The great teaching divide: navigating trainee surpluses and shifting government demand

To understand the real-world impact of current training trends, our report analysed five years of Department for Education data, tracking the year-on-year changes for postgraduate trainees across 15 core secondary subjects.

By breaking the data down subject by subject, we’ve pinpointed where trainee numbers are rising, where they are stalling, and where gaps remain against national demand. This level of detail shows which subjects are attracting new talent and which ones are facing a growing “training gap”.

We’ve cross-referenced these numbers with the government’s PGITT training demand and need figures to pinpoint exactly where the gaps in the market are. This comparison shows where the supply of new teachers is falling short of school requirements, while also highlighting the subjects and skills likely to be most valuable in the years ahead. 

A subject shift overview

The growth in trainee numbers in some areas has been significant, with both Physics and Design and Technology (DT) seeing a massive 101% increase in teacher trainees over the past five years. More recently, Computing has taken the lead for yearly growth, with a 44% jump in just the last twelve months.

However, between the 2024/2025 and 2025/2026 academic years, nearly every subject experienced a “bounce back” in trainee numbers. The only outlier was English, which saw an 11% decline. However, if we look at the broader picture over the last five years, Drama has struggled the most, with trainee numbers dropping by 48%.

By examining these results, we can better understand why trainee numbers have shifted so significantly in these specific areas. We also take a closer look at how current trainee numbers stack up against the government’s stated needs.

Computing

It’s no surprise that Computing is seeing a surge in trainees, as the rapid growth of technology makes expertise in this field more essential than ever. With more students interested in tech-driven career paths, schools are under increasing pressure to find specialists who can teach these vital skills.

The data reflects this growing interest. In the 2021/2022 academic year, 553 trainees entered the market, but by 2025/2026, that number climbed by 29% to 715. When we look at the government’s PGITT trainee demand and need figures, we can see how this influx is helping to steady the ship. Back in 2021/2022, there was a demand for 840 trainees, leaving a significant gap of 287 people. However, by 2025/2026, even though the demand rose to 895 specialists, the higher recruitment numbers helped shrink that gap to just 180.

Design and Technology

One of the most unexpected findings is the trajectory of Design and Technology (DT). Over a five-year period, trainee numbers for the subject doubled, surging from 338 to 680, a 101% increase. However, this long-term momentum has slowed significantly in the last twelve months, with a much more modest growth of just 9%.

While the recent plateau in DT recruitment raises questions about long-term interest, the immediate outlook appears balanced. For the 2026/2027 academic year, the government’s trainee demand is forecast at 620 specialists so, if the current recruitment levels hold steady, the supply of new teachers could actually align with national demand for the first time in years.

However, this stability is under threat from significant financial shifts. The government is set to reduce training grants for creative subjects, with DT bursaries expected to be cut by £6,000 for the 2026/2027 intake. These cuts create a major barrier for potential recruits, especially as the subject becomes more complex.

Beyond personal finances, trainees are also mindful of the school environment. DT is a resource-heavy discipline, and there is growing concern that shrinking school budgets will make it harder to provide the equipment and materials needed, while also putting more focus on high-tech design like CAD and 3D printing.

Physics

Physics has emerged as another standout subject in our data, matching the five-year growth of DT with a striking 101% surge in trainee numbers. More impressively, it has maintained this momentum with a 36% increase in just the last twelve months–the second-largest yearly jump across all subjects analysed. 

However, while this influx of new talent is a significant step forward, it is important to view these numbers within the context of the existing specialist gap. The Institute of Physics has warned that more than 700,000 young people studying physics at GCSE level do not have access to a specialist Physics teacher, underlining the scale of the challenge facing schools. Despite the recent surge, the demand for dedicated Physics experts remains high at 810 for the 2026/2027 academic year, meaning this new wave of recruits is still playing catch-up against a long-standing shortage.

Drama

While Drama still had a modest 16% uptick in teacher trainee numbers in the past twelve months, the subject stood out with the most dramatic recruitment decline over the past five years, dropping from 489 to just 225. The minor recovery, albeit positive, still fell critically short of the government’s demand targets, which stood at 620 for the 2025/2026 academic year and remained at 370 for 2026/2027.

Similar to DT, this instability is largely driven by ongoing funding cuts to the creative arts, making Drama a precarious specialism for new educators. As the subject faces increasing financial pressure, many schools are being forced to phase out specialist roles. This has led to a growing reliance on non-specialists, such as English teachers, to fill the gap, a shift that threatens the long-term depth and quality of drama provision. 

English

English stands out as a notable outlier, being the only subject to see a decline in teacher trainee numbers over the past year. Enrolment fell by 11% (from 2,316 to 2,059), continuing a five-year downward trend. This shift mirrors a broader decline in humanities, as university enrolment in English Literature has dropped by a third, likely due to students prioritising degrees with clearer career pathways.

Despite this decline, the subject has not yet reached a recruitment crisis. With a 2025/2026 government target of 1,950, the current intake of 2,059 trainees still exceeds baseline demand and, unlike many STEM subjects, English remains in the rare position where the supply of new educators, though shrinking, is still sufficient to meet national requirements.

This all leads to a pivotal question: what is the actual outlook for teacher training and recruitment? While the narrative of the last few years has focused on a “mass exodus”, the data tells a more nuanced story showing that numbers are actually rising annually, albeit at a slower pace. 

That said, prospective educators shouldn’t just jump in blindly. Success now depends on a strategic approach, carefully weighing specialised skills against the shifting demand for specific subjects, and taking into consideration outside influences. 

Navigating this change

Educators today must navigate the delicate balance between becoming niche specialists in high-demand subjects like Physics and maintaining a versatile skill set that applies across the board. The growing need for SEND practitioners and those proficient in AI indicates that schools are prioritising candidates with these qualifications during the recruitment process.

The government is already addressing the demand for SEND support by providing £1.8billion in funding over the next three years. This investment is designed to establish a network of local experts to assist schools and improve specialised provision.

However, given that trainee numbers remain high, candidates who possess these additional skills will gain a significant competitive edge in a crowded and highly competitive job market. 

While teacher training numbers are trending upward, recruitment in specific subjects still falls short of government targets. This persistent gap suggests that there is a continued need for new applicants to enter the profession in those high-priority areas and school recruitment processes can help encourage this. 

Schools can effectively bridge staffing gaps and provide new teachers with stable career paths by adopting modern education recruitment technology. Utilising application tracking systems and streamlined processes allows administrators to prioritise people over paperwork, ensuring they can attract top talent with greater speed and provide newly trained teachers with a stable and secure workplace.

Methodology

For the report, Access Education analysed Department for Education data on the number of secondary Postgraduate Initial Teacher Training (PGITT) entrants across England across a five-year academic year period. This analysis focused on 15 core and specialist subjects:

• Art
• Biology
• Chemistry
• Computing
• Design and Technology
• Drama
• English
• Geography
• History
• Languages
• Maths
• Music
• Physical Education
• Physics
• Religious Education

This was then cross-referenced with Department for Education research on teacher demand and PGITT trainee need. 

Data correct as of April 2026