Investigating the recruitment and retention of ethnic minority teachers

Investigating the recruitment and retention of ethnic minority teachers, and its relationship to school outcomes.

Project description

Project Lead: 

Professor Stephen Gorard  

Duration:

1/12/2022 – 30/11/2025 (36 months)

Organisation:

 Durham University 

Research theme:  

• teaching and learning, with a focus on teachers and their recruitment, retention and professional development  

The four nation focus: 

• England

Project overview

Aims

The overall aim of the proposed study is to help understand, address and ameliorate disparities of ethnic minority representation in the teaching force. 

Description

England has the most ethnically diverse population in the United Kingdom. Yet while it is estimated that 31% of the student population is from ethnic minority background, the majority of school leaders (93%), teachers and teaching assistants (86%), and other staff (87%) are White British by ethnic background. To address this mismatch and make recommendations for policy and practice, this study analyses official government data from the School Workforce Census, UCAS and the NPD. It systematically reviews and synthesises international evidence on effective measures to attract and retain ethnic minority teachers. It is also conducting a nationwide survey on barriers and facilitators faced by schools in recruiting and retaining ethnic minority teachers, and in-depth case studies of schools that have been known to be effective in recruiting and retaining ethnic minority staff. 

Project partners

Brunel University 

Partnership plans

TBC

Researchers

• Professor Stephen Gorard (PI); Durham University  
• Prof Beng Huat See, University of Birmingham
• Dr Antonina Tereshchenko, Brunel University
• Prof Nadia Siddiqui, Durham University
• Prof Feyisa Demie, Durham University

Research findings and policy recommendations 

• The disproportionality of ethnic minority teachers in England: trends, patterns, and problems, (2023), Routledge Open Research

The paper shows how most ethnic minorities are under-represented in the teaching workforce in England, and even more heavily so among school leaders. There are huge regional differences. The paper also shows how acceptance to initial teacher training is much lower for ethnic minority applicant.

• Factors related to the recruitment and retention of ethnic minority teachers: What are the barriers and facilitators?  (2024), Review of Education, BERA.

Based primarily on studies from the US, it is clear that ethnic minority teachers might face barriers due to somewhat weaker or less traditional qualifications, and implicit bias from some selection systems. Anti-bias training for school leaders can improve the situation. A clear attractor for ethnic minority teachers is the ethnic mix of the school – diversity preferred.

• What helps to attract minority ethnic teachers in England?: Results from a national survey. Review of Education Studies ISSN 2770-9779 Vol. 5, No. 1, 2025.

In general, ethnic minority teachers are attracted to schools or encouraged to leave teaching for the same reasons as White British – predominantly stress and workload. A smaller issue attracting ethnic minority teachers was the ethnic mix of schools – students, staff and leadership. 

• Why are Ethnic Minority Teacher Paid Differently in England: A Preliminary Analysis of the School Workforce Census, International Journal of Research and Innovation in Social Science, (2024)

The apparent shortage of ethnic minority teachers in England does not seem to be related to differences in pay. Black African and Black Caribbean teachers are clearly paid more on average, while Indian and Chinese teachers are paid less. Once age, experience and qualifications are controlled for, any differences in pay are minor.

• Do School Exclusions and Attainment Outcomes Disproportionately Impact Minority Ethnic Pupils? Analysis of Pupil Characteristics, Segregation, and Outcomes in England. Educ. Sci. 2025, 15(1), 6.

Ethnicity does not seem to be a factor in student suspensions from school, although suspensions are clearly higher for White British pupils. Once other factors like special educational needs and poverty are accounted for there is no difference between the attainment of different ethnic groups.

• The impact of student: teacher ethnic congruence on student treatment and relationships at school: an international review of evidence, Review of Education Studies Vol 5, No 1 (2025)

There is a considerable weight of evidence, almost exclusively from the US, that ethnic congruence of students and their teachers is linked to improved attendance, aspirations and entry to later courses. This is especially so for Black and Latinx students. This reveals one of the dangers of having an ethnic disproportion between students and teachers in England.