What should someone working in “Special Education Teachers, Kindergarten and Elementary School” do about AI?

Start from the ledger rather than the headline: 9% of this job's weighted core work is exposed, and roughly 89% is not. The practical move is to spend more of your week on the tasks that score low, the ones above, and to get fluent at directing AI through the tasks that score high, because those are the parts that change whether or not you are ready for them. This page does not predict your job, and nothing here is career advice tailored to you: the score describes the occupation, not the person.

US dataswitch to UK

Special Education Teachers, Kindergarten and Elementary School

developing or implementing strategies to meet the needs of students with a variety of disabilities, teaching students personal development skills and instructing and monitoring students in the use and care of equipment or materials to prevent injuries and damage. If that's your week, this page is about your job.

The honest answer

AI changes the edges of this job, not the middle: preparing classrooms with a variety of materials or resources for children is work software can't reach.

Your move: what you can actually do about this ↓

Where the work sits, by task weight

shifting to AI: 9%
changing shape: 2%
staying human: 89%

These bars are tasks changing hands, not people being counted out. The ledger below shows which.

Whole-job exposure score 16 out of 100 (12–22 allowing for uncertainty): minimal exposure, across 34 scored tasks. The number is the support for the sentence above it, not a headline about anyone’s future.

How we know this

What is measured: Every published task statement for special education teachers, kindergarten and elementary school is rated on five dimensions: can a model produce the output, does the work need a body in a room, does it need a legally accountable person, does it depend on a person being trusted in the moment, and how much data exists. A published formula turns those five ratings into the score; the model never writes the number.

How the bar is built: Each task’s share of the bar is its published importance weight, so a task you do all day counts for more than one you do twice a year.

Release: 2026-q4.1, scores computed 2026-08-05. Read the full method.

What shifts is maintaining accurate and completing student records. This page scores what today's tools actually do, not headlines.

Your week, as this page understands it

BLS publishes one OEWS employment and wage estimate covering this combination of detailed occupations rather than one for each, so it is reported here as a single occupation covering two detailed occupations: Special Education Teachers, Kindergarten and Special Education Teachers, Elementary School. The task statements recorded against this occupation are the union of those detailed occupations' official O*NET tasks, kept grouped by detailed occupation so the weighting stays honest. The job title says “special education teachers”, “kindergarten” or “elementary school”: officially one job, several names. The real job is the part underneath: preparing classrooms with a variety of materials or resources for children. That is the thing someone has to be right about.

The exposed part of this job is specific, and we won’t pretend it is coming back. But special education teachers, kindergarten and elementary school is not one task. It is 34 scored ones, and they are nowhere near equally exposed. The most durable of them, on this evidence, is preparing classrooms with a variety of materials or resources for children, and the ledger below shows exactly why.

Where the work sits, by task weight

shifting to AI: 9%
changing shape: 2%
staying human: 89%

These bars are tasks changing hands, not people being counted out. The ledger below shows which.

How we know this

How the bar is built: Each task’s share of the bar is its published importance weight, so a task you do all day counts for more than one you do twice a year.

Release: 2026-q4.1, scores computed 2026-08-05. Read the full method.

Your job, task by task

These are the official task statements for this occupation, in plain English, sorted by what the evidence says is happening to each one. The official wording sits under every line so you can check the rewrite against it.

Shifting to AI

3 tasks

Tasks today’s tools can already do most of. This is the part we will not soften: where these rows are the bulk of your week, the week changes.

Maintaining accurate and completing student records
This is reading one thing and writing another: accurate in, a record out. That is the shape today's tools are built for.
importance 5 · Core
Source: “Maintain accurate and complete student records as required by laws, district policies, or administrative regulations.” (O*NET task statement)
How this row was scored
Exposure score: 81 out of 100 (77–85 allowing for uncertainty): very high exposure, high confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Keeping legally required student records is structured paperwork that software stores, checks and formats reliably.
The five ratings: output a model can produce 4/4 · needs a body in a room 0/4 · needs an accountable person 1/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Maintaining accurate and completing student records
This is reading one thing and writing another: accurate in, a record out. That is the shape today's tools are built for.
importance not published
O*NET hasn't yet published importance ratings for this occupation's tasks, so the ordering here is ours, not theirs.
Source: “Maintain accurate and complete student records as required by laws, district policies, or administrative regulations.” (O*NET task statement)
How this row was scored
Exposure score: 81 out of 100 (77–85 allowing for uncertainty): very high exposure, high confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Keeping legally required student records is structured paperwork that software stores, checks and formats reliably.
The five ratings: output a model can produce 4/4 · needs a body in a room 0/4 · needs an accountable person 1/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Preparing assignments for teacher assistants or volunteers
This is reading one thing and writing another: assignments in, a record out. That is the shape today's tools are built for.
importance not published
O*NET hasn't yet published importance ratings for this occupation's tasks, so the ordering here is ours, not theirs.
Source: “Prepare assignments for teacher assistants or volunteers.” (O*NET task statement)
How this row was scored
Exposure score: 64 out of 100 (57–71 allowing for uncertainty): high exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Writing task lists for assistants and volunteers is straightforward planning software can draft.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.

Changing shape

1 task

Tasks where the machine takes the producing and a person keeps the checking, the deciding, or the answering-for-it. For most jobs this is the biggest group, and it is where "transformation, not termination" is literally visible.

Controlling the inventory or distribution of classroom equipment
The software now makes the first pass at the inventory, but part of it still happens in the physical world. So the job becomes checking and deciding rather than producing.
importance not published
O*NET hasn't yet published importance ratings for this occupation's tasks, so the ordering here is ours, not theirs.
Source: “Control the inventory or distribution of classroom equipment, materials, or supplies.” (O*NET task statement)
How this row was scored
Exposure score: 46 out of 100 (39–53 allowing for uncertainty): partial exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; mistakes that are cheap to catch; work that happens in the physical world.
The rating behind it: Stock records are easy to automate, but someone still has to count and hand out the classroom materials.
The five ratings: output a model can produce 4/4 · needs a body in a room 2/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.

