Teacher Wellbeing Index 2022: record numbers plan to leave profession as mental health suffers


Record numbers of UK teachers and education staff have considered leaving the sector in the past academic year due to pressures on their mental health and wellbeing. Over half of this group have actively sought to change or leave their current jobs, citing workload as the main factor:

  • 59% of staff have considered leaving the sector in the past academic year due to pressures on their mental health and wellbeing (67% senior leaders, 59% schoolteachers)
  • 55% of those who have considered leaving have actively sought to change or leave their current jobs (58% senior leaders, 53% schoolteachers)
  • 68% of staff who have considered leaving cited volume of workload as the main reason for thinking about leaving their jobs (83% senior leaders, 66% schoolteachers)


The findings, part of the 2022 , conducted annually by the charity Education Support in conjunction with YouGov showed that overall, stress levels have increased when compared to 2021. Staff working in education also continue to experience higher levels of depression and anxiety than those reported in the general population.

  • 75% of all staff are stressed (84% of senior leaders, 72% of schoolteachers)
  • 47% of all staff always go into work when unwell (61% of senior leaders, 45% of schoolteachers)
  • 78% of all staff experienced mental health symptoms due to their work (87% senior leaders, 76% schoolteachers)

The sector has been further hit by the cost-of-living crisis with school leaders warning of “catastrophic” measures they will be forced to take this winder – including restricting heating in classrooms and cutting staff. [1] 


Matt Quigley, Headteacher said:


 “This report correlates directly with my current experience as a school leader. Stress, anxiety and depression are prevalent amongst staff; funding cuts really aren’t helping with me having to ask staff to give even more when they’re already on their knees; it is reasonable to expect that this would then negatively impact on the long-term health and well-being of staff; and, despite working really hard over the last few years – with the challenges we have all faced – in order to create a ‘compassionate culture’ amongst our staff, even for a great staff like ours we are all starting to fray at the edges. This way of working simply isn’t sustainable for much longer and some wide-ranging changes need to be made.”


 Commenting on this year’s Index, Sinéad Mc Brearty, CEO of Education Support said:


“These findings paint a grave picture for the future of education. The Prime Minister has made clear his commitment to growth and the skills agenda, but the reality of the education workforce crisis will not magic itself away. No-one has sought to create this situation, but these chronic, entrenched dynamics around workload, stress and mental ill health will limit our national ambition for a generation. We are witnessing the slow disintegration of the workforce.”  

“Whilst these data make difficult reading for everyone involved in trying to make the system the best it can be, the simple fact is that we are failing.  Our children and young people deserve so much more from us. It is time to invest in the workforce and to remove the well documented drivers of significant stress in the system.”

To download a full copy of the report, including conclusions and recommendations visit Education Support’s website.

DfE launches Prevent Duty Self-Assessment Tool to help schools safeguard children from radicalisation and extremism


The Department for Education has released its new Prevent Duty Self-Assessment Tool for Schools – an easy-to-use resource designed to help Designated Safeguarding Leads (DSLs) and wider Senior Leadership Teams (SLTs) implement the Prevent duty to safeguard children and young people from radicalisation and extremism.

This new tool, developed in collaboration with edtech charity LGfL-The National Grid for Learning, provides schools with a practical overview of areas to consider throughout the school year. By encouraging a cycle of continuous review and improvement, the tool helps schools assess how well policies and practices are embedded, and identify any challenges, gaps and areas of weakness.

The self-assessment tool, which comes complete with a spreadsheet and guide, follows the Ofsted Education Inspection Framework grading.  SLTs and DSLs simply gather and input evidence for the seven areas outlined that enable them to accurately review their strengths and areas for development, which can be repeated throughout the year:

  1. Leadership and Management
  2. Risk Assessment
  3. Working in Partnership
  4. Training
  5. Online Safety
  6. Safeguarding School Premises
  7. Building Children’s Resilience to Radicalisation


To be effective, consultation and dialogue with students, staff and the wider school community is crucial. This is particularly important for the Online Safety section, in light of the Government’s guidance in Keeping Children Safe in Education, which advocates a whole school approach.

To support this, we recommend schools also refer to LGfL’s Online Safety Audit for Schools to help evaluate their leadership, training, filtering and monitoring, parental engagement, policy and practice, and curriculum.  “Online safety requires consistency, common understanding and clear communication – unless all stakeholders are involved and staff know what others are doing – including technical teams – there will be gaps. And the same applies if policy does not reflect practice,” said Mubina Asaria, Safeguarding Consultant, LGfL-The National Grid for Learning.

“The evidence schools record on the spreadsheet should be robust and include actions, details and dates,” she said.  Results can then be incorporated into the school’s Prevent and school development plan and shared with governors and trustees to help them fulfil their duties.”

To download your free Prevent Duty Self-Assessment Tool for Schools please click here.

Approach to Welsh Government uniform proposals could increase bullying and discrimination according to new research

New research has shown that more than 50% of schools across Wales use uniforms to reduce discrimination and almost a half of schools have a compulsory uniform to prevent bullying.


The findings come as the schoolwear industry has highlighted concerns with new proposals from the Welsh Government which aims to reduce the number of compulsory school branded clothing.


Responding to the Welsh Government’s consultation on school uniform – which closed this week – the Schoolwear Association has argued that the proposals risk undermining equality within schools, drive up prices for parents and make it harder for parents to get the right uniform items they need throughout the year.


Research conducted for the Schoolwear Association has shown that Welsh schools – both primaries and secondaries – recognise the value of school uniforms. It found that:


  • Schools recognise the value of branded items – 60% of schools specify logo’d garments give children a sense of pride with a majority (52%) saying uniform acts a social leveller and 42% saying logo’d uniform prevents bullying.
  • Parents are not demanding change – 87% of schools say parents have not raised concerns over the cost of uniform with them. 
  • Schools have already acted – 60% of Welsh schools have already amended their uniform policy or intend to do so in the next 12 months, to take into account the 2019 Statutory Guidance that required schools to ensure their uniform policies were appropriate and affordable. Where schools have made changes to their uniform policy, the majority have already either reduced the number of logo’d garments or made some logo’d garments optional.


In its response to the Welsh Government’s consultation on its proposals, the Schoolwear Association has highlighted that:


  • Removing logos from school uniforms risks undermining the value of uniform leading towards the prospect of a ‘non-uniform’ policy – making it harder to provide a more cohesive environment and for pupils to have a sense of pride in their school
  • The Welsh Government’s proposals are likely to increase social inequality between pupils, with uniform acting as a ‘leveller’ for all pupils – if these proposals were to be introduced, parents are likely to come under pressure to purchase more expensive designer items
  • Parents are likely to need to purchase items more often, potentially driving up costs rather than reducing them – high quality uniforms offered by specialist retailers are typically more durable and long-lasting offering parents the best long-term value, reducing the need for regular repeat purchases
  • Reforms risk making it harder for parents to be able to get the right uniform they need when they need it, throughout the year – ending sole supplier arrangements is likely to main uniform is not in stock when required, particularly for bespoke sizes


Matthew Easter, Chair of the Schoolwear Association said:This new research makes it clear that school leaders across Wales recognise how vital uniform is, acting as a social leveller, promoting pride and belonging among pupils and reducing bullying.


“Branded uniform items offer best long-term value for families, with high quality and durable items reducing the need for clothes to be regularly replaced.


“We strongly support action to help families with the cost of living, and our members are working closely with schools to reduce costs for parents. However, we are concerned by the potential unintended consequences of these proposed changes, particularly as schools across Wales have already acted. This research should encourage the Welsh Government to reconsider their approach.”


Bournemouth Pupils Use Technology To Unite for Anti-Bullying Week


Bournemouth school children have been celebrating Anti-Bullying Week by using the latest in educational technology to learn about friendships, kindness and how to stay safe online. 


Pupils from Kingsleigh Primary School took part in a week of special activities to mark the event, which included using digital resources from Discovery Education Espresso . Taking place in November each year, Anti-Bullying Week is a nationwide campaign to raise awareness of different kinds of bullying and empower children to take a stand and make a difference.


Kingsleigh Primary School pupils began their learning by coming together for ‘circle time’, where they used digital resources to investigate what bullying looks like and how it can be prevented. The children discussed what it means to be a good friend and explored how to take a stand against unkind behaviour. 


