Why Is It So Hard to Train as a Teacher in the Midst of a Recruitment Crisis?
As someone deeply passionate about education and SEND (Special Educational Needs and Disabilities), I have recently supported a colleague and dear friend in navigating the often bewildering pathways to train as a teacher. This journey has left me questioning: why is it so difficult for some people to access teacher training, especially during a recruitment crisis?
My colleague is an exceptional individual, with experience and dedication in abundance. She currently teaches SEND students and is a powerful advocate for their needs. Yet, her passion for SEND was once seen as a negative. When she initially sought a route into teaching, she was told she was "too passionate about SEND" and needed to focus more on Maths. Yes, you read that right, too passionate about SEND. This baffling feedback cost her the opportunity to train as a teacher at the time.
Fast forward two years, countless hours of research, and an extraordinary amount of resilience, and we have finally identified a suitable pathway for her. But the question lingers: why was it so hard to begin with?
The Gaps in the System
One of the most striking barriers we encountered is the structure of teacher training itself. To gain Qualified Teacher Status (QTS), you must specialise in either Primary education or a specific secondary subject. But what about those whose passion lies in teaching students with SEND? Where is the pathway for them?
Yes, I know you can train to be a specific subject specialist and then move into SEND. However, for my colleague and friend, she found it difficult to have a university willing to accept her on the Assessment Only (AO) Route because she did not have all her experience in a mainstream school. What does that say about how we value those teachers working in SEND? Are we quietly saying you are not important, we do not want you?
This gap is particularly glaring given the growing recognition of the importance of inclusive education. SEND students thrive under teachers who are not only skilled in pedagogy but also deeply knowledgeable about their unique needs. Yet, our training routes do not reflect this reality.
My own path into teaching involved a Primary PGCE because my goal was clear, to work in an SEN school. That singular focus helped me navigate the system, but I cannot help but wonder how many potential SEND specialists are lost because the system does not align with their aspirations.
A Missed Opportunity
In the middle of a recruitment crisis, we should be making it easier, not harder, for talented, passionate individuals to enter the profession. The rigidity of training routes is not only failing aspiring teachers but also the students who would benefit from their expertise. By not offering a clear, accessible pathway for SEND teaching, we are effectively discouraging those who are most equipped to transform the lives of SEND students.
What Needs to Change?
Final Thoughts
Education thrives on diversity, of thought, experience, and passion. By limiting the pathways into teaching, especially for those focused on SEND, we are narrowing the pool of teachers who can bring real change to the classroom. My colleague’s story is one of persistence and triumph, but it should not have been so challenging. For the sake of future generations of teachers and students alike, we must rethink how we structure teacher training.
What are your thoughts? Have you or someone you know encountered similar challenges?
Let us continue this important conversation.
Together, we can advocate for a system that values every teacher's passion and makes room for every student's needs.