Staying human

30 tasks

Tasks that stay with a person, because they happen in the physical world, because the rules need someone accountable, or because the value is that a specific person does them.

Developing or implementing strategies to meet the needs of students with a variety of disabilities
This work happens in the physical world: strategies, in a real place. Software cannot follow it there.
importance 5 · Core
Source: “Develop or implement strategies to meet the needs of students with a variety of disabilities.” (O*NET task statement)
How this row was scored
Exposure score: 28 out of 100 (21–35 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; mistakes that are cheap to catch; work that happens in the physical world.
The rating behind it: Strategies for different disabilities are well documented and easy to draft, but putting them in place happens in the classroom.
The five ratings: output a model can produce 3/4 · needs a body in a room 2/4 · needs an accountable person 1/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Establishing and enforcing rules for behavior and procedures for maintaining order among students
This work happens in the physical world: rules, in a real place. Software cannot follow it there.
importance 5 · Core
Source: “Establish and enforce rules for behavior and procedures for maintaining order among students.” (O*NET task statement)
How this row was scored
Exposure score: 4 out of 100 (0–11 allowing for uncertainty): minimal exposure, high confidence, and it moved between repeat runs, so the range is widened.
Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Keeping order among teenagers depends on an adult being in the room whom the students know and respect.
The five ratings: output a model can produce 1/4 · needs a body in a room 3/4 · needs an accountable person 1/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
Observing and evaluating students' performance
This work happens in the physical world: students' performance, in a real place. Software cannot follow it there.
importance 5 · Core
Source: “Observe and evaluate students' performance, behavior, social development, and physical health.” (O*NET task statement)
How this row was scored
Exposure score: 5 out of 100 (0–12 allowing for uncertainty): minimal exposure, high confidence, and it moved between repeat runs, so the range is widened.
Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Judging a student's behavior, social development and health means watching them closely day after day.
The five ratings: output a model can produce 1/4 · needs a body in a room 3/4 · needs an accountable person 1/4 · needs to be trusted in the moment 2/4 · how much data exists 2/4.
Encouraging students to explore learning opportunities or persevere with challenging tasks to prepare them for later grades
This work happens in the physical world: students, in a real place. Software cannot follow it there.
importance 5 · Core
Source: “Encourage students to explore learning opportunities or persevere with challenging tasks to prepare them for later grades.” (O*NET task statement)
How this row was scored
Exposure score: 3 out of 100 (0–7 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Getting a young child to keep trying at something hard works because a trusted adult is beside them.
The five ratings: output a model can produce 1/4 · needs a body in a room 3/4 · needs an accountable person 0/4 · needs to be trusted in the moment 4/4 · how much data exists 2/4.
Teaching socially acceptable behavior, employing techniques, behavior modification or positive reinforcement
This work happens in the physical world: acceptable behavior, employing techniques, in a real place. Software cannot follow it there.
importance 5 · Core
Source: “Teach socially acceptable behavior, employing techniques such as behavior modification or positive reinforcement.” (O*NET task statement)
How this row was scored
Exposure score: 10 out of 100 (3–17 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Behavior plans are easy to write down, but teaching a young child how to behave happens moment by moment in person.
The five ratings: output a model can produce 2/4 · needs a body in a room 3/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.
Preparing classrooms with a variety of materials or resources for children
This work happens in the physical world: classrooms, in a real place. Software cannot follow it there.
importance 5 · Core
Source: “Prepare classrooms with a variety of materials or resources for children to explore, manipulate, or use in learning activities or imaginative play.” (O*NET task statement)
How this row was scored
Exposure score: 0 out of 100 (0–4 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: work that happens in the physical world.
The rating behind it: Laying out a classroom means physically moving and arranging materials.
The five ratings: output a model can produce 0/4 · needs a body in a room 4/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 2/4.

