Disadvantaged schools face steep recruitment challenges, EEF study finds

Schools serving disadvantaged communities face “significant” barriers in attracting teachers, particularly at secondary level, with many recruitment incentives proving costly, new research has found.

According to a new study published by the Education Endowment Foundation (EEF) and led by Teacher Tapp co-founder professor Becky Allen, teachers, on average, require a 13% higher salary to consider applying for roles in secondary schools serving the most disadvantaged communities.

The research, conducted with professor John Jerrim, Iain Ford, Loic Menzies, Dr Sam Sims, Dr Burak Sonmez, and Karen Wespieser, compared teachers’ responses to different job adverts to identify which benefits most influence application decisions.

While the findings show that improved working conditions can make teaching jobs more attractive, the study notes that the most appealing options – such as reduced class sizes or additional time for marking and planning – are expensive. 

EEF suggested schools may achieve better recruitment outcomes by investing those funds in higher pay instead.

However, strategies such as childcare subsidies and specific flexible working commitments were found to offer better value for money, potentially influencing job applications more effectively than salary increases for many teachers.

The report forms part of a wider package of research and resources from the EEF on teacher recruitment and retention. A companion evidence summary for school leaders identifies four areas most likely to improve retention: workload, flexible working, leadership and culture, and financial incentives.

According to the summary, teachers in schools using multiple workload strategies report more manageable workloads, while flexible working – though still uncommon – can improve job satisfaction and wellbeing when managed effectively. Leadership practices that build trust and support professional development are also linked to higher retention, while financial incentives remain the best-evidenced approach for attracting teachers.

The EEF has also released early findings from two pilot projects exploring flexible working approaches.

At Dixons Academies Trust, a “nine-day working fortnight” – offering full pay and one day off every other week – was well received by most staff, who reported better work-life balance. However, some early career teachers said they had less access to support from senior leaders.

A separate project led by the Chartered College of Teaching and UCL Institute of Education examined the impact of allowing teachers to complete planning, preparation and assessment (PPA) time offsite. Participants reported greater wellbeing, productivity and trust, though some leaders expressed concern about reduced collaboration.

Emily Yeomans, co-CEO at the EEF said: “High-quality teaching remains the most powerful lever we have to help all pupils fulfil their potential. This starts with attracting and retaining great teachers in the schools that need them most. Yet as our new study shows, schools serving disadvantaged communities face an uneven playing field, even when it comes to competing for staff.

“These findings underline the importance of targeted, evidence-informed approaches to tackling teacher shortages, particularly for disadvantaged schools. By setting out what the evidence tells us is most likely to work – through both the individual studies and wider evidence summary, we hope to support decision-makers in developing more effective, sustainable solutions.”