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Tag: Stress and wellbeing
Further Education Workforce Annual Report

Summary:

Provides a detailed overview of FE workforce trends including recruitment, retention, and wellbeing. Identifies pay and working conditions as key drivers of workforce shortages....
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Qualitative insight into experiences of leavers and those considering leaving the English state school sector

Summary:

This reports the findings from the qualitative research that accompanied the DfE Working lives of Teachers and Leaders longitudinal survey research (2021-26). It comprised 60 in-depth interviews carried out in autumn 2025 with those who had left their teaching and leadership roles in state schools and those considering leaving. It...
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Exploring key predictors of teacher wellbeing, job satisfaction and burnout: Building a broader conceptualisation of teacher resilience

Summary:

This research article uses a social-ecological approach to examining teacher resilience, focusing on multiple individual and contextual factors that were found to contribute to wellbeing, job satisfaction and burnout. It uses survey data from nearly 3,000 teachers. It found that teacher well-being was mostly associated with individual factors such as...
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Working Lives of Teachers and Leaders

Summary:

The WLTL is a five-year longitudinal study of primary and secondary teachers and leaders in England that explores trends in the experience and views of the school workforce, related to supply, retention and recruitment over time. The project has produced a series of reports and report summaries based on survey...
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A Review of the Experience of Becoming a Teacher in the English Further Education System

Summary:

This systematic review synthesises evidence on the experiences of individuals becoming FE teachers in England, examining routes into teaching, induction experiences, and factors affecting early-career development. Key findings highlight the importance of mentoring, collegial support, and manageable workload in shaping positive transitions, while identifying performativity pressures, limited professional autonomy, and...
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Ofsted Confirms Changes to Education Inspection and Unveils New Look Report Cards

Summary:

This announcement confirms Ofsted's new inspection framework featuring a new 5-point grading scale with an added 'exceptional' grade. Importantly for teacher wellbeing, Ofsted has implemented measures to address workload concerns following an independent review by Education Support, including adding an additional inspector to school inspection teams and allowing lead inspectors...
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Teacher Wellbeing Index 2025

Summary:

This is the latest in a series of nine reports published by Education Support on the wellbeing of the education workforce, carried out since 2019. It reflects the persistent trends in poor wellbeing and identifies the need for systemic change, following the lowest reported overall wellbeing score since recording began...
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Supporting Teacher Retention and Career Progression: Fostering Early Career Teacher Self-Efficacy Through Reflective Practice and Professional Development

Summary:

The education landscape in England faces a critical challenge: the significant and sustained attrition of early career teachers (ECTs) and its subsequent impact on education stability. This chapter addresses how reflective practice, and targeted professional development can foster self-efficacy, autonomy, and job satisfaction among ECTs, ultimately improving retention rates and...
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Exploring key predictors of teacher wellbeing, job satisfaction and burnout: Building a broader conceptualisation of teacher resilience. Briefing Note #1

Summary:

This Briefing Note from the ESRC project ‘Decentring the resilient teacher’, identifies the key predictors of teacher resilience related to wellbeing, job satisfaction and burnout. The policy recommendations urge a clear target outcome to underpin interventions in this area and emphasise that the priority is to enhance job satisfaction and...
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Transforming Teacher Work: Teacher Recruitment and Retention after the Pandemic

Summary:

This book examines the systemic crisis in the English teaching sector across all age phases, arguing that the COVID-19 pandemic amplified long-standing issues such as excessive performance management and poor staff mental health. Based on teacher and leader experiences, the authors suggest a new policy to better support and retain...
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