10-day mark on Wednesday — as its 200-member union takes on significant issues straining districts throughout California.

The teachers have walked out over health costs increasing by $14,000 a year for some, crowded special education classes and proposed class size increases in a district grappling with declining enrollment and unsustainable past spending. The teachers aren’t asking for a pay raise — but their high-cost benefits are tantamount to a big pay cut.

While a settlement appeared close with negotiations to resume Wednesday afternoon, the dispute has taken a toll. Although schools are open with substitutes, the strike has consumed about 6% of the academic year. Most parents have kept children home, while scrambling to manage disrupted work and home routines — especially difficult in a school system where about 80% of students qualify for a free or reduced-price lunch because of family poverty. Teachers have typically lost several thousand dollars of pay that they are unlikely to get back.

“We’re trying to stay positive but every day feels like a punch to the gut,” Sabrina Ireland, a 6th grade math and science teacher, said on the picket line Wednesday in front of her campus, Lake Center Middle School. “I’m losing sleep… We have some teachers that both the husband and the wife teach here. They have no income right now.”

It’s hard for Little Lake to be noticed alongside the mammoth L.A. Unified School District, which has about 390,000 students. An L.A. Unified strike was dramatically averted with hours to spare on April 14 in a conflict that commanded local and national attention for weeks.

But this district — with seven elementary and two middle schools — is enduring a crippling strike, affecting about 3,400 students drawn from Santa Fe Springs and parts of Norwalk and Downey.

In terms of lost instructional days Little Lake ranks high. Earlier this school year, teachers went out for 12 days in the sizable Twin Rivers Unified School District in north Sacramento County. Teachers in New Haven Unified in Union City in Alameda County struck for 14 days in 2019. And an Oakland teachers strike in 1996 lasted about a month.

Teacher demands statewide

Numerous shorter walkouts and near strikes have unfolded throughout the state this year, part of a loosely coordinated effort by the California Teachers Assn. to align unions’ contract expiration dates and benefit from collective force. The union dubbed the effort as “We Can’t Wait.”

The issues surfacing in Little Lake echo the dynamic in L.A. Unified and elsewhere.

“Up and down the state, educators have won life-changing healthcare benefits and support for special education and have forced districts to create the safe and stable classrooms our students deserve,” said Gabriella Landeros, a spokesperson for the California Teachers Assn.

In the broad picture, district budgets throughout the state are likely to be a little larger, level or somewhat smaller — and schools could yet receive a big boost by the time the state’s budget is adopted in June.

Martin Gonzalez,13, left, a seventh-grade student at Lake Center Middle School, and Sebastian Escobedo, 11, a sixth-grade student at Lake Center Middle School, join striking Little Lake teachers at Lakeland Elementary School on Wednesday in Norwalk.

(Gary Coronado/For The Times)

But cost pressures have escalated quickly in many regions. In Little Lake, as in L.A. Unified, the cost of services for students with disabilities and percentage of students identified as having disabilities has risen sharply. Healthcare costs also have gone up fast.

Meanwhile, enrollment is declining, offsetting the benefit of state increases in spending per pupil. Inflation hit hard in recent years, while prompting employee groups, especially in urban areas, to fight for wage boosts to keep pace. This comes as one-time pandemic relief aid has expired.

Thousands more for healthcare

In Little Lake, strike supporters say they are fighting over issues that justify the sacrifice. Starting in January, the monthly premiums for the health plan used by many teachers rose from zero to $1,400 a month paid over 10 months each year — an enormous reduction in take-home pay.

To back off from that charge, district officials proposed raising average class sizes in kindergarten through fourth grade from 24-to-1 to 28-to-1, according to the district. Union negotiators want to keep class sizes where they are.

District officials acknowledge their proposals are painful, but said they face an unsustainable financial situation.

“We are at a point fiscally where the district can no longer support 100%,” of healthcare premiums, said Acting Supt. Monica Martinez-Johnson, a career district employee who started as a teacher.

A fact-finding report endorsed that account, but also noted that the district suddenly ended health subsidies on January 1, when a previous agreement expired. Employees were immediately forced to pay about 40% of the cost of their monthly premiums.

“This decision … has soured the relationship and [affects] all aspects of this reopened negotiations,” said Donald S. Raczka, who prepared a fact-finding report, issued April 12, as chair of a panel that included district and union representatives.

Jennifer Conforti, center, a teacher at Lake Center Elementary, pickets at Lake Center Middle School in Santa Fe Springs on Wednesday.

(Gary Coronado/For The Times)

Dollars and sensitivities

The financial implications of the strike are difficult to calculate at this juncture, but the district doesn’t necessarily lose money. Subs are making $500 a day, but there are fewer subs than teachers and striking teachers forfeit pay.

In-person student attendance has ranged from 18% to 31%, which will mean lost funding linked to student attendance. The annual operating budget of the district is $73 million, of which salaries and benefits are $53 million, according to the district.

Many parents and students have joined teachers on picket lines.

“We’ve stuck it out this long, we wouldn’t want them to fold on an agreement that doesn’t benefit them,” said Melissa Maggard, who has two daughters at Lakeland Elementary.

Therapist Sherry Gonzalez has kept her fourth-grade son at home, rescheduling work hours, hiring babysitters. Her son receives special services for a disability at Lake Center Elementary, and home routines are harder without this support.

“I don’t feel comfortable taking him in during a strike with subs who do not know my son’s needs,” Gonzalez said. “As a parent it’s just been hard. It’s been so frustrating. We feel worn down, tired, and we feel like we’re being ignored and unheard.

“To see this drive a wedge between the community, it feels hurtful,” she added. When asked how she’s been trying to cope, she responded: “Crying.”

What’s next?

The turmoil has included the sudden resignation of then-Supt. Jonathan Vasquez a week into the strike. After a 10-hour negotiating session on Monday, an altercation or a feared altercation — accounts vary — resulted in the district calling police.

A potential deal in the works includes employees paying zero to $630 a month in healthcare premiums — depending on their choice of health plan. Class size would not rise. Budget cuts would be necessary. On the chopping block are six intervention teachers serving students who need intensive academic help.

The union this week was pushing for a one-time $4,000 bonus for its members, but not a permanent increase. The pay scale for teachers ranges from $58,752 to $118,363.

Negotiations resumed Wednesday afternoon at a location considered more secure than district headquarters.