Next, the pupils took part in a whole-school assembly, where they watched a Discovery Education video about the importance of respect and kindness. Produced in partnership with the Anti Bullying Alliance, ‘One Kind Word’ gave the children lots of ideas for ‘random acts of kindness’, which can break down barriers and brighten the lives of those around them. 


Teacher Janet Beauchamp said:

“It was wonderful to see the children work together to take a stand against bullying. Discovery Education’s anti-bullying resources gave us lots of different scenarios to explore and prompted valuable discussion points.  Although the children were already fairly knowledgeable about the different types of bullying, it was a good refresher of how we can beat bullying with kindness.”


Discovery Education Espresso offers a vast array of anti-bullying and online-safety resources, spanning all primary key stages and subjects and including video, text, audio, images and interactive activities.  


Explore Discovery Education’s award-winning, curriculum-matched digital resources at www.discoveryeducation.co.uk.


KnowBe4 Launches New Mobile Learner App for Anytime, Anywhere Cybersecurity Learning


KnowBe4 empowers end users by introducing security awareness and compliance training on the go at no additional cost 

London, UK (November 28, 2022) – KnowBe4, the provider of the world’s largest security awareness training and simulated phishing platform, today announced it is launching the new KnowBe4 Mobile Learner App to empower end users by introducing security awareness and compliance training on the go at no additional cost to customers, improving user engagement and strengthening security culture. 

With a large majority of the world’s population using smartphones today, mobile training revolutionises the way people learn. This new app will enable end users to complete their security awareness and compliance training conveniently from their tablets or smartphones, giving them 24/7/365 access. 

“The KnowBe4 Mobile Learner App is the first of its kind to launch in the security awareness and compliance training space, making it easier than ever to train users while subsequently strengthening an organisation’s security culture,” said Stu Sjouwerman, CEO, KnowBe4. “This new app will enable IT and security teams to improve engagement and completion rates for required training thanks to a seamless user experience. This will also help users to associate security with their personal devices, keeping it top of mind all the time rather than only when they are at work on their computers. We are making this substantial new capability available at no additional cost to all subscription levels as a show of our commitment to supporting our customers’ security and human risk management objectives.” 

Based on subscription levels, KnowBe4 offers 100+ Mobile-First training modules that were designed specifically for mobile. The KnowBe4 Learner App supports push notifications for custom announcements, updates on assigned training as well as KnowBe4 newsletters. 

The app is available for iOS and Android, and free to all KnowBe4 customers with a KnowBe4 training platform subscription. For more information, visit https://www.knowbe4.com/mobile-learner-app.  

About KnowBe4 

KnowBe4, the provider of the world’s largest security awareness training and simulated phishing platform, is used by more than 54,000 organisations around the globe. Founded by IT and data security specialist Stu Sjouwerman, KnowBe4 helps organisations address the human element of security by raising awareness about ransomware, CEO fraud and other social engineering tactics through a new-school approach to awareness training on security. Kevin Mitnick, an internationally recognised cybersecurity specialist and KnowBe4’s Chief Hacking Officer, helped design the KnowBe4 training based on his well-documented social engineering tactics. Tens of thousands of organisations rely on KnowBe4 to mobilise their end users as their last line of defence. 

VIP’s cut the ribbon on Eastbourne’s new SEND school


Morgan Sindall Construction’s Southern Home Counties business celebrated the completion of Eastbourne’s new special educational needs (SEN) school, Summerdown, with an opening ceremony on the 22nd of November. 


Procured through the Department for Education (DfE) framework, the event marked the final milestone of the new multi-faceted building which has been built for the Department of Education on behalf of East Sussex County Council (ESCC).  


Several key stakeholders from Morgan Sindall Construction, ESCC and local government officials were in attendance, including Morgan Sindall Construction’s Southern Home Counties team, Eastbourne’s MP Caroline Ansell; the Lead Member for Education and Inclusion, Special Education Needs and Disability, Councillor Bob Stanley; Steven Hyland from the Department of Education; and Summerdown’s Headteacher, Penny Kershaw. 


