Say hello to thriving trainees

Against the backdrop of a widely acknowledged and persistent shortage of chemistry and physics teachers in UK, the Department for Education opened the eligibility for teacher training bursaries to a range of countries, including Nigeria, Ghana, Jamaica and India in 2023.

At the University of Brighton, we’ve welcomed several cohorts of international trainees onto our science teaching course. We’ve seen the challenges and opportunities facing our and other institutions’ international trainees, as well as the benefits they bring to science departments.

When they arrive, they’ve already dealt with the significant administration and cost of securing a place on an initial teacher training (ITT) course, as well as personal upheaval. Moving to another country to learn to teach means trainees need to adjust to a new culture, education system, pedagogies and teacher−pupil relationships.

Since the bursary policy launched, immigration rules have shifted too. These recent revisions to the immigration policy and the future reduction of the graduate visa to 18 months mean ‘this visa route will no longer be feasible for their early career teaching,’ explains Robert Campbell, senior lecturer in science education at St Mary’s University Twickenham.

Benefits for science departments

Despite the challenges, this policy has attracted high numbers of well-qualified applicants. ‘They’re bringing a wider global understanding, which is really exciting,’ explains Leila Walker, secondary science PGCE lead at the University of the West of England.

Colleagues consistently describe international trainees as role models. Kerri Honeysett, who teaches at the Eastbourne Academy, says, ‘we have a lot of pupils who are of African heritage, and I know they’ve loved having our trainees from Africa in school.’ Echoing this celebration of international trainees, Kashmir Mangat, head of science at Holy Trinity CofE Secondary School, Crawley explains how ‘their approach to teaching has brought fresh energy and inspired us to reflect on our own practices.’

The Institute of Physics (IOP) notes that teachers who have had to work very hard and have put themselves through considerable risk and expense to come to teach in England are often some of the most highly motivated individuals. For many, this is a life-changing opportunity, resulting in a deep determination to succeed.

Some schools lose the opportunity to employee excellent trainees because they cannot offer visa sponsorship. Where possible, we must encourage leaders to explore this. The costs are manageable and sponsorship can secure motivated, committed science teachers, reducing turnover and supply costs.

How can you support trainees?

International trainees face significant culture shock and welcome having someone explain differences to them. ‘Don’t let the fear of being culturally insensitive prevent you from addressing cultural differences,’ says Fahim Rahman, an experienced science mentor. ‘Conversations rooted in curiosity and respect, rather than an attempt to “British-ify” someone, will always come across as more genuine and constructive.’ To embrace cultural differences, ask early about trainees’ lived experience, offer opportunities to compare cultures, and expect and forgive cultural faux pas.

Trainees may get homesick, especially in winter, and some will have left family at home, including children, which can be very distressing. Support trainees by asking about their family and how they stay in touch and encouraging shared mealtimes via video call where time zones allow.

‘A warm, understanding and supporting approach is key’ 

Many trainees rely on food banks. As Rob Butler, from the Association for Science Education (ASE), notes ‘there are massive issues around finance because the bursary doesn’t cover what students need to live.’ While your school can’t offer money, you can signpost food banks and allow trainees time to access them. Colleagues should also be mindful that a trainee may not be able to afford staff socials.

Supporting communication and feedback

International trainees are aware of their accents and are adjusting to the varied UK ones they hear. We may all hesitate to raise communication issues. However, accent is not the concern, clarity is. Help trainees by encouraging slow speech and clear enunciation. You could also suggest they increase their exposure by listening to UK radio/podcasts.

Working with international trainees has shown us how polite and vague we Brits can be, especially when giving feedback. If a mentor says ‘You could have done it like this’, trainees may hear that as optional. When giving feedback, be clear and direct, for example ‘Next time you must…’ Then check for clarification, by asking what you have asked them to do and how it differs from what they are doing now.

‘A warm, understanding and supporting approach is key,’ reflects Auryn Merridue, who teaches at Willingdon Community School, Eastbourne. ‘However, if there are any issues or difficulties, these are best tackled by stating the concern plainly, as direct communication will be much more effective.’

International trainee teachers bring talent, experience and diversity to science classrooms. With clear communication, cultural sensitivity and practical support, schools can help them thrive and strengthen the future of science education in the UK.