Mandated Curricula and Behavior Systems Overload Teachers and Undermine Teaching Quality

Summary

Teachers are forced to implement scripted curricula with fidelity, PBIS point systems, inclusion-at-all-costs policies, and coaching requirements simultaneously, creating severe cognitive overload. These mandates are pedagogically counterproductive and impossible to execute well—e.g., assigning PBIS points while teaching—yet schools provide no integrated tool or meaningful support. This unsolved administrative burden destroys professional autonomy, fuels burnout, and directly degrades instruction quality, with no existing solution that streamlines these competing demands.