Leading education bodies today renewed their collective commitment to accelerate equality, diversity and inclusion (EDI) work across the education sector, as outlined in the Statement of action and commitments on equality, diversity, and inclusion in education.
EDI work is fundamental to delivering an education system that is fair, high‑quality and capable of preparing every child and young person for life in a diverse society. However, it is an uncomfortable truth that equality, diversity and discrimination remain issues for the education sector.
The latest Department for Education figures show that the pupil population in England is continuing to diversify, and the increasing SEND need is well-documented. Yet we have a workforce in a 'perilous' state, with teachers and leaders increasingly leaving before retirement*; and one that is struggling to match pupil diversity.**
And the challenges fall unevenly across the workforce, with women in their mid 30's and Black teachers more likely to consider and/or leave than their counterparts*** A diverse workforce is important for ensuring all children see themselves and feel valued. But there are promising signs; the latest ITT data suggest an increasing number of Black and Disabled teachers are entering the workforce. What's needed is a collective response to not only encourage more diverse trainees into the profession, but to stay and progress as well.
However, a sector‑wide effort must be matched by national backing, on key recruitment and retention issues, to stop avoidable exits and rebuild supply.
Education has a unique responsibility in shaping the society of the future. By modelling inclusive values, teaching a curriculum that reflects the diversity of the UK, and equipping pupils with the skills to navigate difference, schools help build more cohesive communities. This work is vital at a time when public discourse can be polarised and when young people encounter a range of influences, both positive and harmful, online.
Notes
*The proportion of teachers and leaders exiting the profession prior to pension age has risen from 66% in 2010 to 91% today.
**46.1% of state schools have no ethnic minority classroom teachers at all, despite more than a third of pupils in England coming from minority ethnic backgrounds
***Nearly 40% of teachers returning from maternity leave leave the profession within four years, and around 1 in 5 leave in their first year back, reflecting structural barriers that disproportionately impact women and caregivers (MTPT Project, 2025)
***Teachers from a Black ethnic background are more likely than their White counterparts to consider leaving state‑sector teaching (NfER, 2025)
****The proportion of disabled trainee teachers has risen from 13% in 2019 to 20% this year; the proportion of non-white British trainees has risen from 18% in 2019 to 29% in 2025.
Signatories are: