NEW DELHI : Teachers today are expected to do much more than teach the curriculum. From identifying signs of emotional distress and guiding career choices to understanding artificial intelligence (AI), supporting inclusive education and managing administrative work, their responsibilities increasingly extend beyond the classroom. But are teacher-training programmes and school support systems keeping pace with these expectations?
Rati Chugh, Principal of Delhi Public School, Sector 45, Gurgaon, believes the role of teachers has expanded faster than traditional training programmes have evolved. “Yes, the role of the teacher has expanded significantly faster than traditional teacher-training programmes have evolved. Today, a teacher is no longer only an academic facilitator; they are increasingly expected to understand student wellbeing, digital behaviour, AI, inclusion, socio-emotional development, career awareness and even early indicators of distress,” she said.
Chugh says the answer lies in equipping teachers for changing classroom realities while ensuring they have access to specialists when required. “The future lies in better-prepared teachers supported by a strong multidisciplinary ecosystem, rather than teachers being asked to solve every emerging challenge themselves.”
From Teaching Subjects To Understanding Children
Teachers are often among the first to notice changes in students’ behaviour, attendance or academic performance. However, recognising a problem does not necessarily mean they have the expertise to address it.
Pranati Mitra, Principal of Swami Vivekanand High School & Junior College, says the role has changed considerably. “Over the past few years, the role of a teacher has changed completely, from being a provider of knowledge to being a facilitator, mentor, counsellor and manager. Earlier, a teacher’s main role was to complete the curriculum and prepare students for exams. Today, teaching the textbook is only one part of the job.”
Shefali Vaidya, Head of VES Leadership Academy & Research Centre, believes teachers should be equipped to recognise warning signs and connect students with appropriate support, rather than being expected to diagnose or treat psychological concerns. “A teacher’s role is primarily to notice, respond with empathy, and connect the student to appropriate support, not to diagnose or treat.”
Vaidya says teachers can listen to students, offer reassurance and refer concerns to counsellors or other professionals. Specialised assessment and intervention, however, should remain with trained experts.
Chugh says teachers need competencies extending beyond subject knowledge, including emotional intelligence, digital and AI literacy, inclusive classroom practices and an understanding of adolescent wellbeing. However, she stresses that basic awareness should not be confused with professional expertise.
“At the same time, we should distinguish between awareness and professional expertise. Every teacher should understand basic principles of wellbeing, inclusion and child safety, but specialised intervention must remain with trained professionals.”
Vaidya warns that expecting teachers to manage complex psychological concerns independently can create risks for both educators and students. Teachers can identify changes and initiate referrals, but they should not be expected to conduct psychological assessments or manage serious mental-health crises alone.
Career Guidance Becomes Another Responsibility
Career counselling is another area in which teachers are increasingly expected to guide students, particularly in secondary school, when they begin making decisions about subject choices and future study options.
Mitra says class teachers are often the first source of career advice for students and parents. “For most of our students and parents, the class teacher is the first and sometimes the only career counsellor.”
While teachers can explain academic streams, entrance examinations and vocational options, personalised career planning requires more specialised knowledge.
Mitra believes secondary schools need dedicated career counselling facilities to help students understand their aptitudes and explore changing employment opportunities. “But for detailed, personalized and future-ready career guidance, we need a trained career counsellor. Every secondary school should have a dedicated career counselling cell with aptitude tests, workshops by industry experts, and exposure visits. A teacher can motivate, but a professional can map the right career path.”
Beyond student support, teachers must manage documentation, data entry, assessments, reporting, event coordination and parent communication. These duties can compete with lesson preparation and individual attention to students.
Mitra estimates that nearly 40% of a teacher’s working week may be spent on non-teaching responsibilities. “Additional responsibilities do take up a significant portion of a teacher’s working time. On average, nearly 40% of the working week can go towards non-teaching responsibilities such as documentation, data entry, administrative paperwork, reporting, assessments, coordination, and other institutional requirements.”
Training Alone Is Not Enough
Teacher training is often proposed as a response to emerging educational challenges. However, additional training cannot replace adequate staffing, specialist support or clear institutional policies.
Chugh says professional development must continue throughout a teacher’s career rather than end with an initial qualification. “A qualification completed at the beginning of a teacher’s career cannot, by itself, prepare them for a profession that is changing every few years. Professional development for teachers must become a continuum rather than a one-time qualification.”
She argues that schools should establish clear expectations and support teachers through a wider network of professionals. “The answer is not to keep expanding the list of things teachers must master. Instead, we need to define a core professional competency framework and build effective support systems around it.”
