Science Teaching Survey 2026: School postcode determines access to triple science, teachers warn

Just a third of educators (30%) working in schools in England with a higher proportion of free school meals (FSM) eligibility expect to be able to offer all three sciences to students, according to a survey of 2,000 UK science teachers released today.

The findings of our 2026 Science Teaching Survey lay bare concerns that students face a two-tier system in science education as a significantly higher proportion of teachers in areas of low FSM eligibility (50%) expect universal access to GCSE triple science. 

Investment is also urgently needed in teachers, facilities, and practical resources, with staff at more than half of schools with higher levels of FSM eligibility (52%) saying a lack of science teachers is a barrier to being able to teach triple science.

Young people's access to different science pathways should not depend on where they go to school. These findings suggest access to triple science remains unequal; every young person deserves access to a high-quality science education, regardless of where they go to school.

That opportunity should be determined by a learner’s interests and ambitions only, which is why we advocate for a simplification of science pathways at GCSE to help alleviate some of these barriers.

Laura Daly, Education Policy Programme Manager

The findings come as the Government considers introducing a triple science entitlement in England, following recommendations from the Curriculum and Assessment Review. The proposed entitlement would mean any student who wishes to study GCSE biology, chemistry and physics as three separate qualifications should have the opportunity to do so.

However, the new survey of science teachers points to significant challenges in delivering that ambition consistently across schools. Teachers highlighted concerns around staffing, specialist teacher availability, and resources as barriers to the provision of all three sciences.

More than one in five schools surveyed (22%) said they would need additional chemistry teachers if triple science were to be offered to all students, while more than half (57%) of respondents in mainstream schools in England said practical lessons are underfunded, which is key to science education.