Abstract This paper explores the challenges and opportunities surrounding the recruitment and retention of minority ethnic teachers in England. Drawing on interview data from 33 teachers and school leaders of diverse ethnic backgrounds, it investigates whether racialised barriers identified in earlier research have shifted in the current context of teacher shortages and workforce diversification efforts. The findings suggest that participants generally did not face obstacles in securing classroom teaching roles, attributing this to staff shortages and, in some cases, schools' diversity goals. However, systemic barriers to career progression persist, with experienced teachers—particularly Black teachers—reporting racism and discrimination more frequently than their other ethnicity colleagues. Opportunities for improvement were identified by the presence of school diversity, especially in leadership, which was a promising factor in supporting the retention of minority ethnic teachers. The paper argues for structural change to ensure that recruitment efforts are matched by meaningful pathways to progression.
Tereshchenko et al. (Fri,) studied this question.