High-Value, Low-Functioning Teachers Have Always Existed in Our Classrooms

Over the past few days, multiple viral clips from recent episodes of NFL star Cam Newton’s “Funky Friday” podcast and Nick Cannon’s “Counsel Culture” podcast have flooded the news feeds of my social media accounts. 

Curious about what all the buzz was about, I decided to watch both episodes. On both podcasts, the common denominator was their guest Dr. Cheyenne Bryant, a renowned psychology expert and life coach, who broke down to each of them how their inability to faithfully commit to one woman, coupled with the fact that they have multiple children with multiple women, is a symptom of “low functioning” behavior. She also described how these “low functioning” behaviors have detrimental effects on their children’s social-emotional wellbeing and emotionally scars the mothers of their children.

As a father of two sons and a committed husband to one woman, I agreed with Dr. Bryant’s analysis of Cam Newton and Nick Cannon. From what I saw, I believe those brothers were so defensive and dismissive of what she said because, deep down inside, they knew that what she was saying was true. They presented as alpha males but looked insecure in their response to Dr. Bryant’s critique.

The deeper I dove into the interviews, the more I thought about how this “high value, low functioning” phenomenon manifests in our education system. I also thought about moments in my teaching career where I demonstrated “low functioning” behavior toward my students. 

With regard to today's education system, we have many teachers with impressive credentials and deep knowledge in their subject areas. However, this focus on academic and professional qualifications has exposed a troubling paradox. While many teachers are considered "high value" due to their expertise and credentials, they are simultaneously "low functioning" when it comes to the emotional intelligence and cultural competence necessary to create a safe and inclusive learning environment. 

This issue is not just a minor flaw in our education system but a significant barrier to achieving true educational equity.

What’s a High-Value Teacher?

A "high-value" teacher is typically defined by academic achievements, teaching experience, and mastery of curriculum and instruction. These educators often hold advanced degrees, have extensive training in their subject matter, and are well-versed in the latest pedagogical strategies. Their classrooms are usually characterized by rigorous instruction and high expectations.

As I mentioned earlier, Dr. Bryant has brought significant attention to the concept of "high-value" individuals through her viral interviews with Cam Newton and Nick Cannon. In these discussions, she emphasizes that being "high-value" is not just about one's credentials or societal esteem; it's also about functionality—how effectively one can navigate relationships, emotions, and self-awareness. In the context of education, a high-value teacher is not only knowledgeable but also influential in shaping students' academic success.

What’s a Low-Functioning Teacher?

Despite their high value on paper, some teachers lack the essential qualities that make them effective educators in the real world. Dr. Cheyenne Bryant refers to such individuals as "low-functioning." A low-functioning teacher may have all the necessary qualifications but struggles with emotional intelligence, cultural responsiveness, and the ability to create a nurturing and inclusive environment for all students.

In her interviews, Dr. Bryant discusses how low functioning is characterized by an inability to manage one's emotions, connect with others, or demonstrate self-awareness. When applied to teaching, this manifests in educators who may excel in delivering content but fail to understand or address their students' social and emotional needs. Such teachers may unintentionally perpetuate harmful stereotypes, reinforce systemic biases, and create a classroom atmosphere that is not conducive to learning, especially for students from historically marginalized communities.

What’s a High Value, Low Functioning Teacher?

The most concerning educators are those who are both high-value and low-functioning (believe me, I’ve seen them throughout my career!). These teachers are highly credentialed, knowledgeable, and experienced but lack the emotional and cultural intelligence needed to support their students' holistic development. They may unknowingly perpetuate white supremacy and anti-Blackness in their classrooms through their teaching methods, discipline practices, or the way they engage with students of different backgrounds.

Dr. Dena Simmons, an advocate for social justice in education, addresses this issue in her work by describing how social-emotional learning (SEL) can come off as “white supremacy with a hug." Simmons argues that even well-intentioned educators can contribute to systemic oppression if they do not approach teaching with an anti-bias and anti-racist lens. 

For instance, SEL can be misused when teachers do not critically examine their own biases. Instead of promoting equity, SEL can become another tool for reinforcing the status quo—one that often marginalizes BIPOC and LGBTQ+ students.

The Impact of Project 2025 on High-Value, Low-Functioning Teachers

The danger of high-value, low-functioning teachers is further amplified by current political trends, such as Project 2025. This proposed playbook for a second Trump presidency seeks to roll back protections for LGBTQ+ students and censor culturally responsive, identity-affirming curricula. These actions threaten to embolden high-value, low-functioning teachers, providing them with the cover to perpetuate identity-based harm without fear of repercussions. As a result, historically marginalized students, including those who are BIPOC and LGBTQ+, are at increased risk of experiencing trauma in educational settings that should be safe and supportive.

By stripping away protections for marginalized students and censoring curricula that affirm diverse identities, Project 2025 creates an environment where high-value, low-functioning teachers are more likely to thrive. These educators, already lacking in emotional intelligence and cultural competence, may feel empowered to impose their biases on their students, further entrenching systems of white supremacy and anti-Blackness in our schools.

The Importance of Anti-Bias and Anti-Racist Approaches

To address the issue of ‘high-value, low-functioning’ teachers, we must redefine what it means to be a "high-value" educator. It is not enough to have the right degrees or extensive experience; teachers must also demonstrate a commitment to continuous self-reflection, emotional growth, and cultural responsiveness—applying an anti-bias and anti-racist lens to all aspects of their teaching, from lesson planning to classroom management.

Professional development opportunities focusing on anti-racist education, trauma-informed practices, and social justice are essential in equipping teachers with the skills they need to be truly effective. Schools and districts must prioritize this type of training, ensuring that all educators can create environments where every student feels valued, respected, and supported.

Furthermore, resisting Project 2025 is vital. Protecting the rights and identities of all students, particularly those from historically marginalized communities, is non-negotiable in our quest to create equitable educational spaces. We must advocate for policies that support culturally responsive, identity-affirming curricula and protect LGBTQ+ students from discrimination and harm.