By Dr. Ken Zeff, Executive Director, Learn4Life
Though schools in metro Atlanta educate hundreds of thousands of students, employ tens of thousands of adults, and invest billions annually, it is becoming apparent we are becoming a region that does recognize education as a priority. The percentage of Atlantans who said education is the biggest problem facing residents has steadily declined over the past decade to an all-time low of 3%. This is a microcosm of a national trend. Confidence in public education is at its lowest point in a generation (Gallup). Only 35% of Americans are satisfied with public schools. This lack of confidence has profound implications for the future of public education. People want to believe in public education again, but they need clearer evidence that progress is possible and that their involvement matters. Without public support, we are less likely to see the sustained funding and meaningful policy interventions necessary for education reform to succeed. If we hope to rebuild support for education, we must move beyond a narrative centered solely on problems and toward one grounded in possibility, progress, and agency.
Prioritization Matters
When education declines as a public priority, the consequences ripple far beyond the classroom. Public priorities shape investment decisions, influencing whether schools receive the funding necessary to support students and educators effectively. Policymakers, in turn, respond to the issues voters prioritize, and diminished public attention often leads to reduced policy urgency and weaker long-term support for educational improvement. Driven in part by low public perception, the sector is struggling to attract and retain talented professionals, as fewer people choose to enter—or remain in—education careers. These trends matter because education remains one of the most powerful drivers of economic mobility, workforce development, and community well-being. When communities invest in education, they invest in the long-term health and prosperity of society itself.
Root Causes of Deprioritization
Part of the challenge in rebuilding public prioritization around education is understanding why many people have disengaged in the first place. As we convene networks of leaders across metro Atlanta, we hear a few key themes:
- Low agency: “There’s nothing I can do to influence outcomes”
- Lack of confidence: Skepticism about whether the system can improve
- Competing priorities: Housing, public safety, and cost of living feel more urgent
- Preference for alternatives: Private options, homeschooling, or general disengagement
Change is Possible
Restoring public trust begins with changing the story we tell about schools—and about our own role in improving them. In the ‘Circle of Blame’ graphic (Mike Keefe), education is framed primarily as broken, failing, or beyond repair—and as a result, many people begin to see improving schools as someone else’s responsibility rather than a shared civic obligation. This narrative has consequences. Instead of inspiring engagement and investment, it can lead to frustration, withdrawal, and declining public will.
L4L believes in focusing on high-leverage audiences that have the ability to shape public priorities and accelerate systems change—particularly the business community and policymakers. Our work is centered on shifting the message from simply “education matters” to “education matters, and you can do something about it.” Rebuilding public belief in education will require creating a stronger sense of agency, meaningful entry points for action, and renewed trust through visible examples of progress.
Prioritize Public Education Action is our Call to Action
There are encouraging bright spots already emerging in our region. Hospital systems are partnering with high schools for career exposure opportunities. Energy companies are training their staff to be effective volunteer readers at their local school. Policymakers can align funding and policy decisions with the long-term needs of students and schools by advocating for laws like the Early Literacy Act of 2026 that encourage the science of reading and expand access to literacy coaches. Community members can drive political agendas by voting for candidates with platforms that signal deep investment in the transformative role of high-quality public education. We cannot expect teachers and principals to carry the burden of public education alone.
Public education cannot thrive if the public no longer sees itself in the work. Rebuilding trust in schools will require more than better policy—it will require restoring a shared belief that education remains one of the few institutions capable of shaping both individual opportunity and the future of our communities. If education continues to slide down the list of public priorities, the consequences will extend far beyond our classrooms—impacting economic mobility, workforce readiness, and community well-being for generations to come. But if we choose to re-center education as a defining social issue, we have the opportunity to build stronger schools, stronger communities, and a stronger future for all children.
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