Understaffing continues to be an issue across the sciences, especially in the case of physics teachers and science technicians. It is also felt more acutely in schools in areas of high socio-economic deprivation.

Understaffing not only impacts students’ education but places additional stress on existing teaching staff, many of whom say they are overworked.

For those teachers planning to leave their current school by the end of the 24/25 academic year, the most cited reasons across mainstream schools in the UK and Ireland were:

  • high levels of stress/exhaustion (54%)
  • a lack of respect/don’t feel appreciated (51%)
  • high workload (49%)
  • poor student behaviour (46%).

The teachers we surveyed from schools in areas of high socio-economic deprivation were more likely to say they were planning to leave their school by the end of the 24/25 academic year.

 

Percentage of respondents considering their school understaffed for each role type (mainstream state secondary by nation)

Percentage of schools considering themselves 'understaffed' for each role type (UK only)

Percentage of respondents considering their school understaffed for each role type (mainstream state secondary by nation)

Percentage of schools considering themselves 'understaffed' for each role type (UK only)

Percentage of respondents considering their school understaffed for each role type (mainstream state secondary by nation)

Percentage of schools considering themselves 'understaffed' for each role type (UK only)

Percentage of respondents considering their school understaffed for each role type (mainstream state secondary by nation)

Percentage of schools considering themselves 'understaffed' for each role type (UK only)

Table 8. Please describe the staffing at your school in each of the following areas (biology, chemistry, physics and technicians). By understaffed, we mean that you do not feel that the current provision is sufficient for your school. (Mainstream state secondary schools. By nation and percentage of students eligible for Free School Meals in the UK and England*.)
  Mainstream state secondary schools FSM% (UK only)鈥� FSM% (England only*)
England Scotland Wales Northern Ireland Republic of Ireland 30% or above Less than 30% 30% or above Less than 30%
Overstaffed 24% 13% 25% 20% 16% 28% 22% 26% 20%
Adequately staffed 62% 71% 64% 73% 71% 57% 64% 59% 66%
Understaffed 13% 13% 11% 6% 11% 14% 13% 13% 13%
Don’t know/Not sure 1% 2% 0% 0% 2% 1% 1% 2% 1%
Total 1493 210 83 49 45 235 1294 203 1046

Filter: Teachers (including Heads of Department); base n = 2456

*The sample sizes for Wales, Scotland, Northern Ireland and Republic of Ireland were not large enough to generate statistically reliable results.

  Mainstream state secondary schools FSM% (UK only)鈥� FSM% (England only*)
England Scotland Wales Northern Ireland Republic of Ireland 30% or above Less than 30% 30% or above Less than 30%
Overstaffed 5% 5% 7% 2% 4% 2% 5% 3% 4%
Adequately staffed 59% 74% 64% 67% 82% 49% 62% 51% 63%
Understaffed 36% 19% 29% 31% 11% 48% 32% 44% 31%
Don’t know/Not sure 1% 1% 0% 0% 2% 0% 1% 2% 1%
Total 1493 210 83 49 45 235 1294 203 1046

Filter: Teachers (including Heads of Department); base n = 2456

*The sample sizes for Wales, Scotland, Northern Ireland and Republic of Ireland were not large enough to generate statistically reliable results.

  Mainstream state secondary schools FSM% (UK only) FSM% (England only*)
England Scotland Wales Northern Ireland Republic of Ireland 30% or above Less than 30% 30% or above Less than 30%
Overstaffed 2% 5% 2% 0% 9% 1% 3% 1% 2%
Adequately staffed 40% 67% 45% 63% 71% 32% 46% 29% 49%
Understaffed 58% 25% 53% 33% 16% 66% 51% 68% 48%
Don’t know/Not sure 1% 3% 0% 4% 4% 1% 1% 3% 1%
Total 1493 210 83 49 45 235 1294 203 1046

Filter: Teachers (including Heads of Department); base n = 2456

*The sample sizes for Wales, Scotland, Northern Ireland and Republic of Ireland were not large enough to generate statistically reliable results.

