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The impact of wellbeing routines during ITT on teacher resilience and retention

Written by: Kelly Leonard
8 min read
The Department for Education’s School Workforce in England (2019) figures show that 23,500 newly qualified teachers (NQTs) entered the profession into state-funded schools in 2018. Of the teachers who qualified in 2017, only 84.7 per cent were in service during 2018 (0.4 per cent down on the previous year), and of those who qualified in 2013, only 67.7 per cent were still in service in 2018. With such high five-year attrition rates (which are increasing year on year), where does the problem lie? This article is a summary of a larger ongoing project between Liverpool John Moores University (LJMU) and a school-led ITT programme (School Direct (SD) at Turton) to investigate the impact of wellbeing routines during the initial teacher training (ITT) year on resilience and longevity in the profession. Aim of the project Using volunteers from School Direct cohorts, the purpose was to: investigate the impact of wellbeing routines on trainees’ resilience and development identify a

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