Underfunding is having a negative impact on science teaching and learning

Underfunding in schools continues to be a pressing issue for many of those working within education. Science teachers are affected by this because inadequate funding can limit learning experiences such as practical activities. In the 2023 survey:

57% of teachers across the UK and the Republic of Ireland in mainstream state secondary schools highlighted inadequate funding as a challenge
34% said that the lack of classroom equipment was an issue in teaching science
two-thirds (67%) of respondents asked for more funding to tackle the challenges they face.

Challenges faced by school (mainstream state secondary, by nation)

Challenges faced by school (UK only)

Table 4. What challenges does your school face? (Mainstream state secondary schools. By nation and percentage of students eligible for Free School Meals in the UK and England*.)

	All nations	England	Scotland	Wales	Northern Ireland	Republic of Ireland	30% or above	Less than 30%	30% or above	Less than 30%
	Mainstream state secondary schools						FSM% (UK only)		FSM% (England only*)
Insufficient funding	57%	58%	54%	70%	55%	38%	55%	58%	54%	59%
High staff turnover	27%	28%	24%	25%	12%	13%	42%	25%	42%	26%
Insufficient staff non-contact time (encroachment and reallocation)	41%	42%	38%	41%	39%	22%	39%	42%	37%	43%
Lack of support to students from parent/family/guardian	41%	41%	42%	47%	43%	36%	63%	37%	61%	37%
Poor pupil attendance	38%	36%	51%	51%	33%	33%	63%	34%	60%	31%
Understaffing of teaching staff	36%	37%	32%	33%	14%	20%	43%	35%	45%	36%
Understaffing of classroom support staff	47%	46%	66%	35%	14%	33%	49%	47%	48%	46%
High staff absence	25%	25%	29%	31%	16%	7%	39%	22%	38%	22%
Insufficient support from leadership	26%	24%	40%	25%	27%	24%	29%	25%	26%	23%
Negative working environment	19%	18%	24%	16%	16%	20%	24%	18%	22%	17%
Lack of collaboration/teamwork among staff	15%	14%	21%	13%	14%	18%	17%	14%	16%	13%
Not enough support for inexperienced teachers	15%	15%	15%	17%	20%	18%	20%	15%	19%	14%
There are no challenges	4%	4%	3%	2%	6%	9%	1%	4%	1%	4%
Other responses	6%	5%	6%	10%	10%	9%	5%	6%	4%	5%
Don't know/Not sure	0%	0%	0%	0%	0%	0%	0%	0%	0%	0%
Total	1880	1493	210	83	49	45	235	1294	203	1046

Filter: Teachers (including Heads of Department); base n = 2456

*The sample sizes for Wales, Scotland, Northern Ireland and Republic of Ireland were too small to provide statistically meaningful findings.

Challenges to your classroom teaching (mainstream state secondary, by nation)

Challenges to your classrom teaching (UK only)

green and blue FSM percentage legend.png

Table 5. Which of the following present challenges to your classroom teaching in science? (Mainstream state secondary schools. By nation and percentage of students eligible for Free School Meals in the UK and England*.)

	All nations	England	Scotland	Wales	Northern Ireland	Republic of Ireland	30% or above	Less than 30%	30% or above	Less than 30%
	Mainstream state secondary schools						FSM% (UK only)		FSM% (England only*)
Challenging student behaviour	66%	65%	75%	80%	37%	40%	75%	65%	74%	65%
Limited literacy skills of students	52%	50%	69%	70%	35%	42%	75%	50%	73%	47%
Limited numeracy skills of students	50%	46%	79%	61%	43%	42%	69%	48%	67%	43%
Student attendance	50%	48%	66%	55%	31%	51%	73%	47%	71%	45%
Insufficient classroom support, e.g. no teaching assistants	48%	48%	64%	33%	16%	29%	57%	46%	57%	46%
Insufficient classroom equipment, incl. textbooks	34%	32%	39%	41%	18%	56%	34%	33%	34%	32%
No technician/not enough technicians	25%	22%	26%	35%	39%	80%	28%	23%	28%	21%
Insufficient lab access	19%	20%	8%	22%	10%	24%	20%	18%	21%	20%
Inadequate teaching resources (lesson plans/scheme of work)	14%	14%	14%	18%	8%	20%	14%	14%	14%	14%
Teaching outside of specialism	15%	16%	6%	12%	14%	7%	17%	14%	18%	15%
Lack of confidence in the subject area	6%	6%	3%	6%	2%	2%	5%	5%	5%	6%
Not enough classroom time to cover the curriculum content	2%	2%	0%	2%	10%	0%	0%	2%	0%	2%
Not enough time outside of classroom (for planning/marking and/or assessment)	1%	1%	3%	4%	0%	2%	1%	1%	0%	1%
Other responses	7%	7%	8%	7%	10%	4%	4%	8%	3%	8%
There are no challenges	4%	4%	1%	2%	8%	2%	1%	4%	1%	4%
Don't know/Not sure	0%	0%	0%	0%	0%	0%	0%	0%	0%	0%
Total	1880	1493	210	83	49	45	235	1294	203	1046

