Educational Isolation in England: Understanding Place-Based Challenges for Teacher Recruitment and Retention in Coastal and Rural Schools

Ovenden-Hope, Tanya and Passy, Rowena (2020) Educational Isolation in England: Understanding Place-Based Challenges for Teacher Recruitment and Retention in Coastal and Rural Schools. In: International Comparisons of the Staffing Challenge of Rural Schools. Springer. (In Press)

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Abstract

The international context of an appropriate and sustained supply of high-quality teachers is one of great concern (Ovenden-Hope and Passy, 2020). In England the recruitment and retention of teachers is a challenge for the majority of schools, regardless of location (DfE 20222). The increase in the number of trainee teachers, and resulting teachers, as a response to the economic challenges presented by the COVID-19 pandemic has not been sustained in England (Worth and Faulkner-Ellis, 2021). A demographic bulge of pupils entering secondary education (age 11) is predicted for 2025, with 15% more children than in 2018 (DfE, 2019a). Teacher retention is below levels of 2018 when one-fifth of teachers left the profession after 2 years and one-third by their fifth year of teaching (DfE, 2019b, DfE, 2022, Education Support and Public First, 2023). Trainee teacher applications are more than half below the number needed to teach all the children that will be in school in 2025 (Guardian, 2023). England has a teacher recruitment and retention, and typically harder to staff rural and coastal schools are experiencing the greatest staffing challenge of all. In this chapter we present the concept of “Educational Isolation” as a way of understanding the complexity of place as a limiting factor for a school’s access to resources, focusing on recruiting and retaining a high-quality workforce. In England, Educational Isolated schools are predominantly in rural and coastal areas that are geographically remote, socioeconomically deprived and culturally isolated (Ovenden-Hope and Passy, 2019). We discuss the ways in which these schools experience issues of teacher recruitment and retention in relation to place.

Item Type:	Book Section
Depositing User:	Ms Raisa Burton
Date Deposited:	27 Oct 2023 10:55
Last Modified:	27 Oct 2023 10:55
URI:	https://marjon.repository.guildhe.ac.uk/id/eprint/17766

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