Pandemic could lead to exodus of teachers

Covid-related disruption left recruits ‘isolated’, while money issues meant some quit profession, says study

‘It is crucial we provide more bespoke training that reflects the challenges they faced, so we can support them to stay in teaching’

‘The pandemic affected each new teacher in different ways and so the current generic approach fell short of what was needed’

AN EXODUS of teachers could be looming as new recruits who trained during the pandemic have been left feeling isolated, a study from King’s College London has found.

Covid-related disruption in 2019-20 and 2020-21 could mean a lack of expertise among staff who trained at the time, leading to higher rates of early career teachers leaving the profession, according to the report.

That could hit the attainment of young people, whose education has been disrupted by the pandemic.

The 18-month study, which started in April 2021, was based on two cohorts of trainees at King’s, as well as 112 interviews with trainees, school leaders and mentors.

The two groups that trained during the pandemic had “markedly different experiences”, it found, with the first starting under relatively “normal” circumstances until February 2020, when there was a “rapid and abrupt” shift to working mostly online.

The second cohort began training during the pandemic and, while they could complete school placements, were restricted in terms of moving around schools, while their university studies were almost entirely online.

The pandemic limited opportunities for face-to-face meetings with pupils and parents or to give pastoral support. Trainees said their lack of opportunity to meet parents or write reports during the pandemic “resulted in feelings of isolation and self-doubt”.

The paper said limited “opportunities to interact with pupils outside of subject specific teaching” affected teacher-pupil relationships.

While some interviewees said there had been more of a sense of school community during the pandemic, some trainees felt “isolated from the wider school community... and so were potentially less invested”.

The research also revealed some trainees chose to quit the profession after completing their training because of financial pressures.

“This is particularly acute for those training and working in expensive cities [such as London], with transport costs, living costs and the increased cost of living all contributing to financial burden,” the report said.

The paper, from the School of Education, Communication and Society and the Policy Institute at King’s, also said the prescribed content of induction programmes was sometimes too generic to adapt to the demands of the pandemic, and calls for bespoke continued professional development for new teachers.

Lead researcher Simon Gibbons, director of Teacher Education at King’s College London, said: “The pandemic affected each new teacher in different ways and so the current generic approach fell short of what was needed.

“It is crucial we provide more bespoke training that reflects the challenges and opportunities they faced, so we can support them to stay in teaching – especially seeing the dramatic shortage of teachers in the UK.”

A Department for Education spokesman said: “We are putting in place world-class training to ensure teachers have the professional development needed to thrive, and our reforms will create a golden thread running from initial teacher training through to school leadership, rooting teacher development in the best available evidence.

“We will deliver 500,000 teacher training opportunities by 2024, giving all teachers and school leaders access to professional [development].”

A Covid inquiry is probing lockdown’s impact on children’s mental health. The original scope of the Covid19 inquiry did not include the pandemic’s impact on children; however, its remit was widened after the chairman heard “compelling arguments” to do so.