Show the other 24 tasks

Developing or implementing strategies to meet the needs of students with a variety of disabilities
staying human
This work happens in the physical world: strategies, in a real place. Software cannot follow it there.
importance not published
O*NET hasn't yet published importance ratings for this occupation's tasks, so the ordering here is ours, not theirs.
Source: “Develop or implement strategies to meet the needs of students with a variety of disabilities.” (O*NET task statement)
How this row was scored
Exposure score: 28 out of 100 (21–35 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; mistakes that are cheap to catch; work that happens in the physical world.
The rating behind it: Strategies for different disabilities are well documented and easy to draft, but putting them in place happens in the classroom.
The five ratings: output a model can produce 3/4 · needs a body in a room 2/4 · needs an accountable person 1/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Coordinating placement of students with special needs into mainstream classes
staying human
The rules require a named, qualified person to answer for placement of students, and that person cannot be a piece of software.
importance 5 · Core
Source: “Coordinate placement of students with special needs into mainstream classes.” (O*NET task statement)
How this row was scored
Exposure score: 23 out of 100 (16–30 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; someone qualified has to answer for it; the value is that a specific person does it.
The rating behind it: Timetabling and matching students to classes is schedulable, but placement decisions rest with the school team.
The five ratings: output a model can produce 2/4 · needs a body in a room 1/4 · needs an accountable person 2/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.
Conferring with parents, guardians, teachers, counselors or administrators to resolve students' behavioral or academic problems
staying human
The value here is that a specific person handles parents, guardians, teachers, counselors or administrators and stands behind it. That is earned, not computed.
importance not published
O*NET hasn't yet published importance ratings for this occupation's tasks, so the ordering here is ours, not theirs.
Source: “Confer with parents, guardians, teachers, counselors, or administrators to resolve students' behavioral or academic problems.” (O*NET task statement)
How this row was scored
Exposure score: 21 out of 100 (14–28 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; the value is that a specific person does it.
The rating behind it: Resolving a child behavior or learning problems depends on frank conversation between the adults involved.
The five ratings: output a model can produce 2/4 · needs a body in a room 1/4 · needs an accountable person 1/4 · needs to be trusted in the moment 3/4 · how much data exists 3/4.
Meeting with parents or guardians to discuss their children's progress
staying human
The value here is that a specific person handles parents and stands behind it. That is earned, not computed.
importance not published
O*NET hasn't yet published importance ratings for this occupation's tasks, so the ordering here is ours, not theirs.
Source: “Meet with parents or guardians to discuss their children's progress, advise them on using community resources, or teach skills for dealing with students' impairments.” (O*NET task statement)
How this row was scored
Exposure score: 21 out of 100 (14–28 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; the value is that a specific person does it.
The rating behind it: Parents take in difficult news about their child from a teacher they know and can ask questions of.
The five ratings: output a model can produce 2/4 · needs a body in a room 1/4 · needs an accountable person 1/4 · needs to be trusted in the moment 3/4 · how much data exists 3/4.
Meeting with parents or guardians to discuss their children's progress
staying human
The value here is that a specific person handles parents and stands behind it. That is earned, not computed.
importance 5 · Core
Source: “Meet with parents or guardians to discuss their children's progress, advise them on using community resources, or teach skills for dealing with students' impairments.” (O*NET task statement)
How this row was scored
Exposure score: 21 out of 100 (14–28 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; the value is that a specific person does it.
The rating behind it: Parents take in difficult news about their child from a teacher they know and can ask questions of.
The five ratings: output a model can produce 2/4 · needs a body in a room 1/4 · needs an accountable person 1/4 · needs to be trusted in the moment 3/4 · how much data exists 3/4.
Monitoring teachers or teacher assistants to ensure adherence to special education program requirements
staying human
This work happens in the physical world: teachers, in a real place. Software cannot follow it there.
importance not published
O*NET hasn't yet published importance ratings for this occupation's tasks, so the ordering here is ours, not theirs.
Source: “Monitor teachers or teacher assistants to ensure adherence to special education program requirements.” (O*NET task statement)
How this row was scored
Exposure score: 18 out of 100 (11–25 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Checking that assistants follow program requirements depends on watching them work with children.
The five ratings: output a model can produce 2/4 · needs a body in a room 2/4 · needs an accountable person 1/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.
Monitoring teachers or teacher assistants to ensure adherence to special education program requirements
staying human
This work happens in the physical world: teachers, in a real place. Software cannot follow it there.
importance 5 · Core
Source: “Monitor teachers or teacher assistants to ensure adherence to special education program requirements.” (O*NET task statement)
How this row was scored
Exposure score: 18 out of 100 (11–25 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Checking that assistants follow program requirements depends on watching them work with children.
The five ratings: output a model can produce 2/4 · needs a body in a room 2/4 · needs an accountable person 1/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.
Attending professional meetings, educational conferences or teacher training workshops to maintain or improve professional competence
staying human
This work happens in the physical world: professional meetings, educational conferences or teacher training workshops, in a real place. Software cannot follow it there.
importance not published
O*NET hasn't yet published importance ratings for this occupation's tasks, so the ordering here is ours, not theirs.
Source: “Attend professional meetings, educational conferences, or teacher training workshops to maintain or improve professional competence.” (O*NET task statement)
How this row was scored
Exposure score: 17 out of 100 (10–24 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; work that happens in the physical world.
The rating behind it: Attending conferences and workshops is about the teacher own learning in a room with other people.
The five ratings: output a model can produce 1/4 · needs a body in a room 2/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Attending professional meetings, educational conferences or teacher training workshops to maintain or improve professional competence
staying human
This work happens in the physical world: professional meetings, educational conferences or teacher training workshops, in a real place. Software cannot follow it there.
importance 4 · Core
Source: “Attend professional meetings, educational conferences, or teacher training workshops to maintain or improve professional competence.” (O*NET task statement)
How this row was scored
Exposure score: 17 out of 100 (10–24 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; work that happens in the physical world.
The rating behind it: Attending conferences and workshops is about the teacher own learning in a room with other people.
The five ratings: output a model can produce 1/4 · needs a body in a room 2/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Employing special educational strategies or techniques during instruction to improve the development of sensory- and perceptual-motor skills
staying human
This work happens in the physical world: special educational strategies, in a real place. Software cannot follow it there.
importance not published
O*NET hasn't yet published importance ratings for this occupation's tasks, so the ordering here is ours, not theirs.
Source: “Employ special educational strategies or techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, or memory.” (O*NET task statement)
How this row was scored
Exposure score: 12 out of 100 (5–19 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; mistakes that are cheap to catch; work that happens in the physical world.
The rating behind it: The techniques are well documented, but using them with a small child means being in the room working with them.
The five ratings: output a model can produce 2/4 · needs a body in a room 3/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Teaching socially acceptable behavior, employing techniques, behavior modification or positive reinforcement
staying human
This work happens in the physical world: acceptable behavior, employing techniques, in a real place. Software cannot follow it there.
importance not published
O*NET hasn't yet published importance ratings for this occupation's tasks, so the ordering here is ours, not theirs.
Source: “Teach socially acceptable behavior, employing techniques such as behavior modification or positive reinforcement.” (O*NET task statement)
How this row was scored
Exposure score: 10 out of 100 (3–17 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Behavior plans are easy to write down, but teaching a young child how to behave happens moment by moment in person.
The five ratings: output a model can produce 2/4 · needs a body in a room 3/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.
Teaching students personal development skills
staying human
This work happens in the physical world: students personal development skills, in a real place. Software cannot follow it there.
importance 4 · Core
Source: “Teach students personal development skills, such as goal setting, independence, or self-advocacy.” (O*NET task statement)
How this row was scored