As part of Morgan Sindall Construction’s commitment to Intelligent Solutions, the new school includes a host of bespoke and specialist equipment, including a hydrotherapy pool, sensory rooms, food technology and state-of-the-art science laboratories as well as landscaped gardens to provide an enriching outdoor environment.  


The school will create 135 much-needed local school places for children aged 5-16 with autism spectrum disorder (ASD), complex learning needs and medical difficulties.  


During construction, Morgan Sindall Construction worked with the Eastbourne community as part of its commitment to delivering social value where it is most needed in the areas it operates in. Eastbourne Investment Group ensured minimal disruptions to the local area, as well as minimising the project’s carbon footprint by utilising modern methods of construction.  


Caroline Ansell, MP for Eastbourne and Willingdon, said: “Five years ago, hope was planted for a purpose-built special school in Eastbourne and here we are today standing in this stunning new facility. I know first hand how special schools such as this can and will change the lives of children and their families. This is an important investment by the government in education in Eastbourne and I congratulate all involved in bringing this wonderful new school to fruition.” 

Councillor Bob Stanley, Lead Member for Education and Inclusion, Special Education Needs and Disability at East Sussex County Council, said: “These magnificent facilities give confidence to parents that we are investing in their children to fulfil and explore their potential.” 


Nick Beaumont, Morgan Sindall Construction’s Project Manager for Summerdown School, said: “I’ve thought about this day for a long time, and I can honestly say we as a team have put our heart and soul into delivering it. This is a long awaited and much needed, vital resource to the Eastbourne community. We saw the children on the very first day they entered the school and to see their beaming faces, you can’t ask for a better reward. Going forward, this must be the norm for SEND provision. 


Penny Kershaw, Principal Designate at Summerdown School, said: “It is an absolute privilege and a pleasure to be Principal Designate here at Summerdown and to celebrate the opening of this fantastic new school. Everyone has gone above and beyond to ensure the successful delivery of the project; it’s an incredible responsibility to know how much schools such as Summerdown can change the lives of both children who attend and their families alike. Thank you to the Department for Education for providing support and funding.  


“To Morgan Sindall Construction, what an amazing experience; the professionalism, enthusiasm and commitment of the whole team has been evident from day one. This wasn’t just perfect delivery, this was an uber perfect delivery!” 


Margaret Neal, Chair of Trustees at Southfield Academy Trust, said: “There has been a vital need for a purpose built SEN School in this area for some time and to have achieved this whilst battling lockdowns, Brexit and all manner of other obstacles is quite some achievement. This magnificent bespoke learning resource is state-of-the-art and finished to the highest standards. I can’t fault the Morgan Sindall Construction team and their ability to interact with both the children and the school community as a whole.” 


National Institute of Teaching publishes first phase of inaugural research on mentoring for teachers

The National Institute of Teaching (NIoT) has published the first phase of its inaugural research project, ‘Mentoring and coaching trainee and early career teachers: conceptual review and current practice survey’. The aim of the research function of NIoT is to find workable and evidence-based solutions for the most urgent and complex teacher professional development challenges faced by schools everywhere.


The mentoring project draws on a diversity of perspectives and reference points from across the teacher development and wider education sectors*, bringing together a wide range of experts, organisations, skills and expertise. This first phase clarifies definitions and approaches – and explains the theories behind how schools-based mentoring can achieve a range of positive outcomes.


To inform the project’s recommendations to the sector, this phase also includes findings from a Teacher Tapp survey of around 300 mentees in their first five years of teaching and more than 1,000 mentors**, including:


  • Mentees in the sample were generally positive about being mentored: 87 per cent named at least one benefit, particularly greater confidence and improved teaching practices.
  • Whilst almost all mentors report experiencing some benefits, most also named some detrimental effects, and these frequently relate to lack of time and mentoring detracting from other activities.
  • A third of primary teachers in the sample did not feel that they had been given an appropriate mentor – twice the proportion of secondary teachers, who will typically work in schools with larger staff teams.
  • The benefits and challenges of mentorship reported by mentees did not differ substantially between those who were mentored by their line manager and those who had a separate line manager and mentor. However, more than half of all teachers surveyed said they would prefer not to be mentored by their line manager.


