A major new research project will provide an updated and expanded analysis of ethnic diversity across England's education workforce, led by the National Foundation for Educational Research (NFER).
The study, funded by the Nuffield Foundation, will address key evidence gaps relating to the representation, career progression and pay of education staff from ethnic minority backgrounds. It will also evaluate a targeted intervention programme designed to improve outcomes for ethnic minority teacher training applicants and students.
A diverse workforce plays an important role in providing pupils with visible role models and supporting an inclusive education system. However, teachers and leaders from ethnic minority backgrounds remain underrepresented and face barriers to progression.
This research builds on previous NFER reports on ethnic disparities in the teacher workforce. Drawing on data covering teachers, support staff and further education staff, alongside robust modelling and evaluation methods, the study will provide a clearer picture of disparities across the sector and how best to address them.
The study will examine five key areas:
- Representation of different ethnic groups across the workforce, including changes since 2020 and differences by region and subject
- Differences in progression rates through the teacher career pipeline between ethnic groups, including how these vary over time and according to individual and institutional factors
- Ethnicity pay gaps across the workforce
- Implications of the findings for the future of racial equity in the education workforce and identification of priorities for policy action
- Evaluation of the impact of a coaching programme for initial teacher training (ITT) providers on acceptance and completion rates for applicants and trainees from ethnic minority backgrounds
Commenting on the project, Jack Worth, NFER Education Workforce Lead, said:
“We are delighted to be leading this important research, which will provide a comprehensive and timely analysis of ethnic disparities across the education workforce. By bringing together robust data and rigorous evaluation methods, the project will help identify where inequalities persist and which actions may be most effective in addressing them.”
The first findings from the research are expected to be published in summer 2027.