This report is based on original survey data collected directly from UK teachers through the Only for Teachers platform. All insights and findings are unique to our community.
Published: 18 January 2026 | Source: Only for Teachers original survey data
Introduction: The View from the Frontline
2025 has been a year of “acceleration” in UK education policy. From the final publication of the Francis Review (Nov 2025) to the AQA digital exam pilots and the DfE’s new AI-powered attendance targets, the message from Westminster is that schools must modernise, and fast.
But our “2025 Wrapped” data tells a different story. It reveals a profession that is not resisting progress, but one that is fundamentally unequipped to deliver it. The common theme across every single survey we conducted this year is disconnect. There is a profound gap between the high-tech, data-driven future policymakers imagine, and the resource-scarce, emotionally exhausted reality of the staffroom.
1. The Digital Divide: Ambition vs. Infrastructure
The government’s push for “modernised assessment” by 2030 is now official policy. Yet, the ground beneath this ambition is shaky. Our data shows that while the destination is set, the vehicle—your schools’ IT infrastructure—is broken.
77% of teachers are ‘Unconfident’ or ‘Highly Unconfident’ that their school has the IT capacity to manage large-scale digital exams.Crucially, 42% report that they don’t even have sufficient equipment for current teaching needs, let alone a digital revolution.
This isn’t just about skepticism; it’s about logistics. As one teacher told us: “Devices in school require a lot of maintenance… it makes the job more stressful, to the point it’s putting staff off expanding their use.”
2. The Wellbeing Crisis: Burnout is the Status Quo
The 2025 Teacher Wellbeing Index (Education Support) reported the lowest wellbeing scores since 2019. Our data confirms this is not just a statistic, but a lived daily reality.
86% of you experienced work-related stress that adversely affected your mental health last year.Over a quarter (26%) described this impact as ‘significant’.
This chronic stress is reshaping career trajectories. When asked about retirement, the traditional answer of “65” has all but vanished. The most common responses were “55,” “60,” or simply “When I am ready”—a clear signal that for many, longevity in the profession now feels like a health risk.
3. The “Fairness” Deficit: AI Attendance Targets
The introduction of mandatory AI-generated attendance targets this year was pitched as a way to make data “contextual.” However, teachers see it as another automated diktat that ignores the human element of education.
Only 12% of teachers believe these new AI targets will be fair or accurate.
The majority fear that an algorithm cannot understand that a student’s absence is often a symptom of complex social issues—housing, health, or poverty—that a “target” cannot fix.
This finding reinforces the broader theme: teachers want human-centric solutions, not digital shortcuts. This is echoed in your CPD preferences, where 85% of you rejected purely online training in favor of in-person or blended models that allow for genuine connection.
Conclusion: Bridging the Gap in 2026
The State of UK Education 2025 is one of fragile transitions. The government is building a digital skyscraper on a foundation that needs urgent repair.
For 2026, the priority cannot just be “implementation”—it must be stabilisation. Teachers need functioning equipment before digital exams. They need mental health support before “resilience training.” And they need policy that trusts their professional judgment over an algorithm’s prediction.
Teachers, we hear you. As we move into the new year, we will continue to amplify your voice to ensure that the reality of the classroom shapes the policy of the future.
Do you recognize this picture of the profession? Have your say in our first survey of 2026 next week.