Filter: Teachers (including Heads of Department); base n = 2456

*The sample sizes for Wales, Scotland, Northern Ireland and Republic of Ireland were not large enough to generate statistically reliable results.

Now, thinking generally, what one change to the education system do you think would have the biggest positive impact in science teaching in your nation?

[With more funding] We could afford to have science labs for every lesson. And do practicals where they support learning. To get cover to go on training courses. To arrange school trips. To allow staff adequate non-contact time to keep abreast of developments. To afford laptops or iPads to use in class. To have Wi-Fi that would support them. To use modern AFL strategies to assess all student understanding and provide individual support.

Support needed to address challenges (mainstream state secondary, by nation)

Table 6 chart 1 legend.png

Support needed to address challenges (UK only)

green and blue FSM percentage legend.png

Table 6. What support do you need to address these challenges, either in the classroom and/or across the school? Please select all that apply. (Mainstream state secondary schools. By nation and percentage of students eligible for Free School Meals in the UK and England*.)

	All nations	England	Scotland	Wales	Northern Ireland	Republic of Ireland	30% or above	Less than 30%	30% or above	Less than 30%
	Mainstream state secondary schools						FSM% (UK only)		FSM% (England only*)
Consistent policies including behaviour management, attendance and learning and teaching	46%	43%	65%	64%	37%	36%	54%	46%	50%	42%
More funding	67%	68%	58%	72%	73%	49%	63%	68%	62%	69%
More non-contact time (for planning, PD, practising practical work)	66%	66%	62%	71%	61%	67%	70%	65%	71%	66%
More classroom support staff	48%	47%	69%	33%	18%	49%	52%	48%	51%	46%
Support from leadership	31%	29%	45%	29%	39%	29%	34%	31%	31%	28%
Greater access to subject-specific professional development	26%	25%	29%	33%	33%	29%	30%	26%	29%	24%
Greater collaboration with colleagues	20%	19%	26%	25%	18%	27%	23%	20%	22%	19%
Protected non-contact time	44%	44%	43%	40%	49%	44%	47%	43%	45%	43%
Leadership led cultural shift	30%	29%	39%	31%	27%	22%	34%	30%	33%	28%
Don’t require support/no challenges	2%	2%	1%	1%	2%	0%	2%	2%	2%	2%
Other	7%	7%	7%	6%	8%	13%	5%	7%	5%	7%
Total	1880	1493	210	83	49	45	235	1294	203	1046

Filter: Teachers (including Heads of Department); base n = 2456

*The sample sizes for Wales, Scotland, Northern Ireland and Republic of Ireland were too small to provide statistically meaningful findings.

In the survey, we asked: "What one change to the education system do you think would have the biggest positive impact in science teaching in your nation?"

‘Funding’ was regularly cited in teachers’ responses:

Increased funding from the government, both to schools so that equipment and resources can be afforded and pay for staff to attract and retain science teachers.

Funding – make funding for schools more so we can offer the subjects and buy the equipment and consumables. Fund teachers' salaries so it is an attractive career and uptake in numbers increases. You can't teach good science if you don't have good staff.

Funding to provide more teachers, reducing class sizes, therefore improving experience of the student in classroom.

Increased funding – both to allow the purchase of equipment required for learning and teaching (e.g. microscopes, glassware), and to allow teachers to have more non-contact time because they're not made to do cover; also for pupil support assistants so that we can better meet the needs of learners during science teaching.

