The Science Teaching Survey 2026
Teachers and science technicians from across the UK and Ireland share their insights into the state of 11–18 science education.
Explore the survey results
Find information on what we are doing to help you, your teaching, and your colleagues.
Teachers report that out of date and overloaded curriculums continue to have detrimental effects on learners amidst reform
In this year's Science Teaching Survey, we asked about curriculum-related challenges and the impact on learners across the UK and Ireland.
As reform progresses, questions remain about equitable access to triple science
In this year's Science Teaching Survey, we asked teachers about access to triple science.
Approaches to sustainability education vary but efforts are being made to reduce the environmental impact of practical work
In this year's Science Teaching Survey, we asked teachers about how sustainability is incorporated into science teaching and practical work.
The frequency of hands-on practical work is declining
In this year's Science Teaching Survey we asked respondents about hands-on practical work and the assessment of practical skills.
Use of AI continues to grow among science educators
In this year's Science Teaching Survey we asked respondents about AI use and the impact it is having.
As we publish the findings from the fifth annual Science Teaching Survey, drawing on 1,981 responses, we can once again offer a rich picture of science education across the UK and Ireland. This year's findings highlight continuing challenges relating to staffing, professional development, curriculum and enrichment. At a time of significant curriculum reform, we have also explored educators' views in greater depth, seeking not only to understand the challenges they face, but also the solutions they believe could make the greatest difference.
High quality science education depends on the expertise, commitment and collaboration of many people, including teachers, technicians, teaching assistants, school leaders and wider partners. Across the survey, educators describe both the rewards of their work and the pressures they face in delivering the best possible experiences for young people. Their insights reinforce our shared ambition: that every young person should have access to a world-class science education, regardless of their background or circumstances. Understanding the realities facing those who deliver science education is an essential step towards achieving that goal.
On this page:
"...I am continuously investing in people."
As a teacher I am continuously investing in people. Through teaching sciences I have led lots of students that I have taught for many years into careers that contributed a lot to the well being of mankind.
Head of chemistry, England
"...it can be the best job in the world."
If you are not intimidated by a challenge, or even thrive on it, then it can be the best job in the world.
Science teacher, England
"...the stress to get everything done on time is too much."
I love my work, but the workload, managing behaviour and the stress to get everything done on time is too much.
Science teacher, Scotland
"...you are the backbone of the entire department..."
Being a Science Technician is more than just being an assistant to a teacher, you are the backbone of the entire department. Without you, practicals don't get prepared, delivered, collected or cleaned up. Students don't see complex demonstrations and most importantly, neither the Prep Room or the Chemical Store can function without you.
Science technician, Northern Ireland
"...the range & variation is something that I enjoy being challenged by"
I love my job, the range & variation is something that I enjoy being challenged by.
Science technician, England
"It's a good job, if..."
It's a good job, if you're willing to forego any chance of promotion or pay rise...
Science technician, England
Open text responses to the question "would you recommend teaching/the technician role as a career".
Annual comparisons and previous headlines
We remain concerned by key issues that have been raised in previous years, including understaffing. To read more about this and other areas of tracked data, including wellbeing, job satisfaction, staffing and confidence, visit our annual comparison data page or explore our previous year's survey webpages.
The Science Teaching Survey 2025
Our findings reveal that greater support is needed for our science educators.
The Science Teaching Survey 2024
Revealing the insights and challenges of secondary teachers and technicians in the UK and Ireland.
The Science Teaching Survey 2023
Revealing the insights, challenges and ideas of secondary teachers and technicians in the UK and Ireland.
The Science Teaching Survey 2022
In 2022 we launched The Science Teaching Survey to understand more about the experiences and attitudes of science teachers and technicians.
The Science Teaching Survey 2026 Dataset
Explore in more detail with our dataset that is available as a PDF download.
Download the 2026 dataset
About the 2026 survey
Science teachers and technicians in secondary and further education (FE) completed the survey in spring 2026. Here is a breakdown of survey participants by nation and job role:
27%
Classroom teacher
23%
Head of department
44%
Science technician
1%
FE lecturer of science
5%
Other staff member with science teaching responsibilities (e.g. senior leadership team)
We are always looking for greater representation in our research. Therefore if you have any recommendations of networks or partners for us to ensure that all voices are heard, please do contact us.
Contact our education team
For all enquiries about collaborating with us and more information on how we can support you.