Science teacher shortfall hits most disadvantaged

Secondary schools in England are failing to attract enough science graduates into teaching. This is despite the introduction of fast-track training schemes and financial incentives from government and professional scientific bodies aimed to attract top STEM graduates into the profession. The ‘science shortfall’ is particularly acute in physics and in schools with the largest numbers of disadvantaged pupils.

These are the main findings of a research brief by Philip Kirby and Carl Cullinane, published by the Sutton Trust in January. The researchers based their analysis on data from several datasets, including a survey of secondary school teachers by the National Foundation of Educational Research, the Independent Schools’ annual census, and the Department for Education’s (DfE’s) annual workforce census.

Learn more about their findings, and the potential implications of this ’shortfall’.