Exposure score: 10 out of 100 (3–17 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Goal setting and self-advocacy for young children with disabilities is taught through repeated personal interaction.
The five ratings: output a model can produce 2/4 · needs a body in a room 3/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.
Observing and evaluating students' performance
staying human
This work happens in the physical world: students' performance, in a real place. Software cannot follow it there.
importance not published
O*NET hasn't yet published importance ratings for this occupation's tasks, so the ordering here is ours, not theirs.
Source: “Observe and evaluate students' performance, behavior, social development, and physical health.” (O*NET task statement)
How this row was scored
Exposure score: 5 out of 100 (0–12 allowing for uncertainty): minimal exposure, high confidence, and it moved between repeat runs, so the range is widened.
Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Judging a student's behavior, social development and health means watching them closely day after day.
The five ratings: output a model can produce 1/4 · needs a body in a room 3/4 · needs an accountable person 1/4 · needs to be trusted in the moment 2/4 · how much data exists 2/4.
Establishing and enforcing rules for behavior and procedures for maintaining order among students
staying human
This work happens in the physical world: rules, in a real place. Software cannot follow it there.
importance not published
O*NET hasn't yet published importance ratings for this occupation's tasks, so the ordering here is ours, not theirs.
Source: “Establish and enforce rules for behavior and procedures for maintaining order among students.” (O*NET task statement)
How this row was scored
Exposure score: 4 out of 100 (0–11 allowing for uncertainty): minimal exposure, high confidence, and it moved between repeat runs, so the range is widened.
Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Keeping order among teenagers depends on an adult being in the room whom the students know and respect.
The five ratings: output a model can produce 1/4 · needs a body in a room 3/4 · needs an accountable person 1/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
Instructing and monitoring students in the use and care of equipment or materials to prevent injuries and damage
staying human
This work happens in the physical world: students, in a real place. Software cannot follow it there.
importance not published
O*NET hasn't yet published importance ratings for this occupation's tasks, so the ordering here is ours, not theirs.
Source: “Instruct and monitor students in the use and care of equipment or materials to prevent injuries and damage.” (O*NET task statement)
How this row was scored
Exposure score: 0 out of 100 (0–4 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: work that happens in the physical world.
The rating behind it: Showing small children how to handle equipment safely, and watching them do it, requires being right there.
The five ratings: output a model can produce 0/4 · needs a body in a room 4/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 2/4.
Organizing and displaying students' work in a manner appropriate for their perceptual skills
staying human
This work happens in the physical world: students' work, in a real place. Software cannot follow it there.
importance not published
O*NET hasn't yet published importance ratings for this occupation's tasks, so the ordering here is ours, not theirs.
Source: “Organize and display students' work in a manner appropriate for their perceptual skills.” (O*NET task statement)
How this row was scored
Exposure score: 0 out of 100 (0–4 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: work that happens in the physical world.
The rating behind it: Mounting and displaying children work around a room is hands-on classroom work.
The five ratings: output a model can produce 0/4 · needs a body in a room 4/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 2/4.
Organizing and supervising games or other recreational activities to promote physical
staying human
This work happens in the physical world: games, in a real place. Software cannot follow it there.
importance not published
O*NET hasn't yet published importance ratings for this occupation's tasks, so the ordering here is ours, not theirs.
Source: “Organize and supervise games or other recreational activities to promote physical, mental, or social development.” (O*NET task statement)
How this row was scored
Exposure score: 0 out of 100 (0–4 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Running games and play activities with preschoolers means being in the middle of them.
The five ratings: output a model can produce 0/4 · needs a body in a room 4/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 1/4.
Performing administrative duties, such as school library assistance, hall and cafeteria monitoring and bus loading and unloading
staying human
This work happens in the physical world: administrative duties, in a real place. Software cannot follow it there.
importance not published
O*NET hasn't yet published importance ratings for this occupation's tasks, so the ordering here is ours, not theirs.
Source: “Perform administrative duties, such as school library assistance, hall and cafeteria monitoring, and bus loading and unloading.” (O*NET task statement)
How this row was scored
Exposure score: 0 out of 100 (0–4 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: work that happens in the physical world.
The rating behind it: Hall duty, cafeteria monitoring and bus loading are about being physically present to supervise children.
The five ratings: output a model can produce 0/4 · needs a body in a room 4/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 1/4.
Preparing classrooms with a variety of materials or resources for children
staying human
This work happens in the physical world: classrooms, in a real place. Software cannot follow it there.
importance not published
O*NET hasn't yet published importance ratings for this occupation's tasks, so the ordering here is ours, not theirs.
Source: “Prepare classrooms with a variety of materials or resources for children to explore, manipulate, or use in learning activities or imaginative play.” (O*NET task statement)
How this row was scored
Exposure score: 0 out of 100 (0–4 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: work that happens in the physical world.
The rating behind it: Laying out a classroom means physically moving and arranging materials.
The five ratings: output a model can produce 0/4 · needs a body in a room 4/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 2/4.
Providing assistive devices, supportive technology or assistance accessing facilities, such as restrooms
staying human
This work happens in the physical world: assistive devices, supportive technology or assistance accessing facilities, in a real place. Software cannot follow it there.
importance not published
O*NET hasn't yet published importance ratings for this occupation's tasks, so the ordering here is ours, not theirs.
Source: “Provide assistive devices, supportive technology, or assistance accessing facilities, such as restrooms.” (O*NET task statement)
How this row was scored
Exposure score: 0 out of 100 (0–4 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Fitting assistive devices and helping a child reach the restroom is direct physical assistance.
The five ratings: output a model can produce 0/4 · needs a body in a room 4/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 2/4.
Providing assistive devices, supportive technology or assistance accessing facilities, such as restrooms
staying human
This work happens in the physical world: assistive devices, supportive technology or assistance accessing facilities, in a real place. Software cannot follow it there.
importance 5 · Core
Source: “Provide assistive devices, supportive technology, or assistance accessing facilities, such as restrooms.” (O*NET task statement)
How this row was scored
Exposure score: 0 out of 100 (0–4 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Fitting assistive devices and helping a child reach the restroom is direct physical assistance.
The five ratings: output a model can produce 0/4 · needs a body in a room 4/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 2/4.
Instructing and monitoring students in the use and care of equipment or materials to prevent injuries and damage
staying human
This work happens in the physical world: students, in a real place. Software cannot follow it there.
importance 4 · Core
Source: “Instruct and monitor students in the use and care of equipment or materials to prevent injuries and damage.” (O*NET task statement)
How this row was scored
Exposure score: 0 out of 100 (0–4 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: work that happens in the physical world.
The rating behind it: Showing small children how to handle equipment safely, and watching them do it, requires being right there.
The five ratings: output a model can produce 0/4 · needs a body in a room 4/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 2/4.
Organizing and displaying students' work in a manner appropriate for their perceptual skills
staying human
This work happens in the physical world: students' work, in a real place. Software cannot follow it there.
importance 4 · Core
Source: “Organize and display students' work in a manner appropriate for their perceptual skills.” (O*NET task statement)
How this row was scored
Exposure score: 0 out of 100 (0–4 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: work that happens in the physical world.
The rating behind it: Mounting and displaying children work around a room is hands-on classroom work.
The five ratings: output a model can produce 0/4 · needs a body in a room 4/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 2/4.
Organizing and supervising games or other recreational activities to promote physical
staying human
This work happens in the physical world: games, in a real place. Software cannot follow it there.
importance 4 · Core
Source: “Organize and supervise games or other recreational activities to promote physical, mental, or social development.” (O*NET task statement)
How this row was scored
Exposure score: 0 out of 100 (0–4 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Running games and play activities with preschoolers means being in the middle of them.
The five ratings: output a model can produce 0/4 · needs a body in a room 4/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 1/4.

