The education sector is in the grip of a recruitment and retention crisis. Across England, schools are struggling to fill teaching posts, particularly in subjects such as maths, physics and computing. At the same time, many experienced staff are leaving the profession due to workload pressures, stagnating pay and a loss of morale. For recruitment professionals and school leaders alike, the task is not only to attract new entrants but to ensure that they stay.
Teacher training numbers have dropped sharply in recent years, falling well below Government targets. Fewer graduates are opting for the profession, and more early-career teachers are leaving within their first five years. This is not simply a pipeline issue. It is a reflection of working conditions that many find unsustainable.
Workload is a central factor. Teachers consistently report that excessive marking, administrative tasks and data tracking consume too much of their time. Recruitment campaigns must be honest about the demands of the job but should also highlight efforts being made to address these pressures. Schools that have adopted smarter planning systems, reduced marking expectations or streamlined reporting processes should communicate these changes clearly to prospective candidates.
Support for early-career teachers is also critical. Induction programmes, mentoring and manageable timetables in the first year can significantly reduce dropout rates. Recruitment professionals should encourage clients to build structured support into their offers and present it as a key part of their staff value proposition.
Flexibility remains underused in education. While teaching is not as naturally adaptable to remote work as many sectors, there is still room for creativity. Part-time roles, job-sharing, phased returns and flexible start or finish times can help schools appeal to a wider range of candidates, including those with caring responsibilities or other outside commitments. Some multi-academy trusts are beginning to explore models that offer more autonomy at the school level while maintaining consistency in core teaching expectations.
Pay is also a concern. Although teaching has seen some uplifts at the starting salary level, experienced staff often feel left behind. While individual schools cannot control national pay frameworks, they can offer non-financial benefits that improve the overall package. This might include subsidised travel, staff wellbeing initiatives, access to counselling services or leadership development programmes. These elements can help build loyalty and improve retention.
Promoting career development is another important strategy. Teachers who see clear routes into leadership, specialist roles or pastoral responsibilities are more likely to remain engaged. Schools and trusts should outline professional development pathways and encourage internal mobility. Leadership succession planning should not start once someone resigns; it should be ongoing and visible.
The broader narrative also matters. Public perception of teaching has become increasingly negative, and this affects how attractive the profession seems to new entrants. School leaders and education recruiters must tell a better story, one that focuses on impact, community and the power of education to change lives. Prospective teachers want to know that their work matters. The more we reinforce that message, the stronger the case for joining—and staying in—the profession.
In the long term, solving the teacher shortage will require system-wide reform. But in the short term, schools that offer a supportive, flexible and forward-thinking environment can still stand out. Recruitment is about more than filling posts. It is about building a sustainable workforce that can deliver high-quality education over time.
