There is a tendency for news organizations to stumble onto a story of great relevance. In the race to be first, or at least not last, the reporting on these stories can become somewhat superficial.
The thinking seems to be the story is known. The causes are known. As a professional reporter sharing deep insight and grave warnings, the individuals holding the microphones, their producers, and support staff become convinced they’ve gotten to the crux of the issue.
In at least some cases, they’ve merely scratched the surface.
The pilot shortage leading to flight cancellations is such a story. A host of major news outlets have run stories on the issue lately. It seems likely they will continue to follow up on those stories for a time. Until something bloodier, or more salacious, or more divisive comes along.
The theory I’ve seen most often that purports to explain why we’re in this mess is this: The airlines handled the COVID crisis poorly, lost pilots, didn’t plan appropriately. There may be some truth in that assessment. Certainly, long-term planning hasn’t always been in the wheelhouse of the airline industry.
However, I tend to think the problem is deeper, more critical, and far easier to fix.
Call me a non-conformist. You wouldn’t be the first.
From my vantage point on the front lines of flight training, I see an entirely different obstacle that hinders potential pilots from entering the field. I’ve seen countless examples of this diversion of aeronautical hopefuls into other fields. Thankfully, there is a solution. A correction that is growing in popularity and, due to that fact, is becoming more widely accepted in places where it was actively shunned previously.
More on that later.
Let’s try a little thought experiment. Put yourself in the shoes of a high school student. Someone who is 14 or 15 years old. You’re idealistic, plagued by ignorance, yet blissfully unaware of the vast body of knowledge you haven’t yet been exposed to. You watch movies. You scan videos on your phone. Your tablet viewing is focused primarily on entertainment. Star Trek, Star Wars, Top Gun, and Flight of the Phoenix have all made their way to your eyeballs at some point in short exhilarating clips or in full.
You are a dreamer.
One day you tell a parent, or a teacher, or a guidance counselor, that you think you want to be a pilot. You trust them not to laugh at you or disparage your potential as indicated by your latest report card. Your hopes are high. You want to know how you can begin that journey. In essence you ask, “How can I become a pilot?”
The answer to that question came to me as a teenager from the lips of my geometry teacher. “You’re never going to be a pilot,” she proclaimed.
I shuffled to my seat, dejected. Math hadn’t been my favorite subject before that interaction. Not surprisingly, her attitude toward my professional potential didn’t shift me into a more favorable frame of mind.
It would be nice if I could chalk that up to a long-ago memory. An isolated incident. Unfortunately, it is not. I have for years worked with teenagers who have had substantially similar interactions with people they view as authority figures.
The message is clear: You can’t do it. You’re not smart enough. Your grades aren’t good enough. You’re too short, too tall, the wrong gender, or color.
Yes, one of my own daughters was told by a teacher that being a pilot was a man’s job. She would have to pick another profession. That happened in the 21st Century. A female teacher told a female student who was on track to be valedictorian that she couldn’t fly because she was female.
I can’t even begin to count the ways that advice is wrong. Yet it is. Women are at every level of aeronautics, from engineers, to mechanics, to Air Traffic Control, even to the commander’s seat on launches into space.
Enter the great solution. Aeronautical STEM education in high schools. Yes, I’m beating my employer’s drum. But with good reason. Putting STEM education in high school classrooms with teachers who are supported by an organization that is dedicated to the program’s success benefits the teachers, the students, the community as a whole, and general aviation, too.
Go ahead and google Aircraft Owners and Pilots Association (AOPA) Aviation STEM. I dare you.
Given a chance, teenagers can surprise us with their potential. It is my good fortune to work regularly with two high school flying clubs that have close ties to high schools that employ the AOPA Aviation STEM curriculum. Both have played an important role in producing teenage pilots and mechanics. ATC has gained bodies from these programs, as have engineering programs. Even some of the teachers have jumped in with both feet to earn their pilot certificates.
If we want to encourage lifelong learning, good citizenship, responsible individuals who seek to better themselves, and mentor those who come behind them, aviation education in high school is a great start. A flying club designed for and run by those same students is icing on the cake.
Yesterday, while standing in a hangar beside three airplanes, I met a 16-year-old girl in Palm Coast, Florida. She was confident, unlike most young women her age. She was knowledgeable. She was respectful of those senior to her in the organization she belongs to: Teens in Flight. This is one of the best-run operations I’ve come across in some time. And it is focused completely on mentoring teenagers to become confident and competent in the industry of aviation and in life.
Thankfully, engaging young people is cheap. In some cases it’s free. It all starts with a conversation, a connection to someone who knows the ropes, and maybe a seat in a rented, borrowed, or owned aircraft.
When a teenager tells an adult, “I think I want to be a pilot,” the response should be affirmative, not negative.
For those unfamiliar with the options try this, “Well, I don’t know much about that. But let’s call the local airport to see what they have to say.” Or maybe a teacher or guidance counselor could reach out to AOPA to see what it might have to offer. Or you can write me. My email address is right there at the bottom of this column. And I won’t be the voice of a math teacher whose best prediction was, “You’re never going to be a pilot.”
I am a pilot. And an A&P mechanic. And a writer on aviation topics. We could use more of each. Spread the word to teens you know along with this simple encouragement. Yes, you probably can do that.
Let’s get started.
I’ve known Col Jack Howell, USMC retired, for many years. I watched him put Teens in Flight together with his sweat and typical USMC determination. A great deal is owed that man for his vision and continuing struggle to help teens, particularly those hampered be either loss of a military or first responder, enter the aviation community.
