Retaining Women Teachers in Their 30s - What is the Solution?
Recent findings, as highlighted by the BBC, have exposed a worrying trend: women in their 30s are the largest group leaving the teaching profession in England. With over 9,000 women exiting in 2022-23 alone, compared to just over 3,400 men of the same age, the scale of this exodus is alarming. The "Missing Mothers" report underscores the critical need for more family-friendly policies within the education sector to stem this tide.
This issue is symptomatic of broader systemic challenges. The teaching profession, which is predominantly female, is struggling to retain experienced educators who face numerous challenges, including the pressure of balancing family life with demanding workloads, inadequate maternity pay, and a lack of flexible working arrangements. While the Labour government’s promise to recruit an additional 6,500 teachers is a positive step, focusing solely on recruitment without addressing retention is akin to filling a leaky bath.
The disparities in maternity pay are stark and serve as a significant barrier to retention. Teachers currently receive far less favourable maternity conditions compared to other sectors, such as the NHS or civil service, making it financially challenging for many women to remain in the profession after starting a family. This is not just an issue of fairness; it is a matter of retaining highly skilled and experienced professionals who are vital to the future of education.
But what can be done beyond acknowledging these issues? One key solution lies in conducting an audit, such as Lead5050’s Equity IQ, across schools and academy trusts. This audit would assess how well institutions are supporting their female staff, particularly those balancing motherhood and a teaching career. An Equity IQ audit would not only highlight areas where maternity policies, flexible working arrangements, and support systems are lacking but also provide actionable insights on how to create a more inclusive and supportive working environment.
Monitoring data is also crucial. Schools and trusts must regularly track the career progression, retention rates, and satisfaction levels of female staff, particularly those with dependent children. By systematically gathering and analysing this data, institutions can identify trends, spot potential issues early, and implement targeted interventions to support their staff better.
Some academy trusts are already pioneering this approach. Dixons Academies Trust, for example, is experimenting with a nine-day fortnight for teachers across its schools in the north of England, while Linton Village College in Cambridge is embracing flexible working arrangements for over a third of its staff. These initiatives are commendable, but they need to be part of a broader, more systematic approach that includes regular equity audits and data monitoring to ensure that progress is sustained and meaningful.
The goal is clear: to stop the "gross waste of talent" that results from the loss of experienced female teachers in their 30s. Schools and trusts must go beyond just recruitment drives and instead focus on creating an environment where women can thrive both as educators and mothers. This includes better maternity pay, more flexible working options, and comprehensive support systems for returning mothers.
Incorporating an audit and continuous data monitoring into school practices can provide the insights needed to make these changes effectively. By doing so, we can ensure that the teaching profession is not only a career but a sustainable and fulfilling choice for women throughout their lives. If we fail to address these issues, we risk perpetuating a cycle of recruitment challenges that ultimately harms the education of future generations.
Leanne Linacre, CEO, Lead5050