Big Question Survey 2024 results
The survey was completed by 10,568 teachers from across England, Northern Ireland, Scotland, Wales and the Crown Dependencies.
Section 1: Pay/pensions
Section 2: Pupil health and wellbeing
Section 3: Working practice and pupil behaviour
Section 4: Bureaucracy and workload
Section 5: Teaching quality
Section 6: Your health and wellbeing
Section 7: Job satisfaction
Section 1: Pay/pensions
In 2023, after NASUWT action that sent clear messages to all the UK governments and administrations that teachers had had enough of attacks on their pay and conditions, teachers did get pay increases in line with the review body recommendations or as a result of NASUWT negotiations.
This may explain the small decline in the number of members who think teaching is not competitive with other professions compared to previous years, but teachers continue to be incredibly concerned about pay overall.
In a positive trend, the number of teachers who tell us they are worried about their financial situation is down 7% and fewer teachers say they are cutting back on spending on essentials such as heating, food and clothing. However, in absolute numbers, it is clear that pay is still a concern with the teaching profession.
More than eight in ten teachers are still worried about their financial situation, more than half have had to cut spending on food in the last 12 months and more than one in ten teachers still tell us that they have had to take a second job.
| Q1 |
|
83% do not think that teaching is competitive with other professions |
|---|---|---|
| Q2 |
|
76% do not believe that they are paid at a pay level commensurate with their skills and experiences |
| Q3 |
|
78% believe that people are put off a career in teaching because of pay |
| Q4 |
|
26% find their pension costs unaffordable |
| Q5 |
|
82% are worried about their financial situation (somewhat/very worried) |
Q6 In the last 12 months, have you had to do any of the following:
| 76% | Cut back on social activities |
|---|---|
| 70% | Cut back on expenditure on clothing |
| 44% | Cut back on expenditure on heating |
| 53% | Cut back on expenditure on food |
| 58% | Stop saving |
| 41% | Delay household repairs |
| 35% | Cut back on expenditure on essential household items |
| 35% | Reduce contributions to charity |
| 23% | Increase use of credit |
| 16% | Increase overdraft |
| 12% | Take a second job |
| 10% | Delay the paying of bills |
| 4% | Miss mortgage or rent payments |
| 1% | Visit a foodbank |
Section 2: Pupil health and wellbeing
The responses to questions about pupils’ health and wellbeing, as well as safeguarding, remain generally consistent with last year’s survey.
Almost all teachers tell us they teach pupils with mental health challenges and that the rates of adverse emotional, personal or social issues have increased over the past 12 months.
Shockingly, as with last year’s survey, eight in ten teachers feel that appropriate support is not available to address pupils’ mental health issues.
In addition, more than half of teachers say that safeguarding referrals have increased over the last year and eight in ten teachers do feel supported to make safeguarding referrals within their school.
| Q7 |
|
88% believe that the rates of adverse emotional, personal or social issues among pupils they teach have changed over the last 12 months |
|---|---|---|
| Q8 |
|
96% say that pupils they teach have mental health challenges |
| Q9 |
|
80% don’t believe that appropriate support is available to help address pupils’ mental health issues |
| Q10 |
|
11% fulfil a safeguarding lead role in their school |
| Q11 |
|
54% say that the number of safeguarding referrals made has increased (slightly/significantly) over the last year |
Q12 say that the number of safeguarding referrals made has increased (slightly/significantly) by type:
| 17% | Sexual abuse |
|---|---|
| 25% | Physical abuse |
| 35% | Emotional abuse |
| 36% | Neglect |
| Q13 |
|
71% say that the number of safeguarding referrals made has increased (slightly/significantly) since the pandemic |
|---|---|---|
| Q14 |
|
82% say they feel supported (moderately/very) to make safeguarding referrals within their school |
Section 3: Working practice and pupil behaviour
Pupil behaviour continues to be an area of huge concern for teachers. In all categories of pupil behaviour problems except two, teachers reported an increase in concern.
As in last year’s survey, the problems which cause the most concern for teachers are chatter in class and the inability to follow rules, as well as irregular attendance.
This year, we introduced a new problem category of pupils bringing weapons into schools and it is incredibly worrying that one in 20 teachers report that they are concerned with pupils bringing weapons into schools on a daily basis.
A significant minority of teachers also report experiencing physical assault by a pupil and threatening behaviour on a daily basis, up 5% on 2022.
As with last year, our questions on remote learning found that the main reason schools are using online learning is for planned closure days.
It is also being used for teaching pupils in isolation or with mental health needs and, as with last year, we found that few teachers are given extra time to prepare for remote lessons.
This was the second year in which we asked members questions about the condition of school buildings. Worryingly, we saw an increase in the concern of every single category this year.
One in three teachers rate the conditions of their buildings as very poor and the top areas of concern remained the same: extreme temperatures, leaking rooms, lack of ventilation and lack of welfare facilities.
Q15 Pupil behaviour problems that cause the most concern on a day-to-day basis:
| 80% | Inability to follow rules |
|---|---|
| 69% | Pupils with irregular attendance patterns |
| 71% | Chatter in class |
| 65% | Failure to complete work, including homework |
| 66% | Backchat |
| 64% | Late arrival at lessons |
| 56% | Failure to bring appropriate equipment |
| 50% | Swearing/verbal abuse |
| 48% | Failure to comply with uniform policy |
| 37% | Distraction of mobile phones, e.g. texting, cameras |
| 31% | Discriminatory language |
| 30% | Violence between pupils |
| 28% | Bullying between pupils |
| 23% | Threatening behaviour |
| 18% | Physical assaults on teachers |
| 11% | Distraction of other portable electronic devices, e.g. iPad |
| 5% | Pupils bringing weapons into school |
Q16 Teachers in the last 12 months say they have been subject to:
| 61% | Verbal abuse by a pupil |
|---|---|
| 30% | Verbal abuse by a parent or carer |
| 28% | Criticism from parents/carers, including parent ‘bombing’ during remote education |
| 24% | Discriminatory language/abuse by a pupil |
| 24% | Pushing/shoving by a pupil |
| 21% | Threats of physical assault from a pupil |
| 18% | Misogyny by a pupil |
| 16% | Physical assault by a pupil |
| 7% | Discriminatory language/abuse by a parent or carer |
| 5% | Misogyny by a parent or carer |
| 4% | Abuse/allegations on social networking sites by a pupil |
| 3% | Threats of physical assault from a parent or carer |
| 4% | Abuse/allegations on social networking sites by a parent or carer |
| 2% | Sexual harassment by a pupil |
| 1% | Physical assault by a parent or carer |
| 1% | Sexual harassment by a parent or carer |
| Q17 |
|
35% felt that their school had not dealt with abuse by a parent/carer or pupil in a satisfactory manner |
|---|
Q18 My experience in my current school (agree/strongly agree with statement):
| 43% | they are made to feel they are to blame for poor pupil behaviour |
|---|---|
| 36% | the culture in their school is that poor pupil behaviour is part of the job and they should expect to receive abuse/violence from pupils |
| 40% | they feel supported by their school’s approach to dealing with poor pupil behaviour |
| 27% | their school’s approach to pupil behaviour management empowers them as a teacher |
| 27% | they have the adequate resources, support and tools to address poor pupil behaviour |
| 55% | their school adopts a whole- school approach to behaviour management |
| 28% | their school’s behaviour policy is effective and fit for purpose |
| 31% | their school leaders have sufficient guidance to complete risk assessments for violent pupils |
| Q19 |
|
Percentage of schools that complete risk assessments for violent/potentially violent pupils: 25% Yes - and shared with staff 16% Yes - but not shared with staff |
|---|
Q20 Schools that continue to provide remote learning to pupils:
| 50% | Unplanned school closure days |
|---|---|
| 46% | Pupils who are in seclusion/isolation |
| 44% | Pupils who have been suspended |
| 35% | Parents’ evenings |
| 31% | Pupils with mental health needs, e.g. anxiety |
| 30% | Pupils with SEND/ASN/ALN who struggle with the social aspects of school |
| 28% | Pupils who are school-phobic |
| 9% | Pupils in another school to access curriculum subjects not taught at their school |
| 7% | Pupils in several groups to be taught at the same time |
| Q21 |
|
7% have had tasks removed because they have been asked to teach remotely |
|---|---|---|
| Q22 |
|
33% rate the condition of their school building as poor/very poor |
| Q23 |
|
44% say the condition of their school building has deteriorated/greatly deteriorated over the past three years |
Q24 Concerns about conditions of school buildings:
| 71% | Extremes of temperature |
|---|---|
| 47% | Leaking roofs |
| 43% | Lack of ventilation |
| 46% | Lack of welfare facilities (toilets, water, etc.) |
| 23% | Lack of general site security |
| 18% | Presence of asbestos |
| 14% | Loose/falling windows |
| 13% | Concerns around electrical supplies (broken sockets, exposed wires) |
| 12% | Loose/falling masonry |
| 8% | Concerns around fire safety (lack of extinguishers/fire exits/fire doors/fire alarms) |
Section 4: Bureaucracy and workload
We saw a fall in the number of teachers who said that their workload had increased significantly over the last year, with just under half reporting this.
The hours worked in a typical mid-term week outside the school day remains unchanged. The main drivers of workload remain admin and clerical tasks and pastoral care.
Interestingly, the only area where teachers reported spending more time on activities was on dealing with parents.
More than half of teachers now say they feel disempowered and once again we found that this is because of constant change in the profession.
It is also concerning that there seems to be a general feeling of alienation, with an increasing number of teachers also reporting that they feel disempowered because of a lack of understanding from decision makers of the day-to-day realities of teaching, a lack of respect for teachers’ professional judgement, and teachers’ views not being listened to.
| Q25 |
|
48% say workload has increased significantly |
|---|---|---|
| Q26 |
|
44% worked in a typical mid-term week 13 hours worked in a typical mid-term week outside of school day |
Q27 Change in time spent on activities (% saying more/much more time):
| 67% | Administrative and clerical tasks |
|---|---|
| 64% | Pastoral care |
| 58% | Dealing with parents |
| 55% | Data and assessment requirements |
| 44% | Lesson planning |
| 38% | Classroom teaching or supervision and related preparation |
| 37% | Marking |
| 10% | Remote education/Distance learning and related preparation |
| Q28 |
|
52% do not feel managed in a way that empowers them |
|---|
Q29 Factors that professionally disempower (% agreeing):
| 65% | Constant change |
|---|---|
| 64% | A lack of understanding by decision makers of the day-to-day realities of the job |
| 62% | Lack of respect for teachers’ professional judgement |
| 57% | Unreasonable or unrealistic expectations |
| 54% | Teachers’ views are not sought or listened to |
| 51% | A culture of blame/criticism rather than praise |
| 46% | Offensive behaviour from pupils/parents or colleagues not being tackled by management |
| 43% | Lack of timely support and intervention when teachers experience difficulty |
| 38% | Punitive accountability, e.g. inspection/external moderation/ league tables |
| 38% | Teachers are deployed to teach subjects/groups for which they have had no training |
| 37% | Excessive monitoring of teachers |
| 36% | Lack of access to appropriate continuing professional development (CPD)/professional learning (PL) |
| 33% | Imposed individual pupil targets |
| 29% | Teachers are restricted in the teaching methodologies they are able to use |
| 29% | Poor buildings and facilities |
| 29% | Lack of up-to-date teaching resources |
| 27% | Lack of supportive, developmental classroom observation |
Section 5: Teaching quality
Teachers are clear in their support for qualified teacher status (QTS) in England and a contractual entitlement to CPD, with nine in ten teachers agreeing with these propositions.
However, teachers are still reporting that they are accessing almost as much CPD in their own time as they do in their contracted time.
Similar to last year, we found that 17% of teachers have had their requests for CPD refused in the last 12 months, which is a worrying reflection on the lack of access for CPD in the teaching profession.
We also found that 4% of teachers report being subject to capability procedures this year, which is the same as in the 2022 and 2023 surveys.
| Q30 |
|
7% have been threatened with capability procedures in the last 12 months |
|---|---|---|
| Q31 |
|
4% have been subject to capability procedures in the last 12 months |
| Q32 |
|
4% were offered or put on a support programme in the last 12 months |
| Q33 |
|
32% do not think that the professional judgement of teachers about the needs of their pupils is not respected in their school |
| Q34 |
|
89% think QTS is important (England and Wales only) |
| Q35 |
|
22 hours CPD accessed over the last year in contracted time 19 hours CPD accessed over the last year in own time |
| Q36 |
|
17% have had CPD requests refused in the past 12 months |
| Q37 |
|
9% have had to fund/part-fund their CPD |
| Q38 |
|
91% believe that teachers should have a contractual entitlement to CPD in working time |
Section 6: Your health and wellbeing
Three in five teachers continue to tell us that teaching affects their physical health, whilst four in five tell us that their job has adversely affected their mental health in the last year.
The main driver of adverse mental health remains workload, though it is concerning that we see a significant increase in the number of teachers also reporting poor pupil behaviour and poor management.
More than half of teachers also report experiencing headaches and back pain in the last 12 months.
