02 September 2025
A Shared Challenge: What Computing Can Learn from the IOP Physics Report
As Computing teachers, we know the immense value of our subject, not just for future careers but for fostering a generation of digital thinkers and problem-solvers. We also know the struggles. The recruitment and retention crisis isn't unique to us; it’s a shared challenge across many STEM subjects. The Institute of Physics (IOP) recently published a new report on the physics teacher shortage that, while focused on their subject, contains crucial insights and recommendations that resonate deeply with the Computing community.
The State of the Crisis
The IOP report paints a worrying picture of an education system struggling to find and keep specialist teachers. The core finding is that a significant number of physics lessons are being taught by non-specialist teachers, particularly for combined science GCSEs. The impact is clear: pupils without access to a specialist are much less likely to pursue the subject at A-level.
This isn't just a physics problem. We face a similar challenge in our own field. While detailed government data can be hard to come by, other reports highlight a persistent and significant shortfall in specialist Computing teachers.
Recommendations from the Report
The IOP report outlines a clear 10-year plan to address the teacher shortage. While some recommendations are specific to the unique structure of physics, many are highly relevant to our own subject. Here is a breakdown of the key recommendations.
Recommendations for Physics and Computing
These are systemic issues that apply directly to both subjects.
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Long-Term Strategy: We need a sustained, ten-year plan to address the recruitment and retention crisis, rather than short-term, reactive policies.
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Improved Subject-Specific Training: Ensure Initial Teacher Training (ITT) and Early Career Framework (ECF) programs provide more relevant, subject-specific pedagogical training.
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Better Timetabling: Reduce the reliance on non-specialist teachers by designing timetables that allow subject experts to teach their specialism. This is a crucial point for Computing, where a lack of a specialist can lead to the subject being dropped entirely.
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Financial Incentives: Continue to offer and expand financial incentives like bursaries and retention payments to attract and keep talented graduates in the profession.
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Workload Reduction: Address the root causes of teacher attrition, particularly high workload and poor wellbeing. This is a universal challenge that a long-term strategy must tackle.
Recommendations Specific to Physics
These recommendations are tailored to the unique context of the combined science curriculum and the physics education landscape.
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Dedicated Physics Time: Provide timetabling advice to ensure sufficient, uninterrupted time is allocated to physics within the combined science curriculum.
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Specific Subject Knowledge Enhancement (SKE): Restore and properly fund extended SKE courses to deepen the subject knowledge of teachers moving into physics from other science disciplines.
A Call to Action
The IOP report is a powerful reminder that the struggles we face as Computing teachers are not isolated. They are part of a broader, systemic issue that requires a long-term, coordinated effort. By understanding the data and recommendations for our colleagues in physics, we can better advocate for our own subject and ensure every student, regardless of their background, has access to a high-quality Computing education.