UK teachers choose physical resources over digital tools despite tight budgets

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.

strongCategory: Resources & budgetsPublished: 26 April 2026Author: Only for Teachers editorial teamReading time: 4 min readTopic: Exam preparation teaching priorities

73% of UK teachers say budget constraints are the primary barrier to expanding their classroom resources, yet when given hypothetical funding, they still favour traditional physical materials over cutting-edge digital tools.

Key findings at a glance:

• 73% of teachers cite budgetary constraints as the main barrier to adopting new classroom resources
• 33% would prioritise physical tactile resources like science kits and manipulatives if given a bespoke classroom budget
• 50% find their current resources create inconsistent results, helping in some areas while adding 'digital clutter' elsewhere
• 41% want automated feedback and assessment systems as their top 'game-changer' investment
• Only 6% say current resources are transformative enough to help them leave work earlier

What do UK teachers actually want for their classrooms?

When asked to prioritise spending for a hypothetical classroom budget, 33% of teachers chose physical tactile resources such as science kits, manipulatives, and textbooks over any digital alternative.

This preference might surprise policymakers pushing digital transformation initiatives. Updated hardware like interactive boards and tablets tied with subscription-based digital content at 21% each, while AI-powered planning software and specialist SEND assistive technology each attracted just 13% of responses.

The data suggests teachers remain sceptical about technology's ability to solve their core classroom challenges. Despite years of EdTech promises, many are returning to fundamentals: concrete, hands-on resources that students can touch, manipulate, and explore without Wi-Fi requirements or software updates.

How do budget constraints shape resource decisions?

The reality of school funding casts a long shadow over these preferences. 73% of teachers identify budgetary constraints as their primary obstacle to expanding resources, dwarfing other barriers like implementation time (24%) or lack of training (9%).

This aligns with broader concerns about school funding following years of real-terms cuts. The DfE's recent commitment to increase school spending may not be reaching classroom level quickly enough, leaving teachers to make difficult choices between competing priorities.

Interestingly, infrastructure problems affect only 6% of respondents, suggesting that basic connectivity issues have largely been resolved since the pandemic-era digital push. The barrier isn't technological capability, it's simply money.

Why current resources aren't reducing teacher workload

Despite significant investment in educational technology, 50% of teachers describe their current resources as inconsistent, helping with some tasks while creating 'digital clutter' or additional administration elsewhere.

| Impact level | Percentage of teachers | |--------------|------------------------| | Inconsistent (helps some areas, creates clutter in others) | 50% | | Helpful (streamlines specific tasks) | 27% | | Frustrating (feels burdensome) | 18% | | Transformative (allows earlier finish) | 6% |

Only 6% consider their resources truly transformative, allowing them to leave work earlier and focus more on teaching. This suggests a significant gap between EdTech marketing promises and classroom reality.

The focus on SEND support emerges clearly: 27% say resources most impact their ability to support differentiated learning, matching those who cite workload reduction (27%) as the primary benefit.

What would genuinely transform teaching?

When asked about 'game-changer' investments, teachers showed more enthusiasm for digital solutions, with 41% prioritising automated feedback and assessment systems that provide real-time data insights.

This apparent contradiction with earlier preferences makes sense: teachers want physical resources for day-to-day teaching but digital solutions for time-consuming administrative tasks like marking and assessment.

Accessibility tools ranked second at 22%, reinforcing the earlier finding that SEND support remains a critical priority. Live-translation tools and adaptive keyboards could transform inclusion for many classrooms struggling with diverse learning needs.

These findings suggest UK teachers have developed a nuanced view of educational technology. They're not anti-digital, but they're selective, wanting technology that genuinely reduces workload rather than adding complexity to their teaching practice.

The message to school leaders is clear: before investing in the latest EdTech trends, consider whether teachers have access to basic physical resources that make learning tangible and engaging. Sometimes the most transformative tool is still a well-stocked science kit or a set of quality textbooks.

Want to share your views on classroom resources? Keep an eye out for next week's survey and help us understand what really matters to UK teachers.

Join the conversation by participating in next week’s survey to ensure your professional voice shapes the UK education debate.

Our Methodology

About This Survey

All insights published on OnlyForTeachers come directly from teachers across the UK. Each week, we run original surveys on topics that matter most to educators — from classroom practice and workload to wellbeing and policy changes.

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Only for Teachers Research Team