5 Ways for School Leaders to Support Teachers’ Parental Leave

I’m a seventh-grade math teacher. Prior to the birth of my first child, I prepared weekly plans and furnished copies of those plans to the incoming substitute. I had a great team that supported the substitute, too. My child was born in the month of March, and my parental leave was a dream. I was able to finish the school year at home with my newborn, and then have eight more weeks of summer vacation. My substitute thrived, with only minor issues and disruptions.

Then I had my second child, who was born in the month of September. This time, the logistics around my parental leave went poorly. Three long-term substitutes committed to fill in for me, and all three bailed. We ran out of contingency plans; who would think to account for three different substitutes? My students and their families were left feeling out of the loop.

In the United States, teachers with newborns are granted up to 12 work weeks of unpaid leave per year under the Family and Medical Leave Act. (States also have their own family leave policies that sometimes apply.) Teacher leave is a normal and necessary part of the profession, and it should be celebrated, not feared. It’s up to school leaders to build proactive, structured protocols. They must work with teachers in the lead-up to parental leave, so that teachers can ultimately take the time they need, knowing that their students will continue to learn and grow, and that their students’ families feel confident about the substitute arrangements.

How can administrators best support teachers going on leave, as well as students and their families? I’ve thought long and hard about this issue, both while personally navigating the parental leave process, and also while working on my dissertation about parents’ perception of learning loss while a teacher is on leave. I have five recommendations for school leaders, listed below.

1. Don’t leave anyone in the dark

Families don’t expect all of the details, but they do expect clarity. It’s up to administrators to coordinate basic touchpoints so families aren’t left wondering who’s in charge of their child’s learning. While administrators must be mindful of protecting their employees’ privacy, they should also make a point of communicating with families early and often.

Who will be leading the class in the absence of a teacher? How long is this arrangement expected to last? How can families reach the substitute or point person with questions? This information should be sent out at least a month before the teacher is expected to go out on leave; parents will appreciate the heads-up and the preparation put forth by the school to ensure that their child’s education will continue seamlessly.

On top of that, administrators should ensure that the incoming substitute and/or grade-level team sends out a welcome message to families. As part of my dissertation, I interviewed dozens of families whose children had teachers go on leave; 94 percent of those families felt communication dropped off while the teacher was gone. That’s an easy fix with thoughtful planning from leadership.

2. Minimize curriculum chaos

Babies come when babies want to, so school leaders should make sure there’s a plan in place for delivering curriculum plans. Administrators can do this well in advance by meeting with a soon-to-be-on-leave teacher and/or the teacher’s curriculum team, divvying up their day-to-day schedule. The idea is to lay out timelines for assessments and other grading commitments that are accessible and easy for substitutes to follow.

When substitutes have a clear understanding of what they’re supposed to do and when they’re supposed to do it, then students will also feel comfortable about their new arrangement. Another way to reduce anxiety and ensure minimal interruptions to curriculum is to identify a lead grade-level teacher who can serve as a liaison while their colleague is out on leave. The liaison can support the substitute by providing background information and general expectations about their school, as well as an account of how the on-leave teacher previously handled communication with families.

3. Find (and help) a Qualified Substitute

Searching for and finding substitutes can be a time-intensive, difficult task. It’s very important for administrators to not place the burden on teachers to find a long-term substitute. Teachers are entitled to their leave regardless of whether a substitute is secured. Proactive systems can ensure smooth substitute transitions.

The biggest gripe I heard when I was interviewing families was that a substitute would come in and not be certified to teach the subject matter at hand. If you’re a school leader whose district doesn’t have a pool of vetted, long-term substitute options, consider creating one: Build relationships with stellar substitutes who often work in your school, ask for recommendations from other administrators in your district, or work with a substitute placement agency.

Once a substitute is selected, I highly recommend assigning a mentor (a teacher or administrator) who can conduct weekly check-ins, assist with classroom management concerns, and help interpret assessment data/grading systems. That way, the substitute feels supported and is more likely to stay for the long haul.

4. Support Social and Emotional Needs

Any major changes—especially in younger grades—can shake a classroom’s stability and culture. Administrators should plan some targeted supports for students during these transitions. That might include scheduled check-ins from counselors, behavior specialists, or staff members to maintain consistency and address any behavioral or emotional concerns. It’s no secret that students sometimes take advantage of substitutes; having a familiar presence will help mitigate disruptions. School leaders shouldn’t wait for issues to arise. Set the tone early that even while a teacher is away, the classroom will remain safe and supportive.

5. Track Long-Term Impact and Step in When Needed

As part of my dissertation, I spoke to a family whose child was impacted by teacher leave for four consecutive years. Yes, four years in a row. Administrators should keep track of these patterns: Which students have experienced teacher absences multiple years in a row? Did any academic or behavioral concerns emerge during those periods? The resulting data and observations can guide class placements, tutoring priorities, and intervention efforts, ensuring that no student falls through the cracks, and all stakeholders feel supported during a teacher’s parental leave.