- New research suggests one in nine (11%) UK school workers are thinking about quitting
- More than one-third (36%) say schools have become more dangerous places, raising retention concerns
- Laura, a teacher in the West Midlands, shares her story and why she’s considering leaving teaching
More than 166,000* teachers, teaching assistants, and support staff across the UK – equivalent to one in nine (11%) – have considered leaving their professions over safety concerns, according to new research from Little Green Button, raising fresh concerns about worsening staff retention across the education sector.
The research found more than one-third (36%) of school workers believe schools have become more dangerous places to work, with lockdowns triggered by incidents ranging from a teacher being stabbed by a pupil and pupils carrying knives to bomb threats and a man being spotted outside the gates with a machete.
These experiences are also reflected in the wider data: nearly half (45%) of teachers have witnessed pupil-on-pupil aggression, while a similar proportion (45%) report students acting aggressively towards staff. More than one-third (35%) have experienced abuse from a pupil’s parent, and one in ten (10%) report harassment from a member of the public.
Worsening safety concerns could accelerate an already fragile retention issue. The recently published School Workforce Census found that between 10% and 15% of newly qualified teachers leave the state education sector in their first year, and between 30% and 33% within the first five. Historically, teachers remained in post for longer, with many citing stress as one of the primary reasons for leaving so early in their careers.
Little Green Button’s research comes as schools face growing expectations to strengthen their preparedness for serious incidents under the Terrorism (Protection of Premises) Act 2025, better known as Martyn’s Law. Yet, the research shows that 87% of teachers believe their school does not have the funding to implement effective security measures.
While enforcement of the new duties – covering lockdowns, evacuation, invacuation and wider preparedness – is not expected until early to mid-2027, this leaves little more than a year for schools to prepare. Despite this, 44% of school workers report being unfamiliar with the legislation, and an additional one-third (31%) are unaware of any preparations for it.
Beyond the requirements of incoming regulation, the findings also highlight concerns surrounding everyday preparedness. The majority of teachers (58%) believe their school is not prepared for a lockdown or a major security incident, and nearly half (47%) report that there is no clear protocol in place for managing such events.
Alex Jay, CEO of Little Green Button, said: “The scale of these findings is deeply concerning. When tens of thousands of teachers, teaching assistants, and support staff are considering leaving due to safety incidents, it’s clear that the system is under real strain and that retention is becoming an increasingly urgent challenge. At the same time, many schools are being asked to prepare for serious security threats without the funding, tools or clear guidance needed to do so confidently – with many not even aware of the legislation they are expected to prepare for.
“Now more than ever, schools need to ringfence time to assess risks across their site, consider how technology can support faster and clearer communication, and ensure they have a simple, well-understood lockdown plan in place, all of which should be tested regularly. Early preparation doesn’t just reduce risk, it builds confidence among staff, students, and parents; important both in the context of rising incidents and to help prevent further staff losses as we enter a new regulatory environment.”
“The verbal abuse and risk of physical abuse sticks with you”
Laura**, a Midlands-based teacher with more than 10 years’ experience, spoke about the situation on the ground: “Parents are more active regarding their child’s education…more frequently visiting the school. Some people misuse this, and it leads to harassment and abuse.”
Laura also highlighted that bad behaviour from pupils has been on the rise. This, she said, is due to lack of empowerment or fear of consequence from teachers, while lack of funding was leading to an increase in SEND children placed in mainstream classrooms, causing “an additional burden on teachers” which “can lead to disruption, confusion in the classroom and opens you up to abuse from frustrated parents or pupils.”
When asked if she’s considered leaving the profession due to the pressures on schools, she added: “Definitely – the verbal abuse and risk of physical abuse sticks with you.”
