Substitutes are often seen as a temporary fix.
Coverage for a day. A solution for an absence. A stopgap.
But the reality inside child care classrooms looks very different.
In 2025, educators told us again and again that substitute work is not just about filling gaps. It is about building relationships, testing fit, and creating continuity over time for children, educators, and programs alike.
Substitute staffing is not the opposite of commitment.
For many, it is where commitment begins.
Educators value the ability to experience different centers before deciding where they want to commit long term.
That flexibility is not about avoiding responsibility. It is about making informed, confident decisions.
As one educator shared:
“I like the chance to get a feel for a center before choosing to commit to it or not.” – D.T., Columbus, OH
Substitute work allows educators to:
For centers, this same experience provides a low-risk way to meet educators in real classroom settings, not just interviews.
A common misconception is that substitute staffing means inconsistency for children.
Educators told us the opposite.
Many substitutes return to the same centers regularly, building familiarity, trust, and relationships over time.
“There are two centers I frequent. I always love when the kids run up and hug me.” – J.T., Cleveland, OH
“When I went back to a center after a few months and a child remembered who I was and spent the entire day by my side.” – K.T., Cincinnati, OH
Children remember familiar caregivers.
They form attachments even when educators are not permanently assigned.
Continuity is about connection, not titles.
Across survey responses, educators shared moments that reflect how meaningful repeat experiences can be.
“I remember a child at one of the centers where I worked twice. The second time, when he saw me enter the classroom, he ran toward me calling my name.” – F.A., Columbus, OH
“One of the kids I work with cried because it was time for me to go and they asked me to come back.” – J.R., Chicago, IL
These moments matter to children.
They matter to educators too.
Educators also shared how being welcomed and included shaped their desire to return.
Small gestures made a big difference.
“Being part of the potluck for Thanksgiving even though I’m not a regular employee.” – D.B., Columbus, OH
“It was very nice for a center to include me in their secret Santa.” – J.T., Cleveland, OH
Feeling valued leads to repeat engagement.
Repeat engagement builds continuity.
For some educators, substitute work becomes a pathway to permanent roles.
“When I was hired by Clearwater Academy International when temporarily working through Tandem, it was a really great day.” – T.B., Tampa, FL
Others shared how substitute work helped them find communities they wanted to stay connected to.
“I worked at a center for a year through Tandem and really appreciated creating memories with the most amazing team I’ve ever met. Tandem connected me with a village I didn’t know I was missing.” – R.B., Cleveland, OH
Substitute shifts allow:
Permanent hiring becomes a next step, not a leap of faith.
Many educators also shared how early support shaped their experience.
“Working my first shift, I remember I was so scared. But when I got there, I really connected with a teacher, and she made me feel comfortable.” – J.F., Columbus, OH
“The teacher I was paired with was very friendly and allowed me to incorporate some of my ideas for art projects.” – S., Tampa, FL
Support, trust, and openness encourage educators to return.
Returning builds consistency.
Consistency builds commitment.
Substitutes are not outsiders.
They are potential long-term partners.
Substitute work keeps classrooms open when programs need support.
Returning substitutes create relationships children recognize.
Permanent hires grow from trust built over time.
All three can and should coexist.
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