What this job pays, and how many people do it

Median pay: $65,120a year, the middle of the range, so half earn more and half earn less.bls-oews, 2025 · May 2025 estimates (national_M2025_dl.xlsx)
How we know this
Source: bls-oews
Reference period: May 2025 estimates (national_M2025_dl.xlsx)
Rounding: Shown as published.
People doing this job: 260,870in the US, 2025.bls-oews · May 2025 estimates (national_M2025_dl.xlsx)

What is deliberately not here: a forecast of how many of these jobs exist in ten years. Where an official projection exists for a market we publish it with its vintage; where it does not, we leave the space empty rather than borrow the other country’s number.

Why this is shifting

The reason is boringly specific. Most of what is shifting here is reading one thing and writing another: the inventory in, a record out. The rows above are exactly that shape: maintaining accurate and completing student records. What it cannot do is be there in the room, and that is still where classrooms get done. Which is why this page talks about your tasks changing, not your job ending.

Your move

Over a pint: what I’d tell you if you were my friend

Start with what does not change: preparing classrooms with a variety of materials or resources for children is the middle of this job, and the evidence on this page says it stays with a person.

So, given all that: 9% of this job's task weight sits in rows the software is already learning, 2% in rows that change shape rather than disappear, and 89% in rows it is nowhere near. That is the position, measured across 34 scored tasks. It is not a forecast about you.

So the thing worth your attention is not the job going away. It is the layer around it. Maintaining accurate and completing student records is the part turning into software, and being the person who understands that layer is worth money.

This week: one thing

Ask the one question. Find whoever is bringing new software into your workplace (the manager, the office, whoever runs the system) and ask them what it is meant to do to the inventory, and what it is not meant to touch. Ten minutes, this week, before anyone decides it for you.

What you end up holding: a straight answer about what is actually being rolled out, and when
How long it takes: ten minutes

If there’s nobody obvious to ask, or you’d rather not ask your manager: Put the same question to your union rep, your shift lead or the person who has been there longest, in person, over a break. Same ten minutes, same answer, and you will usually get a straighter one. Write down what they say. The note is the artifact, and it tells you whether classrooms are in scope or not. Nothing to log into, no license needed.

Over the next 90 days

Get inside the tool rollout rather than waiting for it. Over the next ninety days, ask to be in the group that tests, checks or signs off whatever new system arrives near controlling the inventory or distribution of classroom equipment. It is usually an unglamorous seat that nobody fights for, and it is the one that decides how the software is used on your job rather than to it.

Over the next 12 months

On this evidence I would not retrain out of this job, and I will say that plainly rather than hedge it. The task list here is dominated by work that stays with a person. What I would do with a year is get formally recognised for the layer around it (the systems, the compliance, the planning), so you are the one who understands the software instead of the one it is done to. Before you pay for anything, use CareerOneStop - Find local training. It is free, it is the Labor Department's own service, and it is listed below with the rest of the free routes.

The roads out of here

You did not come here for a career change and I am not selling you one. But two roads out of here are worth knowing about, so here they are with the bill attached.

