Kelly Treleaven is a Writer and Educator at Love, Teach. Her work focuses on early childhood education, drawing from her experiences as a middle school English teacher in Houston, and she shares insights and stories to support fellow educators. Kelly's writing has been featured in the New York Times, Washington Post, and on Good Morning America, as well as in We Are Teachers and NewsBreak.
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Kelly Treleaven’s articles primarily focus on education, teaching, classroom management, school issues and teacher-student relationships. Her coverage attributes indicate a preference for expert commentary and data citations.
When reaching out to Kelly, consider offering insights from experienced educators or professionals in the field of education who can provide practical advice or evidence-based strategies related to classroom management and teacher-student dynamics. Topics such as innovative teaching methods, educational psychology, student behavior analysis and effective communication in educational settings could be particularly relevant.
Given her local geographic focus within the United States, consider tailoring pitches with references specific to the U.S. education system or including insights from experts familiar with the particular challenges faced by educators in the U.S.
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How do I show up for them in a real way without burning out myself? Dear We Are Teachers,
By: Kelly Treleaven
All my admin said was, “We'll keep an eye on it.” Dear We Are Teachers, During a group discussion, one of my students made a blatantly racist remark.
By: Kelly Treleaven
Should I downplay his behavior to avoid hurting her feelings?
None of the support I was promised at my interview has materialized.
It hurts to watch my gen ed students go without.
We've been told to let parents enjoy “a celebration of their child.” Dear We Are Teachers,
My students need way more time, but I don't want to get in trouble for falling behind.
It's not just hurtful—it's making it harder to build trust with families.
And it's not pay. Teacher burnout isn't just common—it's nearly universal. In a 2025 We Are Teachers survey of more than 2,400 teachers, 91.95% said
