The 2025 Computer Science Teacher Landscape

Insights into Teacher Preparedness for a World Powered by Computing

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A teacher guides a group of elementary students gathered around computers, highlighting early curiosity and shared problem-solving at the heart of CS learning.

Introduction

Are educators ready to teach a new vision of computer science (CS) education, and what will it take to get there?

The 2025 Computer Science Teacher Landscape Report shares national insights from 2,882 PK–12 CS teachers across all 50 states and U.S. territories. Building on the 2020 and 2022 studies, this report examines whether educators are prepared to teach a reimagined vision of computer science grounded in creativity, ethics, data, emerging technologies, inclusivity, and human-centered design.

Findings reveal a community of teachers who are deeply committed to their students yet constrained by limited preparation, heavy workloads, time restrictions, and inconsistent support. Understanding these realities is essential to preparing every student for a world powered by computing.

Line graphs showing that 96% of respondents enjoy teaching CS, and 85% plan to keep teaching CS for at least five years.
“We teach because we care about students and about giving them the best opportunities possible.”
– Elementary CS specialist, South Carolina
A CS teacher instructs a group of high school students in learning new priorities of new computer science standards, such as AI and human-centered design.

“We are completely overwhelmed with more responsibilities than ever and less support than ever.”

“The kids are NOT all right, and neither is the staff.”

“You ask us to do too much with too little. We need systemic change.”

“There is a teacher shortage that is only getting worse.”

“Teaching is rewarding and allows us to influence the next generation, and therefore the world.”

“We are professionals who know what we’re doing. Trust us!”

“The current strain on the profession is unsustainable. Without better support, educational outcomes will deteriorate over time.”

“The true value of education is to help prepare the next generation, but society needs to value it as such.”

“There are so many variables that impact whether or not a student has access. A requirement needs to be in place.”

“Teachers hold professional degrees, yet we are considered less than, paid less than, and often blamed for things outside our control.”

“Teaching is underappreciated and overburdened with irrelevant political attacks.”

“There is an epidemic of social and emotional issues that should be addressed in the home.”

“We are constantly asked to do more with less.”

“We need your support, fiscally and socially. Our democracy needs empowered critical thinkers.”

“Teachers need family support. Education starts at home.”

“There is a glaring discrepancy in access to high-quality STEM education. Closing this significant gap must be a priority.”

“We are doing the best we can with what we have to prepare students for a changing world.”

“Students are used to getting instant answers. I need to teach students how to be persistent and productively struggle.”

“We are not teaching your kids weird stuff. Please quit trying to micromanage us and let us do our jobs!”

“Teaching is currently the most demanding, under supported job in the country.”

“Teaching is largely a labor of love, BUT we need to compensate teachers fairly, or we will lose good people to other industries.”

Demographics

A veteran workforce that reflects teachers, but not students

The CS teacher workforce largely mirrors the broader K–12 teaching profession, not the diversity of the student population. Most respondents are experienced classroom educators who came to CS later in their careers, often without formal CS training, especially in elementary grades.

Line graphs showing that Teacher Demographics show that 71% of respondents are white, 67% are women, 14% are disabled. And Grade Levels Taught are 33% elementary, 36% middle, and 51% high school.
Teaching Experiance Chart
No Prior Experience

Teacher Roles & Support

Isolated at schools, but connected through external communities

CS teachers often teach multiple subjects, carry heavy course loads, and are frequently the only CS teacher in their building. At the same time, many rely on external networks—such as CSTA chapters and affinity groups – to find collaboration, mentoring, and support.

Line graphs showing that Teacher Demographics show that 74% of respondents have 0-1 CS colleagues at their school, and 50% have none, 42% are full-time CS teachers, 84% are CSTA members, 74% feel part of a community of CS teachers, and 67% have opportunities to collaborate with other CS teachers.
“It can be a slightly lonely field, because there are often only 1-2 computer science teachers in a given school, and they are almost always overworked because of how many unique preps they teach.”
– High school CS teacher, Wisconsin

Curriculum

Teachers cover most foundational CS content, but don’t feel ready for AI

Teachers prioritize computational thinking and programming, and most already cover substantial portions of content aligned to the new standards. Many also introduce students to AI and its societal impacts, but often briefly and with limited confidence.