Special Education Teachers, Kindergarten and Elementary SchoolSpecial Education Teachers, Preschool
a year or morematched on shared tasks
One of the tasks on your list is on theirs in the same words: “teach socially acceptable behavior, employing techniques”. Take both published task lists together and about 54% of the work in that job that the software is not taking is work you are doing today.
Half of what they do, you do already. The argument is about the other half, not about starting again.
The work the two jobs share
- You already do
  “Teach socially acceptable behavior, employing techniques such as behavior modification or positive reinforcement.”
  They do
  “Teach socially acceptable behavior, employing techniques such as behavior modification or positive reinforcement.”
- You already do
  “Prepare classrooms with a variety of materials or resources for children to explore, manipulate, or use in learning activities or imaginative play.”
  They do
  “Prepare classrooms with a variety of materials or resources for children to explore, manipulate, or use in learning activities or imaginative play.”
- You already do
  “Encourage students to explore learning opportunities or persevere with challenging tasks to prepare them for later grades.”
  They do
  “Encourage students to explore learning opportunities or persevere with challenging tasks to prepare them for later grades.”
What you would not already have: Nothing in your task list touches “teach basic skills, such as color, shape, number and letter recognition, personal…”, “communicate nonverbally with children to provide them with comfort, encouragement, or positive…” or “confer with parents, administrators, testing specialists, social workers, or other professionals to…”. That is the part you would be learning from scratch, and it is roughly the 46% of their durable work you do not already hold.
The honest bill
A pay cut: $64,830 against your $65,120 (OEWS May 2025 (both)). I am saying the words: you would earn less. Decide that on purpose, not by accident.
- The licence gate: Default-closed. This release carries no licence-register snapshot, so I could not check whether that job is regulated, which means I have to assume it might be. Before you spend a penny, look it up on the US Labor Department’s licensed-occupations finder; the free routes below link straight to it. The route is banded a year or more because of that unknown, not in spite of it.
- The entry ticket: Typical entry-level education is published for only ten occupations in this release, and neither this job nor that one is among them. So I cannot tell you whether a qualification stands in the way. Treat that as an open question to settle before you commit, not as a green light.
- What the pay gap is telling you: $64,830 against your $65,120 (OEWS May 2025 (both)): within a percent of each other, which is to say the same money. Whatever this move is for, it is not for the pay.
- What you live on meanwhile: Nobody is going to pay you to retrain. This is evenings and weekends alongside the job you already have, for a year or more, and if that is not possible right now then this route is not open right now, which is worth knowing before you start. The free American Job Center service listed below will talk training funding through with you before you pay anyone.
- How many seats there are: About 29,510 of those jobs against 260,870 of yours (OEWS May 2025), 11% as many seats. A real door, not a wide one.
- Is the target job itself holding up: Special Education Teachers, Preschool scores 21/100 on this site’s own exposure measure (low), with 13% of its tasks in the top band. Employment projections are not published for this occupation in this release, so this is the exposure leg of the check only. It passed, which is the only reason it is here.
How long: A year or more, part-time, alongside the job you have. That band is set by the unchecked licence question and by the 46% of their work you would be learning, not by any one course.
See what AI is doing to special education teachers, preschool
Special Education Teachers, Kindergarten and Elementary SchoolSpecial Education Teachers, Middle School
a year or morematched on shared tasks
You already establish and enforce rules for behavior and procedures for maintaining order among students. In that job the same thing shows up as establish and enforce rules for behavior and policies and procedures to maintain order among…. Take both published task lists together and about 43% of the work in that job that the software is not taking is work you are doing today.
About 43% of it you could do on Monday. The rest is the price of the ticket.
The work the two jobs share
- You already do
  “Establish and enforce rules for behavior and procedures for maintaining order among students.”
  They do
  “Establish and enforce rules for behavior and policies and procedures to maintain order among students.”
- You already do
  “Teach students personal development skills, such as goal setting, independence, or self-advocacy.”
  They do
  “Teach students personal development skills, such as goal setting, independence, and self-advocacy.”
- You already do
  “Teach socially acceptable behavior, employing techniques such as behavior modification or positive reinforcement.”
  They do
  “Teach socially acceptable behavior, employing techniques such as behavior modification and positive reinforcement.”
What you would not already have: Nothing in your task list touches “guide and counsel students with adjustments, academic problems, or special academic interests”, “establish clear objectives for all lessons, units, and projects, and communicate those…” or “confer with parents, administrators, testing specialists, social workers, and professionals to develop…”. That is the part you would be learning from scratch, and it is roughly the 57% of their durable work you do not already hold.
The honest bill
Pay: $66,810 against your $65,120 (OEWS May 2025 (both)).
- The licence gate: Default-closed. This release carries no licence-register snapshot, so I could not check whether that job is regulated, which means I have to assume it might be. Before you spend a penny, look it up on the US Labor Department’s licensed-occupations finder; the free routes below link straight to it. The route is banded a year or more because of that unknown, not in spite of it.
- The entry ticket: Typical entry-level education is published for only ten occupations in this release, and neither this job nor that one is among them. So I cannot tell you whether a qualification stands in the way. Treat that as an open question to settle before you commit, not as a green light.
- What the pay gap is telling you: $66,810 against your $65,120, 2.6% more (OEWS May 2025 (both)). A real difference, not a life-changing one. Take the move for the work, not the raise.
- What you live on meanwhile: Nobody is going to pay you to retrain. This is evenings and weekends alongside the job you already have, for a year or more, and if that is not possible right now then this route is not open right now, which is worth knowing before you start. The free American Job Center service listed below will talk training funding through with you before you pay anyone.
- Is the target job itself holding up: Special Education Teachers, Middle School scores 21/100 on this site’s own exposure measure (low), with 8% of its tasks in the top band. Employment projections are not published for this occupation in this release, so this is the exposure leg of the check only. It passed, which is the only reason it is here.
How long: A year or more, part-time, alongside the job you have. That band is set by the unchecked licence question and by the 57% of their work you would be learning, not by any one course.
See what AI is doing to special education teachers, middle school

3 moves I checked and rejected

These are the obvious-looking jumps. They are here with their reasons rather than quietly dropped, because the ones that fail are worth knowing about. It is one less thing to turn over at night.

Special Education Teachers, Secondary School
Why it looked obvious: It cleared every check: about 42% of its durable work is work you already do.
Why I am not recommending it: Nothing is wrong with this one. It passed every check and then came next on shared work behind the routes above, and a page carries two at most. It is here so you can see it was weighed rather than missed.
Look at that job’s page anyway →
Elementary School Teachers, Except Special Education
Why it looked obvious: It came up as a near neighbour on the work AI is not taking: you already establish and enforce rules for behavior and procedures for maintaining order among students, and their equivalent is to establish and enforce rules for behavior and procedures for maintaining order among the…. Across both published task lists that is about 34% of the durable work in that job.
Why I am not recommending it: It is closer than most, and still not close enough: about 34% of that job's durable work is already yours, against the 35% I want to see before I will call something a route. I will not move you off one melting floe onto another: that job is projected to shrink 2.0% between 2024 and 2034 (BLS Employment Projections).
Look at that job’s page anyway →
Middle School Teachers, Except Special and Career/Technical Education
Why it looked obvious: It came up as a near neighbour because one of your tasks is on their list in the same words: “establish and enforce rules for behavior and procedures for maintaining order among students”. Across the whole of both lists that adds up to about 33% of the work in that job the software is not taking.
Why I am not recommending it: It is closer than most, and still not close enough: about 33% of that job's durable work is already yours, against the 35% I want to see before I will call something a route.
Look at that job’s page anyway →

What I’d stop worrying about

A friend tells you what not to spend fear on. This is that list.

The headline number you read somewhere
The big “X% of jobs” figures are about the whole economy, not about you. The number that describes your job is on this page: 9% of its task weight, across 34 scored tasks. Every row behind it is printed above with the source. Check ours; ignore theirs.
The headlines about your trade disappearing
They are usually about the technology, not the timetable. Changes to work like preparing classrooms with a variety of materials or resources for children arrive through rules, insurance and money, slowly and visibly. This page tracks the task evidence and will move when it moves.
Retraining out of a job that is holding up
On this evidence I would not spend money leaving. Spend it on the layer around the job instead: the tools, the paperwork, the planning. That is where the change actually is.
The “obvious” next job everyone suggests
I checked the obvious moves and most of them did not survive. The reasons are printed with the routes above, including the pay and the gate. A move that fails on the numbers is worth knowing about so you can stop turning it over at night.

You are reading the United States figures

The United Kingdom splits this work across more than one official group, of which Special and additional needs education teaching professionals is the closest. The pay and employment figures are not directly comparable, and we do not average them together.

Switch to the United Kingdom page →partial match

In UK official statistics this job is counted as Special and additional needs education teaching professionals. Pay and employment stay on this page’s own group; the task list and the scores do not cross over.

Your route through this

Where to go next, and what it costs

Free, and complete

The moves above cost nothing. These are the real services that go with them: public, government-funded, and free at the point of use. Nothing on this page is behind an email address or a payment.

Anywhere in the US:
CareerOneStop - Find local training
Search what's running near you, from the Labor Department's own database, before anyone sells you a course.
Free to search; individual programs vary, and some are funded
Anywhere in the US:
American Job Center locator
An American Job Center will sit down with you for free. Find yours by ZIP code.
Free
- CareerOneStop local help hub
Anywhere in the US:
CareerOneStop - Licensed occupations finder
Check what your state actually requires before you pay for anything.
Free
Anywhere in the US:
CareerOneStop
Free

No Space for this job, but one for what is happening to it

Nothing Collab365 runs is built for special education teachers / kindergarten / elementary school, and we are not going to point you at the nearest one and call it a fit.

There is one that is not about a job title at all. The AI Authority is about being the person who directs these tools at work rather than the person they get compared to. That is worth saying here, because 9% of the work on this page is already inside what they can do.

Try The AI Authority free →

7 days free, no card needed. Explore up to 2 Spaces before you choose a plan: you pick a plan later, not now.

The AI Authority is a general community about working with AI, not a course for special education teachers / kindergarten / elementary school. You do not need it to act on anything here: the moves above cost nothing and stand on their own. The data on this page is the same either way.

Nearby moves

The jobs above, as pages you can read the same way as this one. Your job shares its core work with these. That is what the match is, and it is all it is.

Noted, and thank you. We’ll email you if a Space for special education teachers / kindergarten / elementary school launches. Nothing else.

That did not look like an email address, so nothing was saved. Have another go below.

We could not save that. The fault is ours, not yours, and your address was not stored. Please try again later.

No Space for special education teachers / kindergarten / elementary school yet. Should there be one?

Collab365 Spaces is built by the same people as this site. We find the problems that AI and automation are creating inside one kind of work, then solve them as short courses, briefings and Blueprints. Each Space is the community too, so the research and the people doing your job are in the same place.

What a Space actually is, in full

Collab365 launches new communities where the need is real. If one for special education teachers / kindergarten / elementary school existed, with researched problems, courses and people in the same boat, would you want in?

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We use your email address for one thing: to tell you if a Space for special education teachers / kindergarten / elementary school launches. We never sell it, never use it for unrelated marketing, and every email has a one-click unsubscribe. Our privacy policy has the full version.

This unlocks nothing. Every figure, every row and every step on this page is already yours, whether you fill this in or not.

No deadline on any of this. The page will still be here, and the data is refreshed on a published schedule rather than when someone wants a headline.