Barriers to practical work

Practical chemistry activities give students a unique opportunity to develop their understanding of theory through hands-on learning experiences. Practical chemistry activities also develop crucial skills like communication and teamwork, which are essential in science careers.

However, insufficient time for practical activities, challenging student behaviour, lack of equipment and understaffing of science technicians were all cited as barriers to carrying out practical chemistry in lessons.

Over a third of teachers across the UK and Republic of Ireland (37%) cited the cost of consumables and chemicals as a barrier to practicals. However, this was reported more often by teachers in Scotland (60%) and Northern Ireland (53%).

Barriers to running practical work (mainstream state secondary, by nation)

Barriers to running practical work (UK only)

Table 7. What are the barriers you face to running practical work in your school? (Mainstream state secondary schools. By nation and percentage of students eligible for Free School Meals in the UK and England*.)

	All nations	England	Scotland	Wales	Northern Ireland	Republic of Ireland	30% or above	Less than 30%	30% or above	Less than 30%
	Mainstream state secondary schools						FSM% (UK only)		FSM% (England only*)
Understaffing of science technicians	27%	25%	28%	36%	39%	62%	31%	26%	32%	24%
Insufficient time for practical to be taught alongside theory	60%	60%	60%	58%	69%	64%	66%	60%	67%	59%
Lack of equipment	35%	33%	44%	36%	24%	44%	33%	35%	33%	33%
No time for training/practising	31%	30%	32%	33%	29%	27%	33%	31%	33%	31%
Health and safety concerns	15%	15%	16%	16%	24%	27%	15%	14%	16%	13%
Challenging student behaviour	51%	50%	59%	66%	33%	24%	66%	49%	64%	48%
Cost of consumables and chemicals	37%	34%	60%	42%	53%	27%	35%	38%	30%	35%
Lack of confidence in delivering practical sessions	7%	7%	5%	4%	6%	4%	6%	6%	7%	7%
Insufficient lab access	18%	19%	5%	23%	14%	33%	18%	17%	18%	19%
Unsuitable labs	20%	21%	10%	29%	12%	20%	21%	20%	22%	22%
No barriers	8%	9%	6%	1%	8%	2%	6%	8%	6%	9%
Other	7%	6%	9%	5%	12%	9%	6%	7%	5%	7%
Total	1880	1493	210	83	49	45	235	1294	203	1046

Filter: Teachers (including Heads of Department); base n = 2456

*The sample sizes for Wales, Scotland, Northern Ireland and Republic of Ireland were not large enough to generate statistically reliable results.

Now, thinking generally, what one change to the education system do you think would have the biggest positive impact in science teaching in your nation?

Honestly, more funding. We are really struggling to retain staff who move into the private sector for higher wages. And our budget is cut year after year and we are unable to run the practicals we would like to outside of required practicals because we cannot afford to replace chemicals or maintain equipment.

More funding for staff; both teaching and technicians. Stretched staff do not currently have the capacity to make more practical science happen. Courses struggle to be finished each year and periods per week are being cut across the whole timetable for upper school qualifications, another barrier to practical 'hands on' science education.

Less content, more time to explore the subject linking to real life and practicals.

Funding and recognition of the role technicians play in improvements within the practical provision. Improving the training and career structure for technicians to encourage them to invest in their schools and futures.

Illustrated people helping each other over blocks.png

What we are doing

We continue to develop new and practical ways to help teachers and technicians create engaging learning experiences for their students.

Why not try our microscale experiments, which can help make budgets go further. They require smaller amounts of chemicals without compromising educational value. By producing less waste, they’ll also help you reduce the environmental footprint of practical chemistry in lessons.

Explore our diverse and flexible professional development courses, including self-led options, which are designed to integrate with your teaching schedule. Wherever possible, we partner with organisations across the UK and Ireland to provide funding for teachers and technicians to attend in-person training.

You may be eligible for our grants and funding:

The Chemistry Teaching Empowerment Fund supports collaborative projects to improve chemistry teaching and foster effective teaching communities
Outreach Fund could help you develop chemistry-based enrichment activities
The RSC’s Biological and Medicinal Chemistry Sector funds small educational projects
RSC members get access to other funding opportunities and benefits.

Through our policy work, we will continue to push for every child to experience practical chemistry in their lessons.

Explore the full data set behind the Science Teaching Survey 2023

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