Teaching in further education: Engagement boosts & barriers

Across the UK, further education teachers play a central role in shaping both the youth and adult learners, often working with individuals who have been underserved by the education system or excluded from traditional academic pathways. Their work spans vocational training, A-levels, access to higher education and basic skills like literacy and numeracy — quite a rewarding range.

Despite this important contribution, the everyday experience of teaching in further education is underrepresented in national conversations about education. While school teachers and university lecturers frequently feature in policy discussions and the media, FE staff are often left out — even as they face some of the sector’s toughest challenges.

This post explores what it really feels like to work in FE. What motivates teachers to stay? What’s making them consider leaving? And what can college leaders do to better support and retain the educators their communities rely on?

Related: What’s it really like to work in HE?

What people love about teaching in further education in the UK

Teaching in further education offers a sense of purpose that many educators say is hard to find elsewhere. Teachers often describe the job as transformative — not just for learners, but for themselves.

1. Seeing learners grow and succeed

One of the most rewarding, and most often voiced, parts of teaching in further education is watching students build confidence, complete qualifications and find meaningful next steps. FE educators often work with people who’ve been failed by the school system or are retraining after redundancy, so even small wins carry weight. Teachers consistently say that these moments are what keep them motivated, even when the job is tough.

2. Working with diverse learners

FE classrooms are incredibly varied. Learners come from all walks of life — school leavers, parents returning to education, people with disabilities, care leavers, refugees and more. This diversity challenges teachers to adapt their approach, but it also brings a level of depth, maturity and mutual respect that’s harder to find in more traditional academic settings.

3. Greater autonomy in teaching approach

Many FE teachers appreciate the flexibility to tailor lessons to students’ interests and employment goals. In subjects like construction, healthcare or creative arts, teachers can integrate hands-on projects, industry visits and real-world tasks. This creative freedom helps learners stay engaged and allows teachers to feel more ownership over their work.

4. Making a difference in local communities

Further education isn’t just about qualifications — it’s about impact. Whether it’s delivering basic skills to adult learners or helping young people stay in education, FE teachers are often a bridge to better prospects. Because many live locally, teachers also feel connected to the social and financial wellbeing of their region.

5. Feeling part of a supportive community

Despite budget cuts and external pressures, many FE staff describe their colleges as supportive places. Colleagues help each other out, share resources and step in when needed. In an underfunded sector, this sense of solidarity can make a real difference to morale and retention.

Everyday struggles (and engagement barriers) when it comes to teaching in further education

While there is a great deal of pride in the profession, teachers in further education are also under increasing pressure. Funding constraints, low pay, excessive workloads and limited development opportunities are pushing many out of the sector. These aren’t isolated frustrations — they’re structural problems with long-term consequences.

1. Low pay compared to other sectors

Teachers in further education earn significantly less than their school-based peers. According to the Institute for Fiscal Studies, the average FE teacher salary in England is around 21% lower than that of school teachers with equivalent experience. For those coming from industry — such as engineers or IT professionals — the financial drop can be even steeper, making retention particularly difficult in technical subjects.

2. High workload and administrative burden

FE teachers often teach across multiple levels and subjects, sometimes in different campuses or departments. In addition to teaching, they manage marking, compliance tasks, lesson planning and pastoral care. This workload is especially heavy for part-time staff, who may be paid only for teaching hours despite putting in significant unpaid time outside the classroom.

3. Funding cuts and limited resources

Since 2010, further education has seen more severe budget cuts than any other education sector in the UK. Per-student funding has declined, and while there have been some recent uplifts, they don’t undo a decade of underinvestment. As a result, teachers often work with outdated equipment, large class sizes and minimal admin support, all of which affect the quality of education and the teacher experience.

4. Increasing mental health demands from students

Many students in FE are facing difficult personal circumstances — unstable housing, mental health issues, care responsibilities or past trauma. While FE staff want to support their learners, few receive proper training or time to respond to these complex needs. Teachers report feeling emotionally drained, particularly when mental health services are under-resourced or inaccessible.

5. High turnover and declining recruitment

Staff turnover in FE is alarmingly high. In 2024, for the second year running, another 40,000 teachers quit the profession. Meanwhile, recruitment into FE-specific teacher training programmes remains low. According to the Education and Training Foundation, subjects like construction, digital and health are facing some of the most severe shortages, leading to course cancellations and over-reliance on agency staff.

6. Career development is limited

There are few formal development pathways in FE. While schools have clearer routes into leadership or specialist roles, FE staff often feel they must move into management to progress, even if they want to stay in the classroom. Lack of investment in CPD means that many teachers hit a ceiling early in their careers, with nowhere obvious to go next.

What happens when teachers leave?

When teachers leave further education, they often cite low pay, stress and lack of progression. Many return to industry, particularly in vocational subjects where salaries are higher. Others move into schools or the private training sector. Some leave education entirely, taking roles in care, retail, local government or self-employment.

This loss of skilled teachers has serious knock-on effects. Courses are cut or merged. Students face less consistent teaching and fewer support options. Colleges are increasingly relying on temporary staff, which can affect both teaching quality and continuity. The staff who remain are stretched thin, leading to burnout and a repeating cycle of attrition.

Your teachers have a voice, and it needs to be heard

A career in further education can be incredibly rewarding, but it comes with some pretty serious engagement blockers. The profession is losing skilled educators at a time when they’re most needed. Listening to these employees — really listening — is one way to interrupt the cycle.

Employee surveys designed for further education can identify pain points and highlight what’s working. Whether it’s about development, wellbeing or feeling valued, giving staff a voice leads to better retention and a stronger culture. When people feel heard, they are more likely to stay. When they don’t, they go elsewhere — and the system loses more than just a teacher.

People Insight designs employee surveys specifically for the further education sector. We’ll help you find out what’s driving engagement — and what’s pushing people to leave. Enquire today about a further education employee survey and build a more supportive environment for your educators.