  Mainstream state secondary schools FSM% (UK only) FSM% (England only*)
England Scotland Wales Northern Ireland Republic of Ireland 30% or above Less than 30% 30% or above Less than 30%
Overstaffed 1% 1% 0% 0% 0% 1% 1% 1% 1%
Adequately staffed 62% 53% 47% 43% 9% 54% 63% 51% 64%
Understaffed 37% 44% 52% 56% 78% 44% 37% 47% 34%
Don’t know/Not sure 1% 2% 1% 2% 13% 0% 1% 1% 1%
Total 1802 246 97 54 45 284 1524 246 1239

Total sample; base n = 2932

*The sample sizes for Wales, Scotland, Northern Ireland and Republic of Ireland were not large enough to generate statistically reliable results.

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What challenges does your school face?

Understaffing in non-classroom support staff, including technicians.
新月直播app下载 technician, England

Please detail why you regard your school as being in challenging circumstances:

Irish medium schools/streams throughout the country have great difficulty in finding teachers who are highly qualified in specific subjects (particularly Maths/新月直播app下载) and who are also confident in the Irish language in order to deliver the curriculum through the language.
Teacher, Northern Ireland
The national situation for recruiting and retaining science staff is the worst I’ve seen it in 20 years of teaching and 9 of HoD-ing. It has been challenging in science for a few years and now has spread across many subjects, which has a knock-on effect on the amount of cover remaining staff need to do.
Teacher, England

What changes would convince you to stay on as a teacher at secondary school?

An increased respect for the teaching profession from the government, the press, and society in general. At the moment it feels that we are responsible for all society's problems, but gain no credit from anyone for our work.
Teacher, England

How long teachers plan to stay at current school (mainstream state secondary by nation)

How long teachers expect to stay at current school (UK only)

Table 9. How long do you intend to stay at your current school? (Mainstream state secondary schools. By nation and percentage of students eligible for Free School Meals in the UK and England*.)
  Mainstream state secondary schools FSM% (UK only) FSM% (England only*)
England Scotland Wales Northern Ireland Republic of Ireland 30% or above Less than 30% 30% or above Less than 30%
Up to the end of the current (22/23) academic year 13% 9% 11% 10% 11% 17% 13% 19% 13%
Up to the end of the 23/24 academic year 12% 6% 2% 0% 4% 14% 10% 16% 11%
Up to the end of the 24/25 academic year 7% 4% 5% 4% 4% 7% 6% 7% 7%
Into the 25/26 academic year or beyond 34% 44% 31% 57% 67% 29% 37% 27% 36%
Don’t know/Not sure 33% 35% 48% 24% 11% 31% 34% 30% 33%
Prefer not to say 1% 2% 2% 4% 2% 2% 1% 1% 0%
Overall: planning to leave by end of 2024/25 academic year 32% 19% 18% 14% 20% 39% 28% 41% 31%
Total 1493 210 83 49 45 235 1294 203 1046

Filter: Teachers (including Heads of Department); base n = 2456

*The sample sizes for Wales, Scotland, Northern Ireland and Republic of Ireland were not large enough to generate statistically reliable results.

 

Reasons teachers gave for planning to leave their current school by the end of the 2024/25 academic year (mainstream state secondary, England only)

 

Reasons teachers gave for planning to leave their current school by the end of the 2024/25 academic year (UK only)

Table 10. What are your reasons for leaving your current school? (Teachers leaving by end of 24/25. Mainstream state secondary schools. By nation and percentage of students eligible for Free School Meals in the UK and England*)
  Mainstream state secondary schools FSM% (UK only) FSM% (England only*)
All nations England  Scotland  Wales  Northern Ireland  Republic of Ireland  30% or above Less than 30% 30% or above Less than 30%
High levels of stress/exhaustion 54% 51% 41% 33% 29% 22% 44% 52% 46% 53%
Workload is too high/Lack of work-life balance 49% 50% 31% 27% 14% 11% 44% 49% 45% 52%
Lack of respect/don’t feel appreciated 51% 43% 38% 33% 29% 0% 45% 42% 45% 42%
Lack of progression opportunities 33% 32% 33% 27% 29% 11% 44% 29% 45% 29%
Poor student behaviour 46% 40% 38% 47% 43% 11% 42% 42% 42% 41%
Lack of recognition 43% 33% 26% 27% 29% 0% 32% 33% 32% 33%
Issues with management 38% 27% 31% 27% 29% 0% 34% 27% 35% 26%
Low pay 16% 22% 0% 7% 0% 11% 16% 21% 18% 23%
Want to try something different 20% 19% 18% 0% 0% 56% 24% 15% 26% 15%
Having to teach outside specialism 7% 7% 0% 7% 0% 11% 2% 7% 2% 8%
Don’t know/not sure 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%
Other 20% 14% 28% 33% 43% 22% 14% 17% 13% 14%
Total 235 473 39 15 7 9 91 368 84 325

Filter: Teachers (including Heads of Department) leaving current school by end of 24/25; base n = 543

*The sample sizes for Wales, Scotland, Northern Ireland and Republic of Ireland were not large enough to generate statistically reliable results.

