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Education & Training · Updated Aug 2026

Secondary School Teachers, Except Special and Career/Technical Education

Teach one or more subjects to students at the secondary school level.

JVS 2.0.0-phase4b
AI Exposure
65/100
High

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

Replacement Risk
59/100
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
Confidence83/100
Task coverage89%

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
Instruct through lectures, discussions, and demonstrations in one or more subjects, such as English, mathematics, or social studies.High
75
Establish and enforce rules for behavior and procedures for maintaining order among students.High
62
Use computers, audio-visual aids, and other equipment and materials to supplement presentations.Medium
73
Prepare students for later grades by encouraging them to explore learning opportunities and to persevere with challenging tasks.High
61
Establish clear objectives for all lessons, units, and projects, and communicate those objectives to students.Medium
70
Maintain accurate and complete student records as required by laws, district policies, and administrative regulations.Medium
71
Prepare, administer, and grade tests and assignments to evaluate students' progress.High
74
Enforce all administration policies and rules governing students.Medium
63
Observe and evaluate students' performance, behavior, social development, and physical health.Medium
61
Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools.Medium
75
Adapt teaching methods and instructional materials to meet students' varying needs and interests.High
54
Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.Medium
58
Prepare for assigned classes, and show written evidence of preparation upon request of immediate supervisors.Medium
75
Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula.Medium
65
Guide and counsel students with adjustments, academic problems, or special academic interests.Medium
54
Prepare and implement remedial programs for students requiring extra help.Medium
71
Prepare reports on students and activities as required by administration.Medium
71
Provide students with disabilities with assistive devices, supportive technology, and assistance accessing facilities such as restrooms.Medium
61
Meet with other professionals to discuss individual students' needs and progress.Medium
62
Instruct and monitor students in the use of equipment and materials to prevent injuries and damage.Medium
53
Collaborate with other teachers and administrators in the development, evaluation, and revision of secondary school programs.Medium
73
Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems.Medium
49
Sponsor extracurricular activities, such as clubs, student organizations, and academic contests.Medium
62
Plan and supervise class projects, field trips, visits by guest speakers, or other experiential activities, and guide students in learning from those activities.Medium
68
Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence.Medium
61
Meet with parents and guardians to discuss their children's progress and to determine priorities for their children and their resource needs.Medium
73
Administer standardized ability and achievement tests, and interpret results to determine students' strengths and needs.Medium
73
Select, store, order, issue, and inventory classroom equipment, materials, and supplies.Medium
73
Perform administrative duties, such as school library assistance, hall and cafeteria monitoring, and bus loading and unloading.Low
32
Most exposed

Where AI can do more

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

  1. Instruct through lectures, discussions, and demonstrations in one or more subjects, such as English, mathematics, or social studies.75
  2. Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools.75
  3. Prepare for assigned classes, and show written evidence of preparation upon request of immediate supervisors.75
  4. Prepare, administer, and grade tests and assignments to evaluate students' progress.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. Perform administrative duties, such as school library assistance, hall and cafeteria monitoring, and bus loading and unloading.01
  2. Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems.02
  3. Adapt teaching methods and instructional materials to meet students' varying needs and interests.03
  4. Guide and counsel students with adjustments, academic problems, or special academic interests.04
  5. Instruct through lectures, discussions, and demonstrations in one or more subjects, such as English, mathematics, or social studies.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.

See all rankings →
AI risk 61

Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors

Closely related work

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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 dependency52
Physical dependency39
Adoption pressure48
Labour-market resilience63
Methodology & sources

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

Confidence83/100
CalculatedAug 21, 2026
Read methodology →