| Q39 |
|
79% have experienced more workplace stress in the last 12 months |
|---|---|---|
| Q40 |
|
81% believe that the job has adversely affected their mental health in the last 12 months |
Q41 Factors that have been most important in causing adverse mental health (% saying most important):
| 45% | Workload |
|---|---|
| 37% | Poor pupil behaviour |
| 29% | Poor management |
| 21% | The wellbeing of my pupils |
| 19% | Financial worries |
| 19% | The academic performance of my pupils |
| 18% | Monitoring and accountability measures |
| 14% | Job security |
| 12% | Workplace bullying |
| 8% | Discrimination |
Q42 In the last 12 months, have you experienced any of the following because of work (% agreeing):
| 83% | Anxiousness |
|---|---|
| 80% | Loss of sleep |
| 71% | Irritability/mood swings |
| 69% | Low energy levels |
| 51% | Lack of interest in other activities |
| 47% | Lower concentration levels |
| 40% | Poor health |
| 33% | Increased use of caffeine |
| 24% | Increased use of alcohol |
| 19% | Loss of appetite |
| 13% | Use/increased use of antidepressants |
| 11% | Poor or erratic timekeeping |
| 8% | Relationship breakdown |
| 7% | Use/increased use of prescription drugs |
| 5% | Increased use of tobacco |
| 2% | Self-harm |
| Q43 |
|
63% believe that the job has adversely affected their physical health in the last 12 months |
|---|
Q44 In the last 12 months, have you experienced any of the following because of work:
| 67% | Headaches |
|---|---|
| 52% | Back pain |
| 42% | Neck pain |
| 26% | High blood pressure |
| 18% | Other |
| 12% | Frequent nausea |
| 12% | Other musculoskeletal (MSK) disorders |
| 6% | Carpal tunnel syndrome |
Q45 If your job has negatively affected your mental/physical health in the last 12 months, have you done any of the following:
| 63% | Discussed the issues with a relative, colleague or friend |
|---|---|
| 46% | Spoken to a line manager/senior manager |
| 43% | Seen a doctor/medical professional |
| 41% | Taken medication |
| 17% | Spoken to your union representative |
| 15% | Undergone counselling |
| 13% | Sought any other professional help, e.g. physiotherapy |
| 4% | Been admitted to hospital |
| Q46 |
|
29% say that their school/college takes issues of women’s health and wellbeing seriously |
|---|
| Q47 |
|
say their school/college has the following policies to support women’s health, safety and wellbeing: 12% Menstrual health 24% Menopause 2% Other (responder specified) |
|---|
Section 7: Job satisfaction
Most teachers still agree that their classroom expertise is valued and that their school’s teaching spaces are fit to teach in, but it is concerning that there has been a ten-point drop in the number of teachers who say that their school’s buildings and teaching spaces are good for pupils.
The main concerns of teachers remain workload and pupil behaviour, as well as pay continuing to fall.
It is concerning that three in four teachers are considering leaving their current job and seven in ten are thinking about leaving the entire profession.
| Q48 |
|
12% would recommend teaching as a career |
|---|
Q49 About own school
| 63% | My classroom expertise is valued |
|---|---|
| 65% | My school’s buildings and teaching spaces are fit to teach in |
| 62% | I am respected as a professional |
| 62% | My work is valued by parents |
| 60% | My safety is viewed as important |
| 57% | My school’s buildings and teaching spaces are good for pupils |
| 55% | My work is valued by school management |
| 53% | I am provided with the resources to enable me to teach effectively |
| 43% | My opinions are valued by school management |
| 44% | Students have access in school to high-quality ICT that supports their learning |
| 42% | My wellbeing is viewed as important |
| 28% | My school uses digital technologies, e.g. digital platforms, tablets, CCTV, to monitor teachers’ performance |
Q50 Views on own job:
| 86% | I work too hard for too little reward |
|---|---|
| 64% | I feel trusted to do my job |
| 63% | I feel my school gives me the freedom to teach to the best of my ability |
| 62% | I am proud to work at my school |
| 60% | I feel constantly evaluated and judged |
| 59% | I am held responsible for problems I have no control over |
| 57% | I feel I have control over what I do at work |
| 41% | I would recommend my school as a place of work to family/friends |
| 41% | I look forward to going to work |
| 37% | I feel that I would be able to request flexible working arrangements at my school |
Q51 Work/life balance statements:
| 82% | I feel too tired after work to enjoy the things that I would like to do |
|---|---|
| 72% | I find that my partner and/or my family/friends often get frustrated with the pressure of my job |
| 68% | I am often too worn down to give my job my best effort |
| 36% | I have the space to devote time to my partner or family/friends |
| 30% | I have been able to separate work and home life well since the start of the pandemic |
| 28% | I am able to relax at home and to switch off from my work |
| Q52 |
|
15% experienced discrimination at work in the last 12 months |
|---|---|---|
| Q53 |
|
16% experienced harassment from a colleague or manager at work in the last 12 months |
Q54 Top five things that teachers like most about their job:
| 89% | Interacting with pupils |
|---|---|
| 84% | Seeing children/young people learn and progress |
| 81% | Teaching |
| 80% | Making a positive difference |
| 46% | Support from colleagues |
Q55 Top five concerns:
| 74% | Workload |
|---|---|
| 70% | Pupil behaviour/indiscipline |
| 50% | School budget cuts |
| 49% | Pay |
| 35% | School inspection |
| Q56 |
|
41% are not satisfied/very dissatisfied with their job |
|---|---|---|
| Q57 |
|
57% say that their job satisfaction has declined in the last 12 months |
| Q58 |
|
75% have seriously considered leaving their current job |
| Q59 |
|
70% have considered leaving the teaching profession |
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