We round up the latest employment news.
Four-out-of-five headteachers say they have been abused by parents
The National Association of Head Teachers (NAHT) has published the results of a survey of 1,600 of its members which found that:
- 82% of headteachers, along with deputy and assistant heads have experienced abuse from parents in the last year
- Verbal abuse was the most common issue reported by school leaders, with 68% reporting experiencing threatening behaviour, 46% online abuse, 22% discriminatory language – including racism, sexism or homophobia, and one-in-ten reporting being subjected to physical violence
- One-in-10 were physically assaulted
- 42% of school leaders said they had banned parents from the school site, while a third had reported parents to the police (32%) or the local authority (34%). Four-in-five (80%) said they had arranged a meeting with parents, while 72% had issued a warning letter or email.
When it comes to online abuse, school leaders said they or their schools had been trolled on social media and in parent groups on networks like Facebook and WhatsApp. In extreme circumstances there have been hate campaigns, harassment and intimidation online.
Teachers working unpaid overtime
UK workers have worked unpaid overtime worth £31 billion over the past year, according to new analysis by the Trades Union Congress (TUC).
Key findings from the TUC report reveal that 3.8 million workers performed an average of 7.2 unpaid hours per week in 2024, equating to an average loss of £8,000 per worker annually. London topped the list with 17% of its workforce doing unpaid overtime, significantly higher than the national average of 13%.
UK teachers are among the most affected with 38% of them working extra hours without compensation. On average, teachers are working 7.2 unpaid hours per week.
Impact of parents that work from home on their children’s attendance at school
Martyn Oliver, the head of Ofsted, has raised concerns about the impact of parents working from home on school attendance rates. He argued that the shift in working habits post-pandemic has led to a change in attitudes among pupils, with many preferring to stay home if their parents are there.
Official figures show 19% of pupils were persistently absent between autumn and spring 2023/2024, with nearly a quarter of state secondary pupils missing at least one day every two weeks.
Consultation on using force in schools
The Department for Education (DfE) has initiated a consultation on revised guidance regarding the use of reasonable force and other restrictive interventions in schools. The guidance reflects the responses to the call for evidence in 2023, which highlighted the need for greater clarity on when teaching staff can use reasonable force against disruptive pupils.
The consultation asks schools and parents a number of questions relating to:
- The new requirement under section 93A of the Education and Inspections Act 2006 for schools to record, and report to parents, significant incidents involving the use of force, (which is due to start in September 2025)
- Reducing the need for force through prevention, de-escalation, and data analysis (to improve planning)
- Helping staff understand when and how to use force or restrictive interventions safely and legally; and
- Addressing the needs of pupils with special educational needs or disabilities and safeguarding duties towards staff and pupils.
The consultation will remain open until Tuesday 29 April 2025.
New report highlights importance of developing early skills
The National Foundation for Educational Research (NFER) has released a comprehensive report which argues that children need to develop early skills to help them become productive adults.
Key findings:
- Skills development is highly cumulative, meaning that as children grow older, inequalities in their cognitive and behavioural outcomes become more entrenched. Early intervention is crucial to support young people at risk of falling behind
- Children with behavioural difficulties are more likely to have lower cognitive outcomes later in childhood, and vice versa
- Differences in children’s material, emotional, and educational environments at home significantly influence their starting points and progress through primary and secondary education; and
- Engagement in extra-curricular activities is positively associated with behavioural and cognitive development between ages eight and 17. However, children from disadvantaged backgrounds have less access to these opportunities.
The report wants essential employment skills (EES) to be embedded in curriculum guidance and a single framework to be created to track progress. It also emphasises the importance of early intervention and providing additional support to disadvantaged students to access extra-curricular activities.
Ofsted calls for better support for homeless children
Ofsted has released new research which highlights the need for homeless children aged 16 and 17 to receive additional support. The report reveals that only 9% of these children are offered an advocate to help them understand their rights and make informed decisions about their future. Many children lack information about their options, including becoming a looked-after child and the additional support that comes with that.
Surge in numbers of students using generative AI
A recent survey by HEPI reveals a significant increase in the use of generative AI tools among full-time undergraduate students. The 2025 survey shows that 92% of students now use AI, up from 66% in 2024. Additionally, 88% have used AI for assessments, a sharp rise from 53% last year.
Students primarily use AI to explain concepts, summarise articles, and suggest research ideas. However, 18% have directly included AI-generated text in their work. The main reasons they give for using AI are to save time and improve the quality of their work. The main factors putting them off using AI are the risk of being accused of academic misconduct and the fear of getting false or biased results.
The survey also suggests that wealthier students and those enrolled on STEM courses are keener on AI than disadvantaged students.
Despite the widespread use of AI, only 36% of students have received institutional support to develop AI skills.
Ofsted seeks feedback on inspection reforms
Ofsted has launched a consultation to gather views on proposed reforms to the inspection of early years, state-funded schools, non-association independent schools, further education and skills, and initial teacher education. The consultation is open to individuals and organisations, with a focus on how inspection reports are written and what aspects are inspected.
Key areas of the consultation include:
- Seeking input on how inspection reports can be more useful for parents and carers; and
- Gathering feedback on the criteria and methods used during inspections
The consultation closes on Monday 28 April.
Youth unemployment in the UK reaches 11-year high
The number of young people in the UK not engaged in work, education, or training (NEET) is now at its highest level in 11 years. According to the latest data from the Office for National Statistics (ONS), 987,000 individuals aged 16-24 were classified as NEET between October and December 2024. This figure represents 13.4% of the age group, marking a significant increase of 110,000 from the previous year.
Young men are disproportionately affected, with 14.4% of males in this age range being NEET compared to 12.3% of females.
Special schools in England have trouble recruiting staff
According to data released by National Foundation for Educational Research (NFER), Special schools in England are experiencing significant workforce issues. They employ more staff, especially teaching assistants, compared to mainstream schools. But recruitment is tough, with 63% of senior leaders finding it “very difficult” to hire teaching assistants due to low pay and specific skill requirements. Additionally, about 10% of teachers in special schools lack Qualified Teacher Status (QTS), highlighting a broader recruitment challenge.
These schools are under particular financial pressures because they spend more on support staff salaries.
NFER recommends measuring teaching assistant vacancy rates, ensuring full funding for support staff pay increases, and addressing the higher percentage of teachers without QTS.
Reforms to boost apprenticeships and economic growth
The UK government has unveiled a plan to create up to 10,000 new apprenticeship opportunities annually by reducing “bureaucratic barriers.”
Key changes include:
- Giving employers the option of allowing apprentices aged 19 and over to pass their course, even if they haven’t achieved the pass mark for English and maths; and
- Reducing the minimum length of apprenticeships from 12 months to eight months.
The government has also appointed new leaders for Skills England, a body dedicated to addressing the skills gaps and supporting employers across the country.
Read more – March 2025
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