The latest Tes Teacher Wellbeing Report 2026 offers a clear and concerning picture of life in UK schools. Based on responses from more than 1,400 school staff, the research shows a workforce that remains committed to education, but is increasingly affected by workload, behaviour pressures, SEND complexity and concerns about long-term sustainability.
One of the most striking findings is the gap between purpose and well-being. Tes found that 54% of respondents reported moderate to favourable job satisfaction, yet 57% described their wellbeing at work as moderate to negative. This suggests that many educators still find meaning in their work, but the conditions around them are making that work harder to sustain.
Workload remains the biggest pressure
Workload continues to be the leading cause of stress for school staff. According to the report, only 3% of respondents said they manage to work within their contracted hours, while 83% identified workload as their main source of stress.
This reflects more than long days. Planning, marking, meetings, safeguarding responsibilities, behaviour follow-up, reporting and personalised pupil support all add to the pressure. When these demands become normalised, overwork can quickly feel like an unavoidable part of the job.
A meaningful conversation about staff wellbeing, therefore, has to include workload. Well-being cannot simply be about helping individuals cope better. It also has to involve looking honestly at what staff are being asked to carry.
Behaviour and SEND are adding complexity
The report also highlights the impact of classroom behaviour. 87% of respondents said talking and low-level disruption were the most common behaviour challenges, while 58% said they regularly deal with disrespect from students.
At the same time, schools are working hard to meet increasingly diverse pupil needs. While 76% of teachers said their school’s inclusion policies are effective, 75% identified meeting diverse SEND needs within one classroom as their primary challenge. A further 63% cited a lack of support staff as a major barrier to inclusion.
These findings show how closely staff wellbeing, behaviour and inclusion are connected. When educators feel under-resourced or unsupported, it becomes harder to create the calm, consistent and responsive environments that pupils need.
Retention is a well-being issue
Perhaps most concerning is what the report reveals about the future of the profession. 61% of staff said they do not plan to stay in education long term, and among those planning to leave, 54% expect to do so within the next five years.
This should prompt serious reflection. Retention is not only about recruitment targets or workforce planning. It is shaped by the everyday experience of working in schools: whether staff feel valued, supported, trusted and able to do their job well.
Moving from awareness to action
The Tes research makes clear that staff wellbeing cannot be treated as a standalone initiative or an added extra. It is part of how schools function.
Workload, behaviour, SEND, flexibility and retention are all connected. Addressing them requires practical, sustained action. From reviewing unnecessary admin and strengthening behaviour systems, to improving support for inclusion and creating working cultures where staff can continue to thrive.
Supporting staff wellbeing is not separate from supporting pupils. When educators feel well supported, they are better able to provide the stability, care and consistency that children and young people need.
You can read the full report on the Tes website.