Questions people ask about this job

Will AI replace Special Education Teachers, Kindergarten and Elementary School?: Not as a job, but it is already doing parts of the work. Across the 34 official task statements scored for Special Education Teachers, Kindergarten and Elementary School (United States, SOC 25-2052), 9% of the importance-weighted core work is made of tasks today's AI could already do most of. The overall exposure score is 16 out of 100 (range 12–22, band: minimal). That is a statement about tasks, not about headcount: this measures what AI could do, not whether any employer adopts it, whether the law allows it, or whether doing the routine parts faster creates more demand for the human parts. Figures are from release 2026-q4.1.
Which tasks in “Special Education Teachers, Kindergarten and Elementary School” can AI already do?: The highest-scoring tasks in release 2026-q4.1 are: “Maintain accurate and complete student records as required by laws, district policies, or administrative regulations” (81/100, very high); “Maintain accurate and complete student records as required by laws, district policies, or administrative regulations” (81/100, very high); “Prepare assignments for teacher assistants or volunteers” (64/100, high). Each score comes from five published 0–4 ratings turned into a number by a published formula, and each carries the model's one-sentence reason on the page.
Which tasks in “Special Education Teachers, Kindergarten and Elementary School” stay human?: About 89% of this job's task weight sits in work that scores low for AI exposure. The lowest-scoring tasks in release 2026-q4.1 are: “Organize and supervise games or other recreational activities to promote physical, mental, or social development” (0/100, minimal); “Organize and display students' work in a manner appropriate for their perceptual skills” (0/100, minimal); “Instruct and monitor students in the use and care of equipment or materials to prevent injuries and damage” (0/100, minimal). Low scores usually mean the task needs a body in a room, a legally accountable human, or trust built in real time. Those are the three things the scoring rubric treats as gates rather than obstacles.
What should someone working in “Special Education Teachers, Kindergarten and Elementary School” do about AI?: Start from the ledger rather than the headline: 9% of this job's weighted core work is exposed, and roughly 89% is not. The practical move is to spend more of your week on the tasks that score low, the ones above, and to get fluent at directing AI through the tasks that score high, because those are the parts that change whether or not you are ready for them. This page does not predict your job, and nothing here is career advice tailored to you: the score describes the occupation, not the person.
How is the AI exposure score for Special Education Teachers, Kindergarten and Elementary School calculated?: Each official task statement for the occupation is rated on five published 0–4 dimensions (output replicability, physical embodiment, licensed accountability, real-time human trust, and data availability) by claude-opus-5 using scoring prompt task_scoring_v1.0. The model never writes the score; a published formula turns the five ratings into a 0–100 number, so every score can be recomputed by hand. The occupation figure is the importance-weighted mean across 34 scored tasks. The prompt, the rubric, the formula and the full dataset are published at https://futureproof.collab365.com/method and https://futureproof.collab365.com/data/2026-q4.1 under CC BY 4.0.

Where these numbers come from

About the data on this page

4 tasks scored differently between repeat runs, so their range on this page is wider. We would rather show the wobble than hide it.
The match between this job and its counterpart in the other country is partial, so the two pages count slightly different groups of people.
26 of this occupation's 60 published task statements are not yet scored and are omitted from this release. Every exposure figure on this page is computed from the 34 that are, so treat it as a partial reading of the job rather than a complete one.
34 of this occupation's scored task statements carry a score that was measured under a different occupation's context, because the statement is shared between jobs and has only been scored once so far. Each one names the occupation it was measured under in the free routes below; none is presented as a measurement for this job.
Task clusters are not derived in this release, so the task-cluster field is empty and no Collab365 Space routing is attached to this occupation yet.

Task statements: onet-dbProcessing: catalogue-bridge → onet-im-rt-weighting → task-scoring → score-aggregation
Task weights: onet-db (im-rt-with-imputed)
Scores: Rubric task_scoring_v1.0, model claude-opus-5, computed 2026-08-05.
Pay and employment: bls-oews (May 2025 estimates (national_M2025_dl.xlsx))bls-oews (May 2025 estimates (national_M2025_dl.xlsx))

Figures on this page come from release 2026-q4.1, published 2026-08-05. Every release keeps its own permanent address, so a figure you cite in March is still there, unchanged, in November.

The plain-English wording on this page is assembled directly from the task statements and the published ratings, not written by hand for this occupation. That is why it is specific, and it is also why we say so.

The routes and free resources further up are today’s, not the release’s (last reviewed 2026-08-05). A route is an offer, not a historical fact, so it moves on its own clock.

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Cite this

Everything on this site is published under CC BY 4.0. Quote it, chart it, sell something built on it. Just say where it came from, and cite the dated release rather than the site, so the figure you quote stays checkable.

Plain text

Collab365 (2026). Collab365 Futureproof: task-level AI exposure for US and UK occupations, release 2026-q4.1 (methodVersion 2.0.0, promptVersion task_scoring_v1.0). https://futureproof.collab365.com/data/2026-q4.1. Licensed CC BY 4.0. Built with O*NET data (USDOL/ETA, CC BY 4.0); ONS data (Open Government Licence v3.0); GAISI task framework (arXiv:2507.22748, MIT); BLS data (public domain).

BibTeX

@misc{collab365futureproof2026q41,
  title        = {Collab365 Futureproof: task-level AI exposure for US and UK occupations, release 2026-q4.1},
  author       = {{Collab365}},
  year         = {2026},
  url          = {https://futureproof.collab365.com/data/2026-q4.1},
  note         = {Release 2026-q4.1, methodVersion 2.0.0, promptVersion task_scoring_v1.0, CC BY 4.0}
}

Permalink

https://futureproof.collab365.com/data/2026-q4.1

Data as of release 2026-q4.1, published 2026-08-05. Releases never change after publication; when the figures move, a new dated release is published beside this one and this one stays exactly where it is.