This work will help inform the final stage of this project, the publication in Spring 2023 of recommendations on effective practice for mentoring in primary and secondary education. Recommendations will also be informed by a review of the evidence. We will bridge gaps in evidence with practical, transparent and actionable recommendations that can benefit the whole school system, including other teacher-development providers, as well as NIoT’s own programmes. 


Executive Director of Research and Best Practice, Calum Davey, said: “Achieving our mission to improve the quality of teaching across the country means conducting rigorous research on areas of professional development that are challenging for schools to implement.”


“We chose teacher mentoring as our first research project because mentoring is a fundamental element of trainee and early career teacher training and, when done well, is a powerful way to support, develop and retain effective teachers. Issues such as capacity and expertise persist, which mean that schools can struggle to identify appropriate mentors and to provide them with sufficient time and support. 


“Schools, training providers and policy makers can benefit from guidance on where to focus effort and resource. Working closely with our research partners across the sector, the next phase of this project will analyse the evidence and findings to produce evidence-based recommendations.  These will inform our own training programmes and, crucially, be proactively shared with everyone in education for the purpose of benefiting teachers and pupils everywhere.”


To read the full conceptual review and research findings, go to niot.org.uk/teacher-mentoring-research.


* The core project team consists of education and research experts including teachers, leaders and academics.


The expert panel has senior-level practitioner, academic and provider representation from seven leading teacher training universities, providers and academies. 


** This data was collected via the Teacher Tapp survey app in early July 2022 in order to give an overview of current mentoring practice in state-funded schools in England for teachers with fewer than five years’ experience.  

Softcat reveals cyber security is top IT priority for education sector in 2023


60% of education sector prioritising Cyber Security over the next year –

25% say sustainability is an important factor in their IT investments –

A new report by leading providers of IT infrastructure, Softcat, offers an exclusive look at the tech investments the education sector is prioritising in the year ahead. 


The findings form part of a report based on the views of more than 1,800 customers in the UK and Ireland – across 27 corporate and public sectors. 


The annual report reveals the education sector is prioritising Cyber Security above all other technology areas, with 60% of respondents saying it is their top focus over the next 12 months. 


Maintaining robust cyber security is a major challenge for the education sector, as demonstrated by the Cyber Security Breaches Survey 2022. According to the data, 92% of higher education colleges identified at least one breach or attack in the past 12 months – much higher than the average for UK businesses (39%).  


Universities have become lucrative targets for cybercriminals in recent years, mainly due to the huge amounts of non-public research information they hold. A report published by the National Cyber Security Centre shows that the university sector was the third most vulnerable to cyberattacks.  


Breaches or attacks identified within primary schools stayed at similar levels to 2021 (41% vs 36%), but within secondary schools, there was a significant increase in breaches and attacks (70% up from 58% in 2021). 


As the education sector becomes more digitalised and reliant on technology, cyber resilience has become a top priority. This involves taking a proactive approach to securing networks, devices and data, rather than responding ad-hoc to incidents. 


After Cyber Security, Devices is the second most cited technology investment area for the next year as organisations continue to invest in the digital workspace (58% of respondents). 


Covid-19 and its associated disruption has emphasised the need for educational institutions to have an agile method to onboard, secure, manage and monitor the devices used. This is particularly true for increasingly popular hybrid working and bring-your-own-device models. 


This is also reflected in the third top priority for education organisations – End Point Management (41%). 


Effective end-point management can support organisations from a security standpoint, allowing administrators to geofence features, track devices and assign policies and restrictions based on location. It can also help organisations limit accessibility on devices on-premises and at home, as well as speed up configuration, assignment and updates on a large scale. 


It’s clear from the survey findings that sustainability is moving higher up the agenda in the education sector when considering technology investments, with 25% of respondents citing it as a priority this year. 


Richard Wyn Griffith, Chief Commercial Officer, commented on the findings:  


“The past year has been one of transition and adjustment for our customers after the disruption and uncertainty of recent years.   


“Today, organisations are focused on switching off ‘emergency’ digital transformation mode and turning on smarter digital transformation, setting a clear and concise roadmap for the deployment of new technologies.  


“This will help them to remain agile in the face of new headwinds, as well as taking positive action towards our shared sustainability goals.   


“One thing is certain; it will be the digitally mature who prosper in the future.”  


