This research by NFER, in partnership with Ambition Institute and Teach First, explores the representation and career progression opportunities in the teaching profession in England among people from different ethnic minority backgrounds.
It finds evidence of under-representation of people from ethnic minority backgrounds that is most pronounced at senior leadership and headship levels, but largely driven by disparities in the early career stages, particularly initial teacher training (ITT).
Racial diversity within the school workforce is valuable in fostering social cohesion and most importantly, in supporting pupils to grow and develop in an environment of visible, diverse role models. A diverse workforce is likely to promote greater cultural understanding and inclusion when educating pupils from diverse ethnic backgrounds, including white.
Ensuring there are equal opportunities for people to enter the teaching profession, and progress within it, is a necessary condition for ensuring the profession is representative of society.
However, the quantitative evidence base on the extent to which there are equal opportunities within teacher career paths for teachers and leaders from ethnic minority backgroundsis limited.