Elementary School Teachers, Except Special Education vs Special Education Teachers, Elementary School
Elementary School Teachers, Except Special Education carries the higher exposed share at 33.9% against 31.3%, a gap of 2.6 points. The difference is driven by friction: the work is similarly producible in both, and what differs is what stands in the way of letting a machine finish it. Release v2026.Q3.
| Occupation | Exposed | Assisted | Untouched | Capability | Friction | Median pay | Rank | Band |
|---|---|---|---|---|---|---|---|---|
| Elementary School Teachers, Except Special Education | 33.9% | 19.4% | 46.7% | 0.53 | 0.42 | $63,970 | 387 | exposed |
| Special Education Teachers, Elementary School | 31.3% | 22.0% | 46.7% | 0.53 | 0.46 | n/a | 415 | exposed |
What stands in the way, in each
Elementary School Teachers, Except Special Education: the dominant friction is that it runs on knowledge of the organisation that a model cannot hold. Capability sits at 0.53 of 1 and friction at 0.42 of 1.
Special Education Teachers, Elementary School: the dominant friction is that it runs on knowledge of the organisation that a model cannot hold. Capability sits at 0.53 of 1 and friction at 0.46 of 1.
Capability asks whether a generally available system can produce the work product at all. Friction asks what stops it finishing the job: physical work, being present, being accountable, unseen context, or the cost of checking the output. The rubric is here.
Read each in full
Exposure is not displacement. A higher score does not rank two jobs by how safe they are, and nothing here models adoption, employment or pay.