From Burnout to Belonging: How Schools Can Improve

Staff burnout is a growing challenge in UK schools. Discover practical strategies to improve retention and create a culture of belonging in 2025.

Introduction

Every school leader in the UK knows the struggle: recruiting staff is hard, but keeping them is harder. Teacher and TA retention rates have dropped significantly over the past decade, with Derbyshire schools facing the same challenge seen nationwide — high turnover, burnout, and low morale.

But retention doesn’t just happen. It’s built through culture, recognition, and strategy. As schools plan for 2025 and beyond, the focus must shift from firefighting recruitment to actively creating environments where staff feel they belong.

Why Retention Matters More Than Ever

According to recent DfE reports, around 1 in 3 new teachers leave within five years. Support staff turnover is also high, especially in SEN and PRU settings where pressure is intense. The costs of this churn are huge:

Financial: Recruiting replacements drains already tight budgets.
Operational: Constant training disrupts consistency for pupils.
Emotional: Remaining staff feel overworked and undervalued.

Retention is not just a staffing issue — it’s a school culture issue.

The Common Causes of Burnout

When staff leave, it’s rarely just about pay. Schools across Derbyshire and the UK report:

Unmanageable workloads (marking, planning, behaviour management).
Lack of recognition — TAs in particular often feel undervalued.
Limited progression opportunities in support roles.
Inconsistent leadership support when issues arise.

The result? Dedicated professionals leave roles they love because the environment isn’t sustainable.

Practical Strategies for Schools

So, how can schools strengthen retention and turn burnout into belonging?

Wellbeing at the Core
Introduce regular wellbeing check-ins, workload reviews, and mental health support. A 10-minute conversation with a line manager can make a world of difference.
Recognition Beyond Pay
Celebrate staff achievements publicly. Whether it’s a TA helping a child regulate emotions or a teacher introducing a new strategy, recognition builds loyalty.
Career Pathways for All
Offer CPD for both teachers and support staff. For TAs, this could include SEN training or pathways into HLTA or pastoral roles. For teachers, ensure access to leadership development.
Clear Communication
Transparency from leadership reduces uncertainty and builds trust. Staff should always feel informed, not left guessing.
Flexible Approaches Where Possible
Timetabling adjustments, job shares, or phased returns for those struggling can help retain valuable staff instead of losing them completely.

The Derbyshire Example

Several Derbyshire schools have piloted wellbeing programmes to boost retention. One Chesterfield secondary introduced weekly “wellbeing slots” where staff can take protected time for planning or wellbeing tasks. Another school in Swadlincote created a TA recognition board, highlighting weekly examples of impact in classrooms.

Both schools reported improved morale and reduced staff turnover. The lesson? Small, low-cost interventions can deliver big results.

Why Retention Must Be Strategic

Retention doesn’t just save money — it improves outcomes. Pupils thrive with consistent staff. Parents build trust when the same TA or teacher greets them term after term. Staff feel empowered when they know leadership invests in them.

For cover managers and headteachers, retention planning should be as much of a priority as timetabling or safeguarding. It’s not a “nice to have” — it’s the backbone of a stable school.

Conclusion

In 2025, the schools that win won’t be those constantly hiring. They’ll be those that hold onto their people by valuing them properly. From Derby to Dronfield, schools must shift from burnout to belonging — because staff retention isn’t just about keeping jobs filled. It’s about building a culture where people want to stay.