England’s teacher recruitment and retention crisis is growing. In this Teaching Commission focus group, school leaders shared powerful insights into the pressures facing the profession, and the practical steps they’re taking to support staff and sustain schools.
1. Setting the scene for the discussion
Professor Mary Bousted, Chair of the Teaching Commission, opened the discussion by highlighting the scale of England’s teacher workforce crisis.
Compared to other OECD countries, teachers here work longer hours, face higher stress, and report twice the rate of end-of-day exhaustion seen in other professions. Professor Bousted talked about workload intensity saying that more than pay or hours, it’s the high pace and low sense of control driven by demands of accountability systems that is pushing teachers out. Recruitment targets have been missed for over a decade, and it has become harder to retain teachers. Schools in disadvantaged areas are hit hardest. This is no longer just a workforce issue; it’s a question of social justice.
2. What the Teaching Commission is doing
The Teaching Commission supported by the major teaching unions and others, has been set up to examine the root causes of the teacher recruitment and retention crisis. As part of its work, the Commission has been hearing witness evidence from across the sector. Contributors so far have included Jack Worth from the NFER on teacher supply, Becky Taylor from the DfE’s Teachers’ Working Lives survey, and Professor Caroline Gibbs on the experiences of both pupils and teachers. The Commission is also examining systemic barriers faced by teachers from Black and global majority backgrounds, particularly in training and leadership roles, drawing on the work of Professor Vini Lander and the Runnymede Trust.
The Commission is keen to ground it’s work in the insights and experiences of those teaching and leading our schools every day. The Commission’s aim is to build a set of recommendations that reflect the real-world pressures and possibilities in school. The voices of educators are central as the experts best placed to inform what must change.
The Commission’s vision is for a teaching profession that is valued, motivated, and supported, where educators can thrive, exercise their professional agency, and work in well-resourced schools with fair pay and good conditions
3. SSAT School Leaders: Perspectives on the Root Causes of the Teacher Recruitment and Retention Crisis
In this discussion, school leaders shared insights into the complex, interlinked factors driving the teacher supply crisis. Their reflections surfaced immediate and ongoing pressures, alongside deep systemic issues affecting recruitment, retention, and teacher morale.
Leadership and school culture
School leaders discussed the vital role brave, curious leadership and positive culture play in recruitment, retention and sustaining staff morale and wellbeing. Where support is lacking, and teachers don’t feel heard or involved in decisions that affect them, they are more likely to leave. The group emphasised the value of inclusive leadership that builds trust, especially in more challenging settings.
Context and regional disparities
Leaders highlighted how recruitment and retention challenges vary by context, including northern towns, and areas serving predominantly white working-class communities. Schools in disadvantaged areas with higher SEND numbers and more students with complex behavioural needs, often have fewer experienced staff. They talked about how national solutions that adopt a one size fits all approach do not meet the specific needs of each community.
The school as the fourth emergency service
Leaders described how complex safeguarding issues, such as serious behavioural issues, including drug-related problems, knife crime and other forms of violence are growing in their communities. Schools are stepping in where other services have been reduced due to austerity: running food banks, parenting courses, supporting the mental health of families and more. The emotional impact on staff is significant. While leaders try to shield teachers from this burden, many are overwhelmed by the scale of need in their communities.
Financial pressures and constrained budgets
Leaders expressed serious concern that constrained budgets and rising costs, particularly from salary increases and national insurance, are forcing difficult choices. Schools are making cuts and asking more of already stretched staff, and losing capacity for curriculum innovation, enrichment, and development. For those who successfully retain experienced teachers it comes at a cost.
Accountability and External Pressures
Leaders raised concerns about the impact of high-stakes accountability, particularly Ofsted inspections. They commented that with another round of changes to the inspection system being rushed through, schools and staff, particularly in already challenging settings, will face significant difficulties, adding to recruitment and retention challenges.
Workload
Leaders emphasized how workload pressures negatively impact wellbeing and morale, making it harder to retain staff. High levels of contact time mean that PPA tine often spills into evenings and weekends, making it difficult for teachers to disconnect from work, adding to the strain.
Early career and less experienced teachers
The group talked about the quality of Early Career Teachers, noting that too many ECTs enter the profession with gaps in their subject knowledge or classroom management skills. They discussed current training and how this doesn’t sufficiently equip new teachers for the emotional and practical demands of the role, which can lead to them leaving within a few years.
Expectations of a new generation of teachers
Leaders noted a shift in attitudes among newer teachers, particularly in their desire to prioritize work-life balance. Programmes like Teach First contribute to the perception of teaching as a short-term commitment, making long-term recruitment and retention efforts challenging. Schools, which have traditionally relied on discretionary efforts for extra-curricular, pastoral, and other activities, face challenges balancing these shifting expectations with the increasing demands on those in the profession.
Public perception and media representation
Leaders reflected on how media coverage focuses on issues such as strikes, poor behaviour and low pay, shaping negative public perceptions of teaching. They felt this narrative undermines recruitment and morale and does not portray the real joy and rewards of the role. Some spoke about the need for schools to take control of their story and actively promote the positives within their communities.
Parental Engagement
Leaders highlighted that parental interactions have become more demanding and confrontational, especially post-COVID, with changing expectations around staff availability. As far as possible, leaders work to protect teachers from these stressful, time- consuming interactions which contribute to burnout and dissatisfaction, hampering recruitment and retention efforts.
4. School leader solutions to tackle recruitment and retention
Despite the many challenges discussed, school leaders emphasised the importance of celebrating the profession to boost morale, change perceptions, and attract new teachers. Leaders also shared practical, school-level strategies they are using and made other suggestions to ease recruitment and retention pressures:
- Create a sense of belonging, for example, by framing the school as a family.
- Strengthen line management, ensuring regular, developmental meetings that focus on wellbeing and progression.
- Listen to staff through focus groups and “stay” surveys to understand what matters to them.
- Offer personalised career pathways and structured talent management opportunities.
- Expand flexible working options like part-time roles and job shares to support retention across career stages.
- Increase non-contact time for planning, marking, and collaboration by reducing teaching loads, allowing greater flexibility in start and end times.
- Reduce administrative burdens by streamlining paperwork and data tasks, including the creative use of AI tools.
- Allocate research time (e.g. two days per year) for staff to pursue professional interests or try out new ideas.
- Involve staff in policy decisions to build shared ownership and trust.
- Running buddy programmes that pair new staff with colleagues from other departments.
- Offer special leave, allowing staff to apply for up to three additional days each year.
- Support sabbaticals, where feasible, to prevent burnout and encourage renewal.
- Wrap support around struggling colleagues to avoiding moving to immediate capability procedures.
- Celebrate staff successes, ensuring recognition when people do a great job.
- Invite former students to do work experience in your school.
- Change the narrative around teaching through sector-led campaigns and school-driven stories that highlight the joy and impact of teaching.
- Increase government funding to meet rising costs, support teacher retention, and sustain high-quality education.
In the coming months, we’ll be sharing case studies highlighting how school leaders are putting these strategies into practice to support recruitment, retention, and staff wellbeing.
We’d like to thank all those who participated in the discussion and invite others to continue the conversation and get involved in shaping the future of education. You can contact the Teaching Commission at https://teachingcommission.co.uk/ or get in touch with us at SSAT.
