New research from the NFER and the lived experience of a senior school leader reveal why teachers from minority ethnic backgrounds are more likely to leave the profession, and what inclusive, reflective leadership can do to change that.

Closing the diversity gap

RESEARCH PERSPECTIVE

Katherine Aston, Research Manager at the National Foundation for Educational Research (NFER)

It is well established that teachers from minority ethnic backgrounds are disproportionately more likely to leave teaching. Teachers from a white ethnic background have the lowest leaving rate from state-funded teaching (9%), compared with teachers from Asian (11%), black (12.4%), mixed (11.8%) and other (11.8%) ethnic backgrounds (tinyurl.com/5awjtekj). Given this disparity, it is important to understand what might be driving these differences and how schools can support a diverse range of teachers to stay and thrive in teaching roles.

Our research (tinyurl.com/4theaphu) explored this question using the Working Lives of Teachers and Leaders (WLTL) dataset (tinyurl.com/cuwj4hpe), collected in spring 2022, which gathered data from more than 11,000 teachers and leaders. We looked at ethnic disparities in teachers’ leaving intentions and connected these with their professional experiences and working conditions. While reported leaving intentions do not always match what teachers go on to do, intentions are a useful early warning sign of leaving and can indicate dissatisfaction even when teachers stay.

Teachers from a black ethnic background had the highest proportion considering leaving (33%), compared with teachers from white (28%), mixed (32%) or Asian (22%) ethnic backgrounds. These differences point to underlying professional experiences that influence whether teachers want to stay or leave.

School context also matters. Teachers from a black ethnic background were more likely to work in schools with high proportions of free school meals (FSM)-eligible pupils, and in London schools, which had higher rates of leaving intention. As minority ethnic teachers are particularly likely to work in London schools, improving retention requires addressing the wider pressures associated with these contexts, including the impact of high turnover.

Several drivers of intending to leave directly reflect disparities in teachers’ day-to-day experiences. Notably, teachers from a black ethnic background were more likely to report experiencing bullying and harassment, which is strongly associated with intentions to leave. They were also less likely to say that managers are considerate of their work–life balance or that they feel valued by their school.

Teachers from a black ethnic background are far more likely to have reported experiencing bullying and harassment than their white counterparts. While not all of these factors reached the threshold of statistical significance, together they build a picture where cumulative experiences of being safe, supported and valued – or not – shape whether teachers remain in the profession. Retaining minority ethnic teachers at the same rate as their white counterparts would mean keeping an additional 1,000 teachers per year in state-funded schools. School climate therefore plays a substantial role in retention, and developing an inclusive and equitable culture is fundamental to creating conditions in which teachers are more likely to stay and thrive.

SENIOR LEADER PERSPECTIVE

Sanum J Khan, Deputy Headteacher

The starting point for school leaders to begin is with themselves.

The bullying and harassment experienced by some non-white staff in schools is unacceptable and leaders must undergo training to identify and address it. In my experience, low reporting rates do not mean low incident rates. Instead, low reporting can reflect a lack of trust in the leadership process – particularly where perpetrators are themselves in positions of authority, and leaders lack the confidence and racial literacy to respond appropriately. Without honest self-reflection and a commitment to developing this competence, any actions taken are likely to be meaningless.

One practical area where leadership decisions can have a direct impact on retention is continued professional development (CPD). Rather than compulsory training, it is bespoke and personalised CPD that has had the biggest impact on my career. The CPD co-ordinator needs to have a broad understanding of CPD that is available to school staff and be able to share these opportunities in a timely manner. Leaders need to know all their staff’s competencies and ambitions well enough to help guide them towards appropriate CPD opportunities. However, staff proactively seeking opportunities for themselves is also beneficial and leaders need to be open to bespoke opportunities that staff bring to the table. Where CPD cannot be approved, leaders need to communicate clearly about why this is the case and be willing to offer alternatives that meet organisational and individual aims. Regular auditing of CPD access is also critical; patterns such as the underrepresentation of some ethnic minority groups in progression to National Professional Qualifications (NPQs) should prompt careful scrutiny rather than quiet acceptance.

Identifying line managers and team dynamics are also key. Pairing non-white staff members up with line managers who have previously been reported for racist behaviour creates an unsafe working environment. Leaders need to use their social and emotional intelligence to ensure that staff are supported and led by the right people. This is not about job titles and structures but about people and relationships.

Ultimately, we can’t change the retention and progression data in schools if we view staff members as their job titles alone. We need to see them as themselves – their values, the things that motivate/demotivate them, their lived experiences and their commitments. It is our responsibility to grow a strong and sustainable workforce where everyone has the opportunity to thrive.

Shared reflection

Together, the research evidence and leadership experience point to the same conclusion: retention is not only about workload or policy, but about trust, safety, support and belonging. When schools combine data-informed insight with reflective and inclusive leadership practice, they are better placed to create environments in which all teachers – and particularly those from minority ethnic backgrounds – can remain, progress and thrive. 

Katherine Aston
Research Manager at the National Foundation for Educational Research (NFER)

Sanum J Khan
Deputy Headteacher at the Insignis Academy Trust

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