Plans after leaving current school for those leaving at the end of the 2024/25 academic year (mainstream state secondary, England only)

 

Plans after leaving current school for those leaving at the end of the 2024/25 academic year (selected responses) (UK only)

Table 11. What are you planning to do after leaving your current school? (Teachers leaving by end of 24/25. Mainstream state secondary schools. By nation and percentage of students eligible for Free School Meals in the UK and England*)
  Mainstream state secondary schools FSM% (UK only) FSM% (England only*)
England Scotland Wales Northern Ireland Republic of Ireland 30% or above Less than 30% 30% or above Less than 30%
Retirement 14% 26% 27% 14% 22% 10% 16% 8% 15%
Move to a similar role at a different state school 19% 36% 33% 29% 33% 20% 20% 19% 18%
Move to a different state school for promotion 19% 10% 0% 29% 11% 32% 15% 32% 16%
Move to a similar role at a private/independent school 6% 0% 7% 29% 0% 1% 8% 1% 9%
Move to a private/independent school for promotion 0% 3% 7% 0% 0% 1% 1% 1% 0%
Move into teaching at higher education 3% 0% 0% 0% 0% 0% 3% 0% 3%
Move into another role in education (not teaching) 4% 3% 0% 0% 0% 7% 4% 7% 4%
I want to do something outside of education/career change 19% 3% 13% 0% 11% 11% 18% 12% 20%
Have a career break 1% 0% 0% 0% 0% 0% 2% 0% 2%
Don’t know/Not sure 6% 8% 7% 0% 0% 9% 5% 8% 5%
Other + No response 8% 13% 7% 0% 22% 10% 7% 11% 7%
Total 436 34 14 7 7 82 342 75 303

Filter: Teachers (including Heads of Department) leaving their current school by the end of the 24/25 academic year; base n = 694

*The sample sizes for Wales, Scotland, Northern Ireland and Republic of Ireland were not large enough to generate statistically reliable results.

 

Related:

Find out about the resources we offer to help you build confidence, sharpen your teaching skills, and look after your well-being

Five factors that would make teachers stay in their role

Retaining these trained teachers is crucial, as they bring a wealth of knowledge and teaching expertise to the classroom. Their departure not only impacts the quality of education but also places an extra burden on schools to recruit and support new teachers. 

Our survey respondents told us what changes would help to make them stay. The top five across mainstream schools in the UK and Ireland were:

  1. More balanced/reduced workload (25%)鈥�

  2. Better work/life balance (22%)

  3. Increased pay (19%)

  4. Increase funding for classroom/school resources (15%)

  5. More support with student behaviour (15%)鈥�

Changes that would convince teachers to stay (mainstream state secondary, England only)

 