Hey, Obstacles? I couldn’t fly for a living. 1959 the airlines required vision (uncorrected) that I couldn’t meet. 20/20 with glasses but they worried the glasses might blow off in open cockpits! Got a co pilot gig in B-25 fighting fires. Charter, corporate, FBO, sales, comfortably retired 40 years later, still 20/20. BTW, my counselor was actually right. She said I should be a teacher. 6000+ hours of dual given proves her point!
CFII, MEI, AGI, IGI + ATP CE500, Commercial glider
I always find Jamie’s articles very informative and cause me to rethink my responsibilities as a flight instructor (I’m one of those white haired instructor that has retired from my primary “job” –non aviation related– but as a GA pilot I felt it was my RESPONSIBILITY to pay it forward with respect to aviation.
I my 45 years of “flying” (37 of which have been as a flight instructor) the majority of my students have been GA pilots only a couple that have elected to be Commercial Bus Drivers (airlines).
So much for background, my concern is the inflexibility of the current testing procedure for pilot certification.
The written test for example. If an applicant misses a question all they are given is a “generic” area the missed question is in. (It would be much more helpful for the instructor have the question that they missed, to help focus the re-study rather that rehash a whole topic…..lets focus on the SPECIFIC inadequacies rather than areas that the pilot already understand.
This is like your kid calls to be picked up. They did not tell you where they are, so you have to stop at ALL the places he/she has been dropped off until you find them.
Now I understand by “giving out the question” there is a risk that some unscrupulous person may capture that question and put together a “rote memory” program for one to cheat. But, I understand the FAA is continuously changing questions so this rote memory issue is a mute point.
Another issue I have is the “unflexability” the DPE have to test to with respect to the ACS.
We train to the ACS, which is good…..BUT, if a low time pilot 40-70 hours misses the parameter JUST ONCE, he fails the check ride.
A case in point, I just had a student fail the check ride because his spot landing was not as described by the DPE.
Talking with the student he knew what he did wrong on the landing (we talked it over and he understand what correct actions he needed to do) He said that if I would had a chance to do it over I know it would be right)……
I spoke with the DPE and he understands the students predicament,(He said that as his landing back at his home airport was the worst one he has ever done—7,000 DPE).
BUT HIS HANDS WERE TIED THE STUDENT FAILED AND THE FAA DOES NOT GIVE RE-TRIES DURING THE CHECK RIDE…..IT IS MANDORTORY THAT THE APPLIICIANT GET MORE TRAINING AND RESCHEDULE THE RIDE.
Now, in this case the student is a type A personality, and he is not accustomed to failure, and he is electing to stop the pursuit of his PPL, sell the airplane he has and go buy a boat!
Now shame on me, for not preparing the student more for a potential miscue, and opportunity to improve from our failures.
The DPE said the student performance was textbook, so this loss of a GA pilot could have been averted by allowing the DPE to allow the student to try again during the initial ride.
Typical FAA in-flexibility!!!!
Regards,
Mike M.—Dedicated GA instructor
At my high school, all seniors were required to see the guidance councilor. I’ll never forget the experience. She opened my file and quickly noted my ACT/SAT scores. “Oh, I see you did quite well in math and science”. She turned a page and noticed I was from the wrong side of the tracks, so to speak. She quickly terminated the interview by saying, “Oh, I see you’re from _____, There are some very good trade schools in the area. I’m sure you will have no trouble”. I was then dismissed.
Signed: A retired engineer, BS, MS, P.E.
Warning – strong opinion follows – asbestos gloves and dark sunglasses or welding goggles highly advised!
Every guidance counselor I’ve ever met should be bound, gagged, and promptly frog-marched off to Siberia. They know NOTHING and seem to be entirely interested in quashing any and all aspirations of every student who comes to them for advice – and having zero experience out in the real world, any of their so-called “guidance” is utter and arrogant hogwash or worse.
Last one I met was at a local community college. I wanted to see if they had any courses which might help me expand my several businesses, which businesses have (so far) bought me my airplane, my home (on an airstrip), several rental properties, a couple of Mercedes convertibles, a wristwatch with a comma in the price tag, and much more.
They took me to see their guidance counselor . . . “Call me Coach” (red flag #1). “Coach” was wearing a $10 plastic digital sport watch, and I later found out he was driving a battered Pinto from a buy-here-pay-here car lot which I had an interest in. (Me reviewing sales records “Hey, I recognize that name!”)
“Coach’s” advice to me was – and I quote – “sell my silly little businesses, come back to school and learn to be an English teacher”.
I thought about this for probably three or four seconds, excused myself, and walked out.
/rant mode off/
The Arabs have a saying – “When buying a camel, look at the seller as well as the camel.” I looked at this seller and decided I wasn’t buying ANY of what he was selling.
Now then, consider the influence of drone technology. Kids can be a pilot with two feet on the ground. I believe we pilots should promote this wonderful gift of being able “To Fly.” I’ve tried to do this on an individual basis, but I’m a 70-year-old aviator with a few too many stories.
I was a High School senior and had completed my private pilot ground school at a local community college. I wanted to take the private writtens on a school day. The guidance counselor would not excuse me from school to take the exam. I skipped school and passed the exam, but got in trouble for it!
It was worth the trouble! I’ve been an active flyer, both professional and recreational, for over 50 years.
Yes I wanted to learn how to fly in high school. A teacher that I had told me I couldn’t be a pilot and told me not even to try. I waited too long. I think I was 31 when I started. Got a 98 on my Test exam. I’ve had my license for 31 years now.