Our rural schools are facing a serious problem, and at the heart of the issue lies the growing exodus of teachers. This situation, driven by mounting workloads and lack of support, is creating a gaping  vacuum in our rural education system, one that threatens to undermine the very foundation of our future. The shortage of teachers in rural areas is not just a number on a statistics sheet; it is a problem that, if left unchecked, has the potential to erode the quality of education for thousands of our children.

Teachers, the backbone of our education system, are overburdened and under-resourced. In rural schools, they face not only the task of teaching but also have to take on the added responsibility of handling multiple subjects and administrative duties, often without the infrastructure or support they really need. Many are compelled to work in schools with inadequate facilities—lack of proper classrooms, outdated teaching materials, and insufficient IT resources, among others.

The government has promised improvements, but for many teachers in rural schools, those promises have yet to materialise.

The situation is taking a heavy toll, not just on teachers’ professional output but also on their mental and physical well-being. Teachers, especially in remote areas, feel isolated and overwhelmed. Without a robust support system, their morale is deteriorating. They are burnt out, and their frustration is valid. A system that expects so much but provides so little in return cannot sustain itself. If we continue down this path, it is only a matter of time before more teachers leave the profession altogether. We cannot afford such a loss, especially when we are already grappling with a nationwide shortage of qualified teachers.

Frustration and burnout lead to one inevitable outcome—retention will become increasingly difficult. The more we allow our rural teachers to be neglected, the more likely they are to leave. This is not just an issue for teachers; it is an issue for the entire nation. When rural schools are understaffed, it is the students who suffer the most. Children in rural schools are already at a disadvantage due to their geographical location, and now, they are being further deprived of the quality education they deserve.

At a time when we are working to bridge the urban-rural divide, thisvdisturbing trend is pushing us further apart. The government must come up with a sensible solution. We need targeted policies that address the specific challenges faced by rural teachers—workload management, adequate infrastructure, and emotional and professional support. It is not enough to talk about rural development if we are not willing to invest in the very people who are responsible for educating the future of rural Bhutan.

One practical stepcould be to ensure that rural schools are equipped with the resources they need, especially in critical areas like IT.  Schools should not only have computers but the latest technology, and enough for every student to benefit. Teachers must be trained and supported in their professional growth.

Without such initiatives, we are setting our rural schools—and by extension, our entire nation—up for failure.