David White, a longtime principal in Atlanta, Georgia, retired in September 2025 after 33 years in education, including 15 years as principal at Burgess-Peterson Academy, an elementary school. Recognized as Principal of the Year for the Atlanta Public Schools district, White stepped down hoping to enjoy a peaceful retirement but soon found himself missing the school community.
Initially expecting retirement to be “blissful and easy,” White said the experience was more isolating than anticipated. “I was just hanging out with the cat, and it was a little lonely,” he told CBS News. His desire to stay connected to the school led him to seek employment there again when a new position became available.
Although he could not return as principal because a successor had already been hired, White applied for and accepted the role of site manager, effectively working as the school’s handyman. In this position, he handles various maintenance tasks such as power washing bathrooms, inspecting fire extinguishers, and cleaning gutters.
Holly Brookins, the current principal of Burgess-Peterson Academy, supported White’s decision to apply, saying she encouraged him without hesitation. Despite stepping down from a leadership role, White expressed satisfaction with his new position and its contributions. “Yeah, I’m one of the bottom rungs, if you look at in a hierarchical way,” he said. “It doesn’t bother me at all… I still feel like I’m contributing meaningfully to a place I really care about.”
Why it matters
White’s transition highlights challenges some educators face in retirement, including the loss of community and purpose. His story underscores how retirees may find meaningful ways to remain engaged with their professions, even in less traditional roles. It also reflects the value of flexible workforce arrangements within schools that can retain experienced personnel beyond administrative duties.
Background
David White’s career spanned over three decades with significant leadership experience in Atlanta Public Schools. His retirement after 33 years, including a decorated tenure as principal, was initially intended to mark a permanent departure from the demanding education environment. However, his return in a maintenance capacity exemplifies a different approach to retirement and career transition within the education sector.
Sources
This article is based on reporting and publicly available information from the following source:
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