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Daniel Ross of Bucksport is an experienced educator and administrator who has served in leadership roles in Maine’s public schools and has worked extensively on student support services, policy development, and community engagement.
Maine’s students are growing up in a world that is more complex, fast changing, and uncertain than at any point in recent memory. Alongside the traditional academic skills, they will need the resilience, adaptability, and problem-solving abilities to navigate whatever comes next — whether that’s a shifting economy, environmental challenges, or rapidly evolving technology.
Unfortunately, from my perspective, our current education system still focuses primarily on content delivery and test performance. While literacy and numeracy remain essential, so too are skills like collaboration, self-advocacy, and critical thinking. We can no longer treat these as “soft” skills — they are survival skills.
One way to address this is by expanding project-based learning in Maine’s schools. Instead of learning in isolated subject silos, students could work on real-world projects that integrate math, science, language arts, and technology, guided by teachers who act as facilitators rather than just lecturers. These projects could address local issues — from renewable energy solutions to small business development — allowing students to see the direct relevance of their work.
This approach is not a theory. Schools across the country have implemented project-based learning with strong results, often improving both engagement and achievement. Students in these programs often develop a deeper understanding of academic concepts because they are applying them in context, not just memorizing them for a test.
Another critical step is strengthening student support systems. In too many cases, we wait until a crisis emerges before providing help. Proactive mental health resources, advisory groups, and community partnerships should be a standard part of every school’s structure. By embedding mental health awareness into the daily routine, we can reduce stigma and help students access support early.
Importantly, these changes do not require throwing out the entire system or adding massive new costs. Many Maine educators are already innovating within their classrooms. What’s needed is the policy framework and leadership to make these approaches the rule rather than the exception.
Our state has a long tradition of local control in education, which can be a strength — but it can also mean that promising ideas stay isolated. We need more collaboration between districts, more sharing of successful practices, and more investment in professional development that equips teachers to guide project-based and socially supportive learning environments.
If we want Maine’s young people to thrive, we must prepare them not just for the tests of school, but for the tests of life. That means valuing resilience as much as recall, curiosity as much as compliance, and collaboration as much as competition.
The world our students are stepping into will demand more of them than ever before. Our schools can rise to that challenge — but only if we are willing to rethink how we define success and commit to giving every student the skills they truly need.
