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Education & Training · Updated Aug 2026

Kindergarten Teachers, Except Special Education

Teach academic and social skills to kindergarten students.

JVS 2.0.0-phase4b
AI Exposure
64/100
High

How much of this occupation’s work can be materially affected by current AI systems.

Replacement Risk
53/100
Moderate

How likely exposure is to translate into reduced human demand.

Includes provisional estimates for AI adoption pressure and labour-market resilience. How this is measured

Evidence quality
Confidence82/100
Task coverage86%

Confidence reflects task coverage, mapping and capability-evidence quality, and how much of the score rests on provisional inputs.

Task-level evidence

What is driving the score?

Occupation scores are built from the task mix—not a single prediction about a job title.

JVS 2.0.0-phase4b
TaskImportanceAI impactExposure
Prepare children for later grades by encouraging them to explore learning opportunities and to persevere with challenging tasks.High
74
Establish clear objectives for all lessons, units, and projects and communicate those objectives to children.High
74
Establish and enforce rules for behavior and policies and procedures to maintain order among students.High
61
Provide a variety of materials and resources for children to explore, manipulate, and use, both in learning activities and in imaginative play.High
74
Use computers, audio-visual aids, and other equipment and materials to supplement presentations.High
72
Teach basic skills, such as color, shape, number and letter recognition, personal hygiene, and social skills.High
61
Organize and lead activities designed to promote physical, mental, and social development, such as games, arts and crafts, music, and storytelling.High
73
Prepare and implement remedial programs for students requiring extra help.High
71
Observe and evaluate children's performance, behavior, social development, and physical health.High
58
Instruct students individually and in groups, adapting teaching methods to meet students' varying needs and interests.High
52
Identify children showing signs of emotional, developmental, or health-related problems and discuss them with supervisors, parents or guardians, and child development specialists.High
73
Guide and counsel students with adjustment or academic problems or special academic interests.High
53
Prepare materials, classrooms, and other indoor and outdoor spaces to facilitate creative play, learning and motor-skill activities, and safety.High
74
Organize and label materials and display children's work in a manner appropriate for their sizes and perceptual skills.High
72
Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.High
58
Maintain accurate and complete student records and prepare reports on children and activities as required by laws, district policies, and administrative regulations.High
71
Prepare for assigned classes and show written evidence of preparation upon request of immediate supervisors.High
74
Prepare, administer, and grade tests and assignments to evaluate children's progress.High
74
Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools.High
74
Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage.High
53
Provide students with disabilities with assistive devices, supportive technology, and assistance accessing facilities, such as restrooms.High
61
Collaborate with other teachers and administrators in the development, evaluation, and revision of kindergarten programs.High
73
Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula.High
65
Supervise, evaluate, and plan assignments for teacher assistants and volunteers.Medium
74
Meet with other professionals to discuss individual students' needs and progress.High
62
Select, store, order, issue, and inventory classroom equipment, materials, and supplies.Medium
72
Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems.High
49
Perform administrative duties, such as assisting in school libraries, hall and cafeteria monitoring, and bus loading and unloading.Medium
32
Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence.Medium
61
Assimilate arriving children to the school environment by greeting them, helping them remove outerwear, and selecting activities of interest to them.High
18
Most exposed

Where AI can do more

Routine, digitized, and highly repeatable tasks face the greatest pressure.

  1. Prepare children for later grades by encouraging them to explore learning opportunities and to persevere with challenging tasks.74
  2. Establish clear objectives for all lessons, units, and projects and communicate those objectives to children.74
  3. Provide a variety of materials and resources for children to explore, manipulate, and use, both in learning activities and in imaginative play.74
  4. Prepare materials, classrooms, and other indoor and outdoor spaces to facilitate creative play, learning and motor-skill activities, and safety.74
Hardest to automate

Where people still matter

These tasks score lowest on automation feasibility—physical presence, judgement, accountability and real-world variability all resist end-to-end automation.

  1. Assimilate arriving children to the school environment by greeting them, helping them remove outerwear, and selecting activities of interest to them.01
  2. Perform administrative duties, such as assisting in school libraries, hall and cafeteria monitoring, and bus loading and unloading.02
  3. Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems.03
  4. Instruct students individually and in groups, adapting teaching methods to meet students' varying needs and interests.04
  5. Prepare children for later grades by encouraging them to explore learning opportunities and to persevere with challenging tasks.05
Where else this work leads

Related occupations

Occupations O*NET links to this one. Relatedness reflects shared work, not a claim that these roles are safer.

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Beyond AI capability

Adoption and labour-market outlook

Structural factors are kept separate from raw capability so you can see what actually resists automation. Adoption pressure and labour-market resilience are still provisional models—25% of this occupation’s replacement-risk weight rests on them.

Human dependency64
Physical dependency46
Adoption pressure43
Labour-market resilience64
Methodology & sources

O*NET 30.3 occupational data interpreted through the JobsVsAI capability, automation and structural-constraint models.

Confidence82/100
CalculatedAug 21, 2026
Read methodology →