Line graphs showing that 81% of respondents believe AI should be included in foundational CS, 70% already teach AI, 87% discuss societal and ethical impacts of AI, 42% feel equipped to teach AI.
“AI can change the world. It is important that we understand how important it is and teach students how important it is so that they’re able to use it without abusing it.”
– 6th grade CS teacher, Indiana

Challenges & Working Conditions

Teachers love CS, but feel underpaid, overworked, and squeezed for time

Even as they report high enjoyment and long-term commitment, CS teachers describe serious stresses: low pay, heavy workloads, limited PD time, and a lack of academic priority for CS relative to tested subjects.

Line graphs showing that 43% of respondents believe the teaching profession is valued in society, 58% say being underpaid is a top challenge, 46% say being overworked is a top challenge, 46% report difficulty prioritizing CS compared to tested subjects, and only 17% can participate in PD as needed.
“Teachers are underpaid and their job is underestimated. There is not enough time in the day to reach everything expected from us. I work for hours after school on my own time each evening. I do not get paid for this.”
– 3rd grade classroom teacher, West Virginia

Equity & Inclusion

Belonging matters, but confidence gaps remain for supporting multilingual learners and students with disabilities

Teachers overwhelmingly value inclusion and belonging in CS, but many feel less confident supporting multilingual learners and students with disabilities. Coverage of accessibility has grown significantly since 2022, yet tools and curricula still fall short of fully meeting students’ needs.

Line graphs showing that 69% of respondents felt confident using culturally relevant pedagogy, 58% felt confident teaching students with disabilities, 41% of teachers felt confident teaching multilingual learners, 65% teach accessibility, 38% report they do not have accessible tools and curricula, and 33% say their curricula lack sufficient differentiation options.
“To strengthen my CS teaching practice, I’d most want to focus on mastering differentiation in CS education… and learning how to create a more inclusive CS environment, especially for girls, students of color, and other underrepresented groups.”
– Elementary and middle school CS teacher, New Jersey

Advocacy

Teachers are working tirelessly to expand access, but can’t do it alone

CS teachers take on significant roles to advocate for students, going beyond their teaching responsibilities. They commonly do this by expanding offerings, recruiting underrepresented learners, and integrating CS into existing courses. However, their confidence in influencing district- and state-level policy has dropped, signaling the need for stronger systemic support.

Line graphs showing that 68% of respondents introduce CS into existing courses, 65% actively recruit students, 61% increased CS offerings at their schools, 54% conduct targeted outreach to underrepresented students, and 53% expanded learning opportunities (e.g., afterschool clubs).
“When I first started teaching CS… multilingual (ML) students were automatically placed in [a non-CS class]. To address these concerns, I have gone to admin and asked that more IEP and ML students be placed in my class in hopes that I can reach more students but also show them other possibilities…”
– High school CS teacher, Maryland

Recommendations

What it will take to prepare every student for a world powered by computing

The report concludes with three key recommendations—grounded in teachers’ perspectives—aimed at strengthening CS educator readiness and ensuring that CS is treated as a core part of every student’s education.

First Recommendation
Invest in ongoing, high-quality teacher professional learning.
First Recommendation
Provide comprehensive, sustained support to retain teachers.
First Recommendation
Prioritize CS as a core subject with universal participation throughout PK–12 education.
“Listen to the teachers. They know what they need.”
– High school CS teacher, Georgia

Take Action

Teachers need your help

Teachers are already doing the work of advancing the next generation of CS education, but they cannot and should not be expected to do it alone. Collective action is required by all members of the community. Choose your role below to explore ways to support CS teachers.

Interact with Data

This interactive dashboard shows the demographics of PK–12 CS teachers who completed our national survey in fall 2024 and a summary of their responses to selected items. Click the tabs across the top to show responses related to different topics. Use the dropdown menus at the top to filter by state and grade level, and the data will automatically update.

View Interactive Chart