Educators call for investment in science education
Insufficient funding was the most common response to 鈥榃hat challenges does your school face?鈥� across all school types in the UK and Ireland 鈥� just as it was in 2023. The survey reveals that this issue is worsening, with more respondents selecting this as a challenge.
Our most important findings
- In 2025 the greatest challenge reported by all educators was insufficient funding. It particularly affects some nations, with the majority of respondents in Scotland (66%) and Wales (79%) indicating that this is a key challenge.
- The proportion of teachers and technicians from state funded secondary schools reporting this issue is has increased between 2023 and 2025.
- The cost of consumables, chemicals and equipment is a barrier to running practical work, which negatively affects student learning outcomes.
- Financial challenges limit access to subject specific professional development
Of all the reported challenges, insufficient funding has seen the greatest increase, highlighting the growing strain on school resources.
Also showing an increase from 2023 is insufficient support from leadership, lack of collaboration amongst staff and not enough support for inexperienced teachers.
What challenges does your school face?
All schools
2023 and 2025 comparison
| 2023 | 2025 | |
|---|---|---|
| Insufficient funding | 49% | 57% |
| Insufficient staff non-contact time (encroachment and reallocation) | 40% | 44% |
| Understaffing of classroom support staff | 40% | 42% |
| Lack of support to students from parent/family/guardian | 35% | 34% |
| Insufficient support from leadership | 26% | 33% |
| Poor pupil attendance | 34% | 32% |
| Understaffing of teaching staff | 32% | 30% |
| High staff absence | 21% | 25% |
| High staff turnover | 26% | 23% |
| Not enough support for inexperienced teachers | 15% | 21% |
| Negative working environment | 18% | 20% |
| Lack of collaboration/teamwork amongst staff | 15% | 20% |
| Other responses | 7% | 12% |
| There are no challenges | 7% | 5% |
| Column n | 2456 | 1931 |
Total sample; Unweighted
By nation
| England | Scotland | Wales | Northern Ireland | Republic of Ireland | |
|---|---|---|---|---|---|
| Insufficient funding | 853 (55%) | 125 (66%) | 63 (79%) | 45 (59%) | 19 (42%) |
| High staff turnover | 367 (24%) | 46 (24%) | 17 (21%) | 13 (17%) | 9 (20%) |
| Insufficient staff non-contact time | 656 (43%) | 94 (49%) | 32 (40%) | 45 (59%) | 23 (51%) |
| Lack of support to students from parent/family/guardian | 511 (33%) | 71 (37%) | 43 (54%) | 26 (34%) | 13 (29%) |
| Poor pupil attendance | 434 (28%) | 104 (55%) | 42 (53%) | 25 (33%) | 17 (38%) |
| Understaffing of teaching staff | 455 (30%) | 59 (31%) | 24 (30%) | 29 (38%) | 8 (18%) |
| Understaffing of classroom support staff | 628 (41%) | 120 (63%) | 42 (53%) | 16 (21%) | 12 (27%) |
| High staff absence | 364 (24%) | 72 (38%) | 28 (35%) | 14 (18%) | 3 (7%) |
| Insufficient support from leadership | 454 (29%) | 97 (51%) | 42 (53%) | 25 (33%) | 17 (38%) |
| Negative working environment | 271 (18%) | 56 (29%) | 29 (36%) | 21 (28%) | 10 (22%) |
| Lack of collaboration/teamwork amongst staff | 300 (19%) | 47 (25%) | 20 (25%) | 16 (21%) | 11 (24%) |
| Not enough support for inexperienced teachers | 325 (21%) | 32 (17%) | 22 (28%) | 19 (25%) | 12 (27%) |
| Other | 179 (12%) | 27 (14%) | 13 (16%) | 6 (8%) | 7 (16%) |
| There are no challenges | 88 (6%) | 1 (1%) | 2 (3%) | 3 (4%) | 1 (2%) |
| Column n | 1540 | 190 | 80 | 76 | 45 |
Total sample; Unweighted
Funding pressures are even more of a concern for science educators in state funded secondary schools across the UK and Ireland. The percentage of teachers and technicians selecting insufficient funding as a core challenge in their school has increased and highlights an urgent need for governments to address the levels of funding being provided.
Explore all challenges reported across state funded secondary schools on our downloadable dataset.
Funding is a key barrier to running practical work
In the last four and a half years, the budget that we have been allocated has been less and less every year. We are now two months into the next financial year, and we don鈥檛 know how much money we are working with this academic year.
Technician, Scotland
All schools (UK and ROI)
| 2023 | 2025 | |
|---|---|---|
| Insufficient time for practical to be taught alongside theory | 57% | 55% |
| Challenging student behaviour | 41% | 42% |
| Cost of consumables and chemicals | 33% | 41% |
| Lack of equipment | 31% | 36% |
| No time for training/practicing | 28% | 32% |
| Understaffing of science technicians | 26% | 28% |
| Unsuitable labs | 19% | 25% |
| Health and safety concerns | 14% | 19% |
| Insufficient lab access | 17% | 18% |
| Lack of confidence in delivering practical sessions | 6% | 11% |
| No barriers | 12% | 7% |
| Other | 7% | 7% |
| Column n | 2456 | 1931 |
Total sample; Unweighted
All schools by nation
| England | Scotland | Wales | Northern Ireland | Republic of Ireland | |
|---|---|---|---|---|---|
| Understaffing of science technicians | 400 (26%) | 60 (32%) | 33 (41%) | 25 (33%) | 30 (67%) |
| Insufficient time for practical to be taught alongside theory | 833 (54%) | 113 (59%) | 47 (59%) | 47 (62%) | 28 (62%) |
| Lack of equipment | 512 (33%) | 96 (51%) | 35 (44%) | 24 (32%) | 22 (49%) |
| No time for training/practicing | 480 (31%) | 60 (32%) | 28 (35%) | 23 (30%) | 18 (40%) |
| Health and safety concerns | 282 (18%) | 32 (17%) | 20 (25%) | 19 (25%) | 16 (36%) |
| Challenging student behaviour | 631 (41%) | 91 (48%) | 44 (55%) | 23 (30%) | 15 (33%) |
| Cost of consumables and chemicals | 578 (38%) | 113 (59%) | 50 (63%) | 28 (37%) | 16 (36%) |
| Lack of confidence in delivering practical sessions | 179 (12%) | 12 (6%) | 4 (5%) | 6 (8%) | 9 (20%) |
| Insufficient lab access | 287 (19%) | 12 (6%) | 12 (15%) | 12 (16%) | 17 (38%) |
| Unsuitable labs | 410 (27%) | 27 (14%) | 15 (19%) | 13 (17%) | 12 (27%) |
| No barriers | 110 (7%) | 19 (10%) | 5 (6%) | 5 (7%) | 2 (4%) |
| Other | 122 (8%) | 3 (2%) | 2 (3%) | 3 (4%) | 1 (2%) |
| Column n | 1540 | 190 | 80 | 76 | 45 |
Total sample; Unweighted
Lack of funding is a key barrier to accessing subject specific professional development
By nation
| England | Scotland | Wales | Northern Ireland | Republic of Ireland | |
|---|---|---|---|---|---|
| Lack of funding for cover teachers | 432 (47%) | 83 (56%) | 30 (73%) | 38 (67%) | 14 (31%) |
| Lack of available cover teachers | 360 (39%) | 80 (54%) | 22 (54%) | 39 (68%) | 16 (36%) |
| Course cost & expenses to attend courses | 563 (61%) | 104 (71%) | 28 (68%) | 33 (58%) | 9 (20%) |
| School policy restricts the type of courses I can attend | 180 (20%) | 24 (16%) | 12 (29%) | 7 (12%) | 5 (11%) |
| Having to attend PD courses/training in my own time | 447 (49%) | 86 (59%) | 24 (59%) | 33 (58%) | 35 (78%) |
| Availability of courses | 314 (34%) | 58 (39%) | 16 (39%) | 33 (58%) | 25 (56%) |
| Lack of knowledge about opportunities | 310 (34%) | 49 (33%) | 13 (32%) | 29 (51%) | 15 (33%) |
| Not having access to the required technology/software/learning platforms, etc. | 39 (4%) | 7 (5%) | 3 (7%) | 4 (7%) | 6 (13%) |
| Prohibitive travel time / distance | 293 (32%) | 70 (48%) | 17 (41%) | 25 (44%) | 9 (20%) |
| Other | 78 (9%) | 11 (7%) | 2 (5%) | 5 (9%) | 5 (11%) |
| There are no barriers | 70 (8%) | 4 (3%) | 0 (0%) | 0 (0%) | 1 (2%) |
| Column n | 916 | 147 | 41 | 57 | 45 |
Filter: Teachers only; Unweighted
2023 and 2025 comparison
| 2023 | 2025 | |
|---|---|---|
| Course cost & expenses to attend courses | 57% | 61% |
| Having to attend PD courses/training in my own time | 46% | 52% |
| Lack of funding for cover teachers | 42% | 50% |
| Lack of available cover teachers | 40% | 43% |
| Availability of courses | 34% | 37% |
| Lack of knowledge about opportunities | 34% | 34% |
| Prohibitive travel time / distance | 32% | 34% |
| School policy restricts the type of courses I can attend | 17% | 19% |
| Not having access to the required technology/software/learning platforms, etc. | 5% | 5% |
| Other | 10% | 8% |
| There are no barriers | 8% | 6% |
| Column n | 2456 | 1206 |
Filter: Teachers only; Unweighted
What we are doing to help
A world-class chemistry education for all is vital to guarantee an effective labour pipeline and maintain the strength of the chemical sciences. We are calling on governments to better support schools in providing hands-on practical activities. Sufficient funding is needed for consumables, chemicals and science technicians.
Our resources and programmes are designed to help deliver high-quality and engaging lessons. We support your professional development throughout your teaching career and help to connect you with other teachers and professionals through Teach Chemistry and our regional support.
Discover our resources
- Sign up for 鈥� it鈥檚 free if you work in a school/college in the UK and Ireland.
- An example of reducing costs and improving sustainability, is to use microscale chemistry for some practical chemistry activities. We have numerous resources on our education website: and our education coordinators run microscale workshops to support your practical work.
- Please note some of the funds mentioned in the article may be dated.
- We offer fully funded to Teach Chemistry members.
- Our new ' and in-person course supports teachers to deliver purposeful practical work in different ways, including through microscale and demonstrations.
- Access discounted courses on our .