Against this backdrop, Filling the Gap – new research from the Association for Science Education (ASE), funded by Gatsby – provides an in-depth look at what is driving this rise, the barriers international trainees face, and what is needed to convert short-term gains into lasting progress for England’s schools.
The report highlights that international trainees bring strong subject knowledge, low dropout rates, and valuable diversity to the classroom. Many providers describe them as highly committed and well-prepared for specialist teaching roles, particularly in physics.
Yet the research also reveals significant risks:
Domestic recruitment remains historically low, meaning international growth is masking persistent shortages of UK graduates entering physics teaching.
The system is overly complex, with visa challenges, inconsistent screening processes, and significant financial pressures including tuition fees, living costs and visa charges.
Schools often lack capacity to sponsor visas, leaving some strong trainees unable to secure their first teaching post despite completing training.
Long-term tracking is missing, making it difficult for policymakers to understand how many international trainees stay in teaching, or where they are deployed.
Without better infrastructure, today’s recruitment gains may not translate into a sustainable, long-term workforce. The ASE report sets out four practical recommendations to strengthen international recruitment and help ensure new trainees can progress into the classroom:
A centralised, streamlined application process to improve consistency and reduce administrative pressures.
A dedicated trainee visa route aligned with the timeframe of the Early Career Framework induction period.
Stronger financial support to offset significant upfront costs faced by trainees.
Better workforce data to track deployment and retention.
Jenni French, Head of STEM in Schools said:
“Today’s rise in physics trainee numbers is good news. But as this report makes clear, recruitment alone is not enough. If we want these trainees to become the specialist teachers our schools urgently need, we must remove the structural barriers that prevent international candidates from completing training and entering the classroom. With the right long-term strategy, we can turn this encouraging moment into lasting progress for science education.”