The full findings from the 2022 Softcat Business Tech Priorities Report, including expert analysis, can be downloaded here.  

From pitch to classroom: storytelling platform launches free live football themed learning


Following the buzz surrounding the kick off to the FIFA World Cup, immersive storytelling platform, Lyfta, is launching free live lessons to stream into classrooms across the UK, themed around the positive values that sport encourages including resilience, leadership and teamwork.

The interactive 30 minutes live streamed lessons take place on 30th November and 2nd December. Teachers will be able to access the live lessons via a Zoom link with no preparation required. 

As the world gets swept up in the excitement surrounding the World Cup, it is an ideal opportunity to engage pupils in meaningful learning and discussion on important skills such as teamwork, leadership and coping with success and failure. Utilising sport is an excellent way to nurture positive values and personal skill sets.  

Participating pupils will experience one of the stories from Lyfta’s Kids’ Cup which features Anna from Norway as she prepares to compete in the international Kids’ Cup competition. We’ll see Anna’s home and bedroom in 360° and see how she has to learn that coping with disappointment is all part of the game.

Pupils will get an insight into the different lives children across the world lead, and understand how sport is integral to fostering positive values to unite communities. 

Serdar Ferit, CEO at Lyfta, said:

“We know that real human stories provide a powerful tool to model positive values to children – a way for them to learn from others and reflect on their own values and behaviours at a safe distance. We hope our live lessons will provide an easy and impactful way for educators to  leverage the excitement of the World Cup as a powerful learning opportunity for students.”


The sports-related immersive lessons will take place on Wednesday, 30th November and Friday, 2nd December. For more information and to register a class for the 2022 Fifa Men’s Football World Cup Lyfta Live Lesson, please visit: https://www.lyfta.com/blog-storage/lyfta-live-lessons-sports.

The Blair Project seeking teams for ultimate motorsport STEM competition


The Blair Project, a Manchester-based provider of STEM education for young people and adults, is seeking secondary schools, colleges and youth clubs across Greater Manchester to register for its upcoming ProtoEV STEM Challenge.


Set to launch in January 2023, the ProtoEV STEM Challenge gives young people from ages 11 to 19 the opportunity to learn how to retrofit petrol go karts and convert them into fully electric ekarts which they get to test and race to see which is the fastest and most energy efficient. In the process, the teams learn about the electrification of transport, and leave equipped with the skills required for a career within the digital, technology or engineering sectors.


Through ProtoEV, underrepresented youth discover talents that they never knew they had; develop skills that industry needs and get hands on with electric vehicle propulsion systems and battery technologies; and discover career progression pathways. The Blair Project is building the schools to employment talent pipeline that the UK needs to reach Net Zero.


The challenge requires students to learn about physics, aerodynamics, design, manufacturing, branding, graphics, sponsorship, marketing, teamwork, media skills and financial strategy, and apply them in a practical, imaginative, competitive and life changing way.


The Blair Project seeks to engage young people who may have low awareness of careers in engineering and technology, inspiring them to pursue well-paid careers as innovators, technicians, scientists and engineers. It is focused on championing diversity, inclusion and social mobility in STEM, with a particular focus on growing the pipeline of female, BAME and working-class talent.


Having begun in Greater Manchester in 2018, this year ProtoEV is being rolled out nationally to widen the opportunity to students living in London, Oxford, and the West Midlands in partnership with Oxford Brookes University’s Centre for Motorsport Engineering and University of Birmingham.


Nile Henry, founder and CEO of The Blair Project, said: “This an exciting opportunity for schools, colleges and youth clubs to get involved in something that is truly transformational. Since launching ProtoEV in 2018, 55 students have been involved in the challenge, with 95% going on to pursue further education and careers in STEM.


“We know that there is a diversity problem in STEM and in the world of motorsport but can’t stand by as talent potential is wasted. At The Blair Project, we look to enable young people to meaningfully engage with the sector and remove the barriers that are stopping them from taking up careers in STEM and motorsport and driving lasting, transformational change.


“After some time off due to the pandemic, we are incredibly excited to relaunch ProtoEV, and can’t wait to see what our teams achieve!”


Teams can find out more and sign up here: https://www.theblairproject.org/protoev/