ABSTRACT
In the face of precarity and of its malign effects on young people, at least two challenges confront teachers. The first is their preparedness and suitability to teach young people experiencing precarity. The second is the effects of precarity on teachers themselves as workers. In terms of the first challenge, research on occupational socialization shows many physical education teachers are from affluent backgrounds relative to young people who experience precarity, academically successful and able-bodied, with strong interests in sport. They may not be well-suited to teach young people experiencing precarity. For the second challenge, physical educators as an occupational group do not appear to suffer high levels of anxiety, stress, and attrition compared with other subject areas or other helping professions. In circumstances of precarity, however, there may be the potential for a greater prevalence of disruptive student behaviour since young people are alienated, angry, and anxious. Research suggests physical educators enter the teaching workforce poorly prepared to manage more serious forms of student misbehaviour and may as a consequence need to engage in considerable emotional labour to get through the working day. This chapter concludes that some urgent action is required to support teacher professional learning for precarity.