Table 12. What changes would convince you to stay on as a teacher at secondary school? Select up to 5 factors. (Mainstream state secondary schools. By nation and percentage of students eligible for Free School Meals in the UK and England*.)
  Mainstream state secondary schools FSM% (UK only) FSM% (England only*)
All nations England  Scotland  Wales  Northern Ireland  Republic of Ireland  30% or above Less than 30% 30% or above Less than 30%
More balanced/reduced workload 25% 27% 21% 20% 0% 11% 20% 26% 20% 27%
Better work/life balance 22% 24% 15% 20% 0% 0% 21% 23% 21% 25%
Increased pay 19% 21% 8% 7% 0% 33% 18% 17% 19% 19%
Increase funding for classroom/school resources 15% 16% 10% 13% 0% 11% 18% 16% 19% 16%
More support with student behaviour 15% 15% 18% 13% 0% 11% 11% 16% 11% 16%
Less pressure regarding assessed school performance and inspections 14% 15% 3% 7% 0% 0% 15% 13% 17% 14%
More respect/appreciation 11% 12% 8% 0% 0% 0% 9% 12% 10% 13%
More support from parents 8% 8% 5% 7% 0% 0% 3% 9% 4% 10%
More support from senior management team 6% 7% 8% 7% 0% 0% 5% 7% 5% 6%
Less emphasis on exam results 7% 7% 0% 0% 0% 11% 3% 8% 4% 9%
Having the option to work remotely/work from home where feasible 6% 6% 0% 0% 0% 0% 7% 5% 7% 6%
More recognition of work performance 5% 5% 0% 7% 0% 0% 4% 5% 5% 6%
More opportunity for progression 5% 5% 10% 0% 0% 0% 7% 5% 7% 5%
Only expected to teach content you consider yourself a specialist in 4% 3% 3% 7% 0% 22% 0% 4% 0% 4%
Timetabled / regular professional development 4% 4% 3% 0% 0% 11% 3% 3% 2% 4%
Having the option to work part-time 3% 3% 0% 0% 0% 0% 3% 3% 4% 3%
Being able to find a position in a different school 3% 3% 3% 0% 0% 0% 2% 3% 2% 3%
There isn’t anything that could convince me 1% 1% 3% 0% 0% 0% 1% 2% 1% 2%
Other 4% 4% 0% 13% 0% 11% 2% 4% 2% 4%
Total 543 473 39 15 7 9 91 368 84 325

Filter: Teachers (including Heads of Department) leaving their current school by the end of the 24/25 academic year; base n = 543

*The sample sizes for Wales, Scotland, Northern Ireland and Republic of Ireland were not large enough to generate statistically reliable results.

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Now, thinking generally, what one change to the education system do you think would have the biggest positive impact in science teaching in your nation?

Improvement in the behaviour of students so that they can fully access the curriculum.
Teacher, Wales
Employing many more teaching staff and allowing more non-contact time. This will lessen workload, allowing teachers to have smaller classes and more time to address individual student's needs. Having 10 classes of 32 students is unsustainable, particularly with report writing and parents evenings.
Teacher, England
Allowing schools to ‘overstaff’ would give staff more time for CPD, development, and collegiate working. Staffing schools to the absolute minimum is putting stress on staff and increasing their workload. It also means that when there is staff sickness or staff leave then schools struggle to cover those posts.
Teacher, Scotland
More high-quality people going into and staying in science. I feel that at secondary school we lose lots of staff because we are inflexible to part-time working (especially women with young children). If schools could be more flexible with this, we could keep more people in the profession. A good part-time member of staff is better than nobody, or better than a poor full-time member of staff.
Teacher, England
Pay should reflect the hours worked, the professionalism of teachers and technicians. Too many are leaving as pay per actual hour worked is generally below minimum wage. Good pay will encourage more/better qualified staff both support and front line.
新月直播app下载 technician, England
A better progression or pay scale for technicians - we are underpaid for the expertise and skills needed for the role. The turnover for science technicians is unbelievable.
新月直播app下载 technician, England

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What we are doing

Working conditions (including excessive workload) and the declining appeal of teaching as a profession must be addressed, both to help attract new chemistry teachers and to stem the flow of experienced teachers leaving the profession. Using the insights from our survey, we’re urging policymakers to tackle teacher shortages in the sciences. We want to see long-term solutions to make teaching a more rewarding and sustainable profession that can withstand population and economic fluctuations.

We have a wide range of .

, our free service for teachers and technicians in secondary schools and colleges, is packed with resources and opportunities for classroom enrichment, professional development and ideas to inspire your students and ease your workload.

Explore our , where you’ll find articles and resources that promote mental well-being and provide effective strategies for tackling workplace challenges head-on.

We also support the Department for Education’s Teacher Training Scholarships, which include coaching by an experienced teacher. Scholars are eligible for £30,000 tax-free funding in England for the 2024/25 academic year.

 

Explore the full data set behind the 新月直播app下载 Teaching Survey 2023

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Explore more headline findings from the survey

Challenges faced by teachers are amplified in areas of high socio-economic deprivation
Underfunding is having a negative impact on science teaching and learning
Only a minority of teachers have sufficient subject-specific professional development
Teachers recommend curriculum changes to make chemistry more relevant and accessible

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