Who becomes a teacher, and who stays? Research by Professor John Jerrim looks at the demographic, academic and motivational factors behind both. Lee Owston shared it on his blog for Ofsted. Below are the four findings most useful for recruitment and retention, with what leaders can do about each.

You can access the full research summary here:

Read the full study

Key Findings for School Leaders

1. Socioeconomic Background

Students from lower socioeconomic backgrounds—particularly those eligible for free school meals—are significantly less likely to enter the teaching profession. The primary reason is lower academic attainment at earlier stages, not a lack of interest or ability. However, once in the profession, these individuals are just as likely to stay as their peers.

Leadership takeaway: Improving outcomes for disadvantaged pupils could expand the future teacher workforce. Schools should also consider targeted outreach to high-potential students from underrepresented groups.

2. Language and Cultural Diversity

Students who speak English as an additional language (EAL) are underrepresented in teaching roles. Even when academically qualified, they are less likely to enter the profession and more likely to leave early.

Leadership takeaway: Develop inclusive recruitment pathways and mentoring schemes that actively support candidates from linguistically and culturally diverse backgrounds.

3. Student Lifestyle and Local Ties

Undergraduates who live at home during university are more likely to become teachers—and remain in the profession. Factors such as financial stability, family support, and a sense of local belonging appear to influence these choices.

Leadership takeaway: Consider regional campaigns and partnerships with local universities to engage students with strong community ties.

4. University Prestige and Career Choice

Graduates from high-status universities are less likely to enter teaching and more likely to leave if they do. The perceived prestige and pay of alternative careers are likely drivers.

Leadership takeaway: To attract top graduates, schools must highlight the value, purpose, and leadership opportunities within teaching. Wellbeing, career progression, and impact must be at the centre of recruitment messaging.

What Can School Leaders Do?

Advertising roles is only the start. The findings point to four practical areas:

Practical Strategies for School Leaders:

1. Early Outreach and Engagement

  • Develop links with local schools and universities to promote teaching as a meaningful, attainable career—particularly for underrepresented students.
  • Host school experience days and ‘Teach Meet’ events for potential recruits.

2. Mentorship and Early-Career Support

  • Offer strong induction programmes for new staff, supported by coaching and peer mentoring.
  • Use structured tools like our New Staff Induction Checklist to ensure consistency and care from day one.

3. Prioritise Professional Growth

  • Invest in meaningful CPD pathways and leadership development.
  • Use reflective tools and appraisal frameworks that focus on both wellbeing and growth.
  • Explore the MasterClass on Retaining Talent for strategies to keep staff inspired and supported.

4. Build a Positive School Culture

  • Promote collaboration, wellbeing, and recognition in daily practice.
  • Create a workplace where staff feel valued, listened to, and trusted to lead change.
  • Access our Leading on Wellbeing MasterClass for tools and strategies to create a culture people want to be part of.

Further Resources for School Leaders