Challenges Teachers Face and How to Overcome Them
When Ms. Santos introduced her students to the concept of fair wages as part of an economics lesson, she expected mild curiosity. Instead, she was met with blank stares and the question: “Ma’am, what does this have to do with our exam?” That moment revealed a struggle familiar to many teachers who try to integrate Catholic Social Teaching (CST) into their lessons — the challenge of connecting faith and justice to academic outcomes. Time constraints, student indifference, and administrative pressures can make the work of justice feel like an uphill climb.
Yet, the call to teach through the lens of faith and justice is not optional for Catholic educators; it is central to our mission. As the Congregation for Catholic Education affirms, “Teaching is not merely a transmission of knowledge but the formation of the whole person in light of the Gospel” (Educating to Fraternal Humanism, 2017). When challenges arise, teachers are invited to rediscover the deeper spiritual meaning of their vocation and the grace that sustains it.
One principle of Catholic Social Teaching that speaks directly to these struggles is the principle of solidarity. Solidarity calls us to recognize that we are deeply connected to one another — that no teacher, student, or community stands alone. It reminds educators that their work is part of a greater mission: to form hearts capable of compassion and minds committed to the common good. As Pope John Paul II writes, “Solidarity is not a feeling of vague compassion or shallow distress, but a firm and persevering determination to commit oneself to the good of all” (Sollicitudo Rei Socialis, no. 38).
In Teaching Catholic Social Justice Across the Disciplines, the chapter on teacher formation and resilience highlights how solidarity can guide educators through moments of exhaustion, discouragement, and resistance. One model encourages teachers to build “communities of practice” — small groups of educators who meet regularly to reflect on CST principles, share lesson ideas, and pray for one another. By supporting each other, teachers begin to see that they are co-pilgrims on a shared journey of faith and justice, not isolated individuals struggling alone.
Another key strategy from the book involves reimagining the curriculum as a living dialogue between faith and contemporary life. Rather than adding “one more lesson” about justice, teachers can weave CST values into existing topics. For example, a science teacher discussing energy consumption might include reflection questions about stewardship of creation, while a literature teacher could explore themes of human dignity and belonging through stories that highlight inequality or hope. Integrating justice across disciplines not only saves time but makes faith relevant to every subject and every student.
Still, even with creative planning, teachers may face internal fatigue or doubt. The book encourages educators to draw strength from what it calls “the spirituality of teaching justice.” This means grounding one’s work in prayer and reflection — remembering that the work of justice begins with the heart. Teachers are invited to pause before class, offer a short prayer like, “Lord, help me to see my students as You see them,” and to end each week with a reflection on where God was present in their teaching moments. Over time, this practice fosters peace and purpose even amid difficulty.
Several case studies in the book share encouraging stories of teachers who turned obstacles into opportunities. One teacher from a public Catholic school faced student apathy when discussing social inequality. She decided to let her students choose a local issue they cared about. To her surprise, they organized a simple but powerful school-wide donation drive for undernourished children. Their engagement deepened when they reflected on how their actions aligned with the Gospel. The teacher later wrote that it was the most meaningful project of her career — not because it was easy, but because it awakened both her and her students to the power of compassion in action.
Teaching justice is not about perfection but perseverance. Every challenge — from limited resources to societal indifference — can become a moment of grace if approached with faith. Teachers embody solidarity when they continue to love, to teach, and to hope in the face of weariness. As Pope Francis reminds us in Evangelii Gaudium (no. 277), “The Lord does not call us to be successful, but to be faithful.”
Reflection for Teachers: What challenge in teaching justice discourages you the most right now? How might you transform it into an opportunity for deeper faith, collaboration, or creativity?
This post is part of the mini-series “Teaching Catholic Social Justice Across the Disciplines.” To view all posts in the series, click here.
How do you integrate Catholic Social Teaching in your own classroom? Share your thoughts below!
Facing challenges in your teaching mission?
Find hope and practical strategies in Teaching Catholic Social Justice Across the Disciplines.
Buy it now on Amazon
Comments
Post a Comment