Tutor students who need extra assistance.

Tutor students who need extra assistance. is a detailed work activity in O*NET — a concrete unit of work shared across 13 occupations and seen in 17 occupation-specific tasks. It rolls up into the broader work activity Teach academic or vocational subjects. in Training and Teaching Others .

Detailed work activities are the most granular shared layer in O*NET's work-activity hierarchy (Generalized → Intermediate → Detailed → occupation-specific task). The figures below describe how this activity shows up across the economy and what independent studies measure about AI and this kind of work — not a prediction that the work will be automated.

AI exposure

Of the 17 tasks under this activity that the OpenAI / Eloundou “GPTs are GPTs” study rated, 12 (71%) are flagged as directly exposed to language models (E1) or exposed via model-powered tools (E2).

The Anthropic Economic Index observes real AI use on 6 of these tasks, with a mean mapped-usage share of 0.319% per task.

Exposure estimates overlap with model capabilities — whether a model could speed the task up — not whether the work will be done by software. Observed AI use is augmentation and assistance today, not jobs replaced.

Member tasks

Occupation-specific tasks O*NET maps to this detailed work activity, most important first.

• Prepare students for performances, exams, or assessments. · Art, Drama, and Music Teachers, Postsecondary · importance 4.5 · exposure with tools
• Tutor and assist children individually or in small groups to help them master assignments and to reinforce learning concepts presented by teachers. · Teaching Assistants, Preschool, Elementary, Middle, and Secondary School, Except Special Education · importance 4.5 · exposure with tools
• Provide private instruction to individual or small groups of students to improve academic performance, improve occupational skills, or prepare for academic or occupational tests. · Tutors · importance 4.5 · exposure with tools
• Teach students study skills, note-taking skills, and test-taking strategies. · Tutors · importance 4.5 · exposure with tools
• Provide individualized instruction and tutorial or remedial instruction. · Career/Technical Education Teachers, Postsecondary · importance 4.3 · exposure with tools
• Tutor or assist students individually or in small groups. · Substitute Teachers, Short-Term · importance 4.3 · no direct exposure
• Assist students who need extra help with their coursework outside of class. · English Language and Literature Teachers, Postsecondary · importance 4.2 · exposure with tools
• Assist students who need extra help, such as by tutoring and preparing and implementing remedial programs. · Middle School Teachers, Except Special and Career/Technical Education · importance 4.1 · exposure with tools
• Assist students who need extra help with their coursework outside of class. · Biological Science Teachers, Postsecondary · importance 4.1 · exposure with tools
• Tutor and assist children individually or in small groups to help them master assignments and to reinforce learning concepts presented by teachers. · Teaching Assistants, Special Education · importance 4.1 · exposure with tools
• Tutor or mentor students who need additional instruction. · Teaching Assistants, Postsecondary · importance 3.9 · exposure with tools
• Prepare and facilitate tutoring workshops, collaborative projects, or academic support sessions for small groups of students. · Tutors · importance 3.6 · exposure with tools
• Visit schools to tutor students with sensory impairments and to consult with teachers regarding students' special needs. · Special Education Teachers, Middle School · importance 3.3 · no direct exposure
• Travel to students' homes, libraries, or schools to conduct tutoring sessions. · Tutors · importance 3.3 · no direct exposure
• Provide assistance to students in college writing centers. · English Language and Literature Teachers, Postsecondary · importance 3.1 · exposure with tools
• Visit schools to tutor students with sensory impairments and to consult with teachers regarding students' special needs. · Special Education Teachers, Secondary School · importance 2.8 · no direct exposure
• Visit schools to tutor students with sensory impairments or to consult with teachers regarding students' special needs. · Special Education Teachers, Kindergarten · no direct exposure

Occupations that perform this

• Art, Drama, and Music Teachers, Postsecondary
• Teaching Assistants, Preschool, Elementary, Middle, and Secondary School, Except Special Education
• Tutors
• Career/Technical Education Teachers, Postsecondary
• Substitute Teachers, Short-Term
• English Language and Literature Teachers, Postsecondary
• Middle School Teachers, Except Special and Career/Technical Education
• Biological Science Teachers, Postsecondary
• Teaching Assistants, Special Education
• Teaching Assistants, Postsecondary
• Special Education Teachers, Middle School
• Special Education Teachers, Secondary School
• Special Education Teachers, Kindergarten

Sources for this page

Every figure above traces to a named public dataset and the exact release below — not hand-written opinion. See the full methodology for what each measure does and does not mean.

• O*NET 30.3 U.S. Department of Labor / National Center for O*NET Development
• Anthropic Economic Index v4 (2026-01-15) + v2 (2025-03-27) Anthropic
• “GPTs are GPTs” (Eloundou et al.) arXiv 2303.10130 OpenAI / academic

Data compiled June 2, 2026. Figures are estimates, not advice.

@misc{singulariki-tutor-students-who-need-extra-assistance,
  title  = {Tutor students who need extra assistance.},
  author = {{Singulariki}},
  year   = {2026},
  note   = {O*NET 30.3; Anthropic Economic Index v4 (2026-01-15) + v2 (2025-03-27); “GPTs are GPTs” (Eloundou et al.) arXiv 2303.10130. Accessed June 7, 2026},
  url    = {https://singulariki.com/detailed-activities/tutor-students-who-need-extra-assistance}
}