This post was written by Taylor Foster.

Schools in Chicago have been out for a full week, and by the looks of it, possibly a few more days to come. The Chicago Public Schools insist that this strike cannot roll over into another week, even though there is no foreseeable end in sight. Why are teachers on strike though? The Chicago Teachers Union, a union supporting those who work in the public school system since 1937, has been bargaining for a contract that they believe their students, and the broader students in Chicago, deserve. The CTU (Chicago Teachers Union) is fighting for an array of things, including better staffing of schools, smaller class sizes, better pay and benefits for the teachers, as well as social justice for the students, and their families, they are teaching. 

Although the teachers are fighting for the students, they may also be hurting them and their families as parents struggle to find places to watch their children during the day while they are at work. Some parents have mixed feelings about the strike due to the stress of coordinating alternatives to schooling. Even though parents want their children to go to good schools and to have the support they deserve, and going on strike gets us a step closer to that dream, a lot of parents feel helpless not knowing when their children will go back to school, or where to place them in the meantime. Parents of high school seniors also worried about college applications which are looming upon them as the year progresses.

While it is a struggle for parents and teachers alike, there is a reason for the strike, and positive things can come from the mess. By striking, teachers are one step closer to making education better for the children in their care, and for the children of the future. Chicago students need better things than what they are getting from CPS (Chicago Public Schools). To break it down, here are a few of the demands (summarized) found on the CTU website: a cap on class sizes; more support for special education, such as having more special education teachers and case managers in the system; and greater prep-time for all special education teachers so they can more accurately and precisely attend to their students’ needs. These student-centered demands will not only help the teachers and staff, but also the students (and their families) they care for, and the broader Chicago communities in which the schools reside in. Education is a fundamental right, and these teachers seem to be paving the way to a better future for young Chicagoans.