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In our major, annual survey of almost 2,000 science teachers and technicians, insufficient time (58%), challenging student behaviour (48%), and the cost of consumables and chemicals (43%) were cited as the biggest challenges to delivering practical science lessons.

UK science teachers are struggling to deliver practical lessons 鈥� and the problem could soon be compounded with many technicians, who are vital to lab work, reporting they are considering leaving the profession.

新月直播app下载 technicians are vital in the provision of practical work in schools. Yet the same survey found nearly a fifth (19%) of technicians intend to leave the profession by 2027 and a further 39% are unsure whether they will stay in the job. Aside from retirement, low pay (72%), lack of progression opportunities (67%) and high levels of stress and exhaustion (44%) were the key reasons cited for leaving. In 2023, 17% of UK technicians cited high levels of stress and exhaustion as a reason for leaving their role 鈥� a 159% increase in just two years. 

新月直播app下载 teachers said that losing science technicians would have a detrimental impact on students鈥� learning outcomes, while 29% of survey respondents cited understaffing of technicians as a barrier to delivering practical work. One teacher in England noted, 鈥淲ithout a technician, our practical work would basically stop.鈥� 

Vicky Thompson, a senior technician said: 鈥淵ou can鈥檛 teach science meaningfully without the resources, experiments, and hands-on experiences that technicians make possible. STEM isn鈥檛 just a theoretical curriculum 鈥� it depends on having skilled people behind the scenes who prepare materials, ensure safety, and support teachers to bring lessons to life. Due to lack of technician support, in some areas they are reverting to virtual lessons, which equip nobody for a lifetime of practical work.

鈥淭here is currently no legal requirement for technicians in schools 鈥� we've become that low-hanging fruit that looks attractive for savings when councils are asked to make cuts. Meanwhile, across the UK many of those remaining are expected to be everything for everybody: first aiders, lunchtime duties, covering classes and organising lesson cover. Technicians are expected to take on roles that are other people's because they're not paying for those roles to be there.鈥�

The 新月直播app下载 (RSC) commissioned the survey alongside peers from the Association for 新月直播app下载 Education (ASE), the Institute of Physics (IOP), the Royal Society (RS), and the Royal Society of Biology (RSB). It says Governments across the UK should be concerned by the survey findings and its implications for the future of the UK鈥檚 science workforce, as practical lessons are key to an engaging, inspiring and relevant science education.

Mark Jordan, Head of Education at the 新月直播app下载, said: 鈥淲e鈥檝e seen first-hand the transformative power of practical science lessons in bringing the sciences to life for school students. And so, it鈥檚 incredibly disappointing to learn science teachers and technicians are up against so many challenges that can and should be prevented in delivering this important work.

鈥淭he UK needs to invest in school-level chemistry and science education so that we can ensure a robust talent pipeline for the UK鈥檚 STEM sectors. With our research showing that the growth of chemistry-related jobs is set to outpace the wider UK labour market by 30% over the next decade, today鈥檚 findings should be very concerning for government.鈥�

The learned societies are calling for sufficient funding for consumables and chemicals to enable schools to provide hands-on practical activities as a part of their curriculum, as well as enough science technicians that have the resources, skills, expertise and motivation to help provide an excellent chemistry education.

Almost six in 10 (57%) respondents said insufficient funding is a challenge for their school, an increase since the 2023 survey (49%). The survey revealed that funding challenges are particularly acute among Scottish (66%) and Welsh (79%) teaching staff.

Lauren M岫淟eod MRSB, Head of Education Policy at the Royal Society of Biology (RSB) said: "The steep rise in stress and exhaustion reported by science technicians is a serious warning sign for the education system. The dedication of these professionals is crucial for providing a safe and effective lab environment, and their potential departure is a direct threat to students' practical learning. It is important that governments recognise their value through improved pay, career pathways, and sufficient funding for schools. Investing in our technical staff is an investment in the future of UK science." 

Marianne Cutler, Director of Policy and Curriculum Innovation at The Association For 新月直播app下载 Education (ASE) said: 鈥淎n effective science education is underpinned by an effective science team with strong leadership and a cohesive and supportive culture. However, today鈥檚 findings reveal increased budget and staffing challenges, amongst other challenges, across science teachers, technicians and teaching assistants, compared with the 2023 survey results. For all aspects of science education including the all-important practical work aspects, these findings are deeply concerning. Whilst recognising today鈥檚 economic challenges, we call on the Government to invest in school-level science education staffing, professional learning, laboratories, equipment and consumables to enable rewarding careers for all science team members and provide all children, regardless of their circumstances, with the opportunity to reach their full potential.鈥�

Hari Rentala, Associate Director of Education and Workforce at the Institute Of Physics (IoP) said: "It is deeply concerning that so many students are missing out on the regular practical lessons they need to thrive in their science education. Theoretical learning will always have an important role to play, but it is no replacement for the real-world experience of practical experimentation. Practical skills and experiences are also vital to opening up students鈥� eyes to the rewarding potential of physics-related apprenticeships and other technical pathways.

"With physics-based industries already contributing 拢229bn to the UK economy every year, we need to tackle the pressing physics skills shortage that is holding back innovation and slowing economic growth. Now is the time for the UK to invest in ensuring that all schools can afford to provide regular and high-quality experiences of practical science, helping build the physics workforce of tomorrow."