Understaffing aligns with existing inequalities

In our survey, nearly a third (30%) of mainstream state schools in the UK and Ireland report teacher understaffing in chemistry. An even higher proportion of schools report understaffing of science technicians and physics teachers. In Northern Ireland, over 60% of schools report a shortage of technicians. In England, Wales and Scotland, it is over 40%.

% of schools considering themselves ‘understaffed’ for each role type

Biology teachers

Chemistry teachers

Physics teachers

Science technicians

Read the survey methodology and text-based description covering the percentage of mainstream state schools considering themselves ‘understaffed’ for each role type

Survey methodology and full text: percentage of mainstream state schools considering themselves ‘understaffed’ for each role type

Q. Please describe your staffing in each of the following areas. Options: Adequately staffed, understaffed, not sure. Base n = 732 (England), 66 (Wales), 28 (N. Ireland), 78 (Scotland), 55 (Ireland); 1 response per school. Mainstream state schools only. Weighted data. No significant differences by POLAR or English region.

England

9% of schools consider themselves understaffed for biology teachers.
32% of schools consider themselves understaffed for chemistry teachers.
50% of schools consider themselves understaffed for physics teachers.
42% of schools consider themselves understaffed for science technicians.

Northern Ireland

21% of schools consider themselves understaffed for biology teachers.
21% of schools consider themselves understaffed for chemistry teachers.
32% of schools consider themselves understaffed for physics teachers.
64% of schools consider themselves understaffed for science technicians.

Scotland

12% of schools consider themselves understaffed for biology teachers.
17% of schools consider themselves understaffed for chemistry teachers.
19% of schools consider themselves understaffed for physics teachers.
44% of schools consider themselves understaffed for science technicians.

Wales

12% of schools consider themselves understaffed for biology teachers.
33% of schools consider themselves understaffed for chemistry teachers.
58% of schools consider themselves understaffed for physics teachers.
44% of schools consider themselves understaffed for science technicians.

Ireland

4% of schools consider themselves understaffed for biology teachers.
9% of schools consider themselves understaffed for chemistry teachers.
11% of schools consider themselves understaffed for physics teachers.
87% of schools consider themselves understaffed for science technicians.

There are inequalities in staffing between school types

State selective and independent schools were less likely to report understaffing:

Schools with a lower percentage of free school meals (FSM) eligibility were less likely to report understaffing

Please note: Free school meal percentage data is not available in Ireland; therefore, these comparisons apply to our respondents from GB and Northern Ireland. We looked at the data using other breakdowns of FSM percentages (20% and 30%) and didn't find any statistically significant difference in the data.

Difficulties in filling positions for chemistry and physics

Interviewees spoke of their difficulties in filling positions for chemistry and physics, particularly for schools in England. In response, some schools were now advertising for ‘science teachers’ rather than within the specific sciences in the hope of encouraging more applicants.

What we are doing

We will continue to champion and support science teaching and technician careers through our policy work and a range of programmes.

Illustration of teacher pointing up.PNG

Our policy work advocates for high-quality subject-specific professional development for teachers throughout their careers so that students have an unbroken chain of subject experts teaching them throughout their education.

We provide high quality support for teachers and science technicians through Teach Chemistry. This free service for secondary schools and colleges includes access to sustained professional development courses, a well-being toolkit for science leaders and regular ideas and inspiration through Education in Chemistry magazine.

We support the development of student teachers, building their confidence in chemistry during their training year. This includes delivery of the DfE’s Scholarship scheme for chemistry teachers in England, as well as regional support by our Education Coordinators through their visits to teacher training providers.