NFER: Study suggests tackling ethnic disparities in teacher workforce could help solve recruitment and retention crisis

New research indicates tackling ethnic disparities in teacher recruitment and retention could significantly contribute to the Government's pledge to recruit and retain 6,500 teachers.

The report by NFER, funded by Mission 44 - the foundation launched by Sir Lewis Hamilton to drive change so that every young person can thrive in school and beyond - reveals:

• If UK domiciled applicants to postgraduate teacher training from ethnic minority* backgrounds were accepted on to training courses at the same rate as their white counterparts, the system would train around 2,000 more teachers per year**.
• Retaining ethnic minority teachers in the state-funded sector at the same rate as their white counterparts, could retain an additional 1,000 teachers per year.

The analysis explores factors influencing ethnic disparities in teaching at three key progression points: entry into initial teacher training (ITT), retention and progression to leadership.

It shows there are significant disparities in ITT rejection rates among UK domiciled applicants that are not explained by differences in applicant and application characteristics. This suggests that discrimination has a role, but limitations with the available data mean we cannot definitely rule out other factors such as applications being below the quality standards set by ITT providers.

The analysis suggests that if UK-domiciled applicants from all ethnic backgrounds were the same age, had similar socio-economic backgrounds and types of qualifications, and applied to the same providers, the gap in rejection rates between applicants from Asian and white ethnic backgrounds would be 14 percentage points. Similarly, the gap with white counterparts would be 18, six and 18 percentage points for applicants from black, mixed and other ethnic backgrounds, respectively. These gaps are equivalent to around 1,400-1,700 trainees per year. ***

The report also highlights that teachers from Asian and black ethnic backgrounds have a significantly higher intention to apply for promotion than their white counterparts, even after controlling for differences in characteristics.

If teachers from all ethnic backgrounds had similar roles, workplace experiences and demographic characteristics, intention to apply for promotion for teachers from a black ethnic background would be 17 percentage points higher than for teachers from a white ethnic background.

For teachers from an Asian ethnic background, the intention to apply for promotion would be 12 percentage points higher than their white counterparts.

This suggests that the disparities in progression rates found in NFER's previous research were not due to a lack of interest in applying for promotion among ethnic minority teachers and more likely to reflect a lack of opportunity or inequitable treatment in decision-making processes.

NFER School Workforce Lead, Jack Worth, said:

“Our research suggests that removing bias in teacher recruitment, retention and promotion is essential to ensuring we have the most capable and qualified teachers. Through tackling inequalities, the Government could substantially improve persistent long-term recruitment and retention issues.

“However, equality improvements to recruitment and promotion processes must be accompanied by a genuine commitment to inclusion. It is insufficient to improve equity in recruitment to teaching and leadership, if individuals are not subsequently supported, respected and valued in these roles.”

Jason Arthur, CEO at Mission 44, said:

"We welcome the government's recent commitment to work with Mission 44 and our partners to build a teaching workforce that better reflects the diversity of our country. Ensuring that talented individuals from all backgrounds can not only enter the profession, but thrive within it, is essential if we're serious about solving the recruitment and retention crisis - and delivering an education system where every young person can succeed.”

The new research also highlights that in the last 12 months individuals from a black ethnic background were more likely than their white counterparts to report experiencing bullying and harassment. Teachers from a black ethnic background were more likely to report not feeling valued by their school and that a lack of support from superiors was an important reason for considering leaving.

In contrast, teachers from an Asian ethnic background were less likely to be considering leaving than their white counterparts. However, they were slightly more likely than their white counterparts to have reported experiencing bullying and harassment.

Our analysis found little difference in intention to leave between teachers from mixed and white ethnic backgrounds. There was also no difference between the two groups in terms of factors that are associated with intention to leave.

Overall, the report shows that 12 per cent of all teachers reported that they experience bullying and harassment, over the last 12 months.

The report makes a number of recommendations including:

• The Department for Education (DfE) should play a more proactive role in encouraging ITT providers, schools and trusts to adopt more inclusive recruitment practices.

• The DfE should embed equity, diversity and inclusion within programme frameworks and within selection criteria for appointing providers, including across ITT, Early Career Framework (ECF), National Professional Qualifications (NPQ) and Teaching School Hubs. 

• School and trust leaders should develop pathways to actively support ethnically diverse teachers who are interested in promotion, such as coaching, shadowing, or promoting leadership training opportunities.
• School and trust leaders should evaluate their selection criteria and processes for appointing to promoted and leadership posts to ensure they are transparent, inclusive and equitable, particularly considering disparities by ethnicity.

• ITT providers should audit and evaluate their selection criteria and processes for equity, diversity and inclusion, particularly considering disparities in admission by ethnicity, socioeconomic background and ages.
• ITT providers should provide ongoing professional development and reflection to improve equity in their attraction and selection processes.

ENDS℗ NOTES TO EDITORS

*Ethnic minority: refers to all ethnic groups except the white British group. Ethnic minorities include white minorities, such as Gypsy, Roma and Irish Traveller groups.

**Given limitations with the currently available data, it is not possible to ascertain the proportion of applicants (from any ethnic background) that were below the quality standards set by ITT providers (e.g. without qualifications that form a key requirement for enter teacher training). Caution should therefore be exercised in interpreting these ethnic disparities.

*** Asian: Indian; Pakistani; Bangladeshi; Chinese; any other Asian background.

Black: Caribbean; African; any other black background.

Other ethnic background: Arab; any other ethnic group.

White: English, Welsh, Scottish, Northern Irish or British; Irish; Gypsy or Irish Traveller; Roma; any other white background.

Mixed ethnic background: white and black Caribbean; white and black African; white and Asian; any other mixed or multiple ethnic background.