Every year, as schools begin preparing for September, the same challenge resurfaces: finding enough teachers. But in 2026, the issue is no longer cyclical - it is structural. Across the country, school leaders are not just recruiting; they are competing for a shrinking pool of candidates.
The question is no longer whether there is a recruitment problem, but why it persists - and what we do about it.
A profession under pressure
Teaching remains one of the most impactful and rewarding professions. Yet the reality of the job has shifted in ways that are increasingly difficult to ignore.
Workload continues to be one of the most cited reasons teachers either leave or choose not to enter the profession at all. Planning, marking, administrative tasks, and accountability measures can quickly accumulate, particularly for early career teachers still developing confidence in the classroom.
Alongside this, the emotional demands of teaching have intensified. Supporting pupils - particularly those affected by disadvantage, disrupted learning, or mental health challenges - requires time, care, and expertise. Without the right structures in place, this can contribute to burnout rather than professional fulfilment.
The recruitment–retention cycle
One of the most overlooked aspects of the recruitment challenge is its direct link to retention.
When schools struggle to retain experienced teachers, the pressure shifts onto those who remain. Larger workloads, fewer mentors, and reduced subject expertise within departments can make schools less attractive to new recruits. In this way, recruitment and retention are not separate issues - they are part of the same cycle.
Breaking that cycle requires us to look beyond short-term fixes. Financial incentives may help attract trainees, but they do little to address why teachers leave within the first five years.
Perception versus reality
There is also a growing gap between how teaching is perceived and what it actually offers.
Public discourse often focuses on the pressures - and these should not be minimised. But it rarely reflects the full picture: the intellectual challenge of teaching, the creativity it demands, and the long-term impact teachers have on young people’s lives.
If we want to attract more people into the profession, we need a more balanced narrative. Teaching is demanding, but it is also deeply meaningful - and for many, that purpose is a powerful motivator.
The role of teacher training and mentoring
One of the most effective ways to improve both recruitment and retention is through high-quality and sustained mentoring.
New teachers who feel supported - who have access to experienced mentors, protected development time, and clear progression pathways - are significantly more likely to remain in the profession. Training that is grounded in classroom reality, rather than abstract theory alone, also better prepares teachers for the challenges they will face.
Mentoring is a core part of building confidence, professional identity, and long-term resilience. We know schools are committed to teacher training so funding mentoring and building capacity for schools should not be seen as an optional extra.
Building a more sustainable workforce
If we are serious about addressing teacher shortages, we need to focus on sustainability.
This means creating working environments where teachers can thrive, not just survive. It means ensuring that workload is manageable, that professional development is meaningful, and that teachers feel valued as skilled professionals.
It also means recognising the importance of diversity within the workforce. A teaching profession that reflects the communities it serves is not only more inclusive - it is more effective.
A moment of opportunity
Despite the challenges, this is also a moment of opportunity.
There is a renewed focus on education, on equity, and on the role schools play in shaping society. For those , this is a chance to be part of something that truly matters.
The task ahead is not simply to recruit more teachers for September. It is to build a profession that people want to join - and crucially, want to stay in.
Because when we support teachers, we ultimately support every pupil in the classroom.