CONTRIBUTORS Beyond subject


knowledge: rethinking who we call a teacher NAOMI HOWELLS, Managing Director of


Class People, discusses why it may be time to rethink whether subject expertise alone is the best measure of who can teach.


There is an unspoken belief at the heart of our education system that the finest teachers are the ones who know the most.


We hire graduates who know a lot about their subjects, help them through programs like the Postgraduate Certificate in Education, and then put them in classrooms where we expect them to be able to teach. But what if that idea is wrong?


In England, the majority of teachers now enter the profession through postgraduate routes.


Around 59% hold a subject-based degree alongside a teaching qualification, while only around 14% hold a Bachelor of Education as their highest qualification. This reflects a system built on subject expertise as the starting point. Yet knowing something deeply is not the same as being able to teach it well. We’ve all seen it: the expert who cannot explain, the lesson that delivers content but fails to spark curiosity. Teaching is not simply about what we know; it is about how we enable others to understand.


At its core, teaching is about breaking down complex ideas, adapting in real time, building confidence, and creating curiosity. These are human skills, not purely academic ones. And yet, subject knowledge remains the primary gateway into the profession.


Interestingly, around 95% of PGCE graduates move into employment shortly after qualifying. This highlights not just the popularity of this route, but the system’s reliance on individuals who choose teaching after completing another degree. Many teachers do not begin with a clear intention to teach; they arrive at the profession later. Teaching, in many cases, is a discovered vocation rather than a planned one.


This raises an important question. If so many teachers arrive at the profession later, are we overlooking those who could thrive in the classroom but never consider teaching at all? By focusing so heavily on qualifications, we may be narrowing the talent pool, missing individuals who naturally embody the qualities great teaching demands. Those who can communicate, mentor, and inspire, rather than simply instruct.


This is not about lowering standards. Subject knowledge matters, but it is not sufficient on its own. If we are serious about developing young people who can think, question, and learn – not just pass tests – then we must broaden how we define a teacher.


Because education is not about what is delivered. It is about what is understood, and ultimately, what is unlocked. We have built a system that selects teachers for what they know. It may be time to select them for what they can ignite.


May 2026 Understanding exam-


related school avoidance As exam season sees a rise in absences, EMMA SANDERSON, Managing Director of Momenta Connect, part of Outcomes First Group, shares her insights into what schools can do to protect attendance and pupil wellbeing.


The impact of exam season on attendance is often underestimated. Emerging evidence shows a strong link between rising absence and mental health, with anxiety-driven non-attendance, often described as emotionally based school


avoidance (EBSA), becoming more prevalent. For school leaders, this presents both an operational and a safeguarding challenge. Anxiety-related absence is not a behaviour issue in the traditional sense. Research from the Association for Child and Adolescent Mental Health highlights that pupils experiencing anxiety disorders are significantly more likely to have poor attendance. During exam periods, this risk intensifies. High-stakes assessment, fear of failure, and increased cognitive load combine to create a perceived threat for vulnerable students. Plus, formal conditions, silence, time pressure, and peer comparison can exacerbate feelings of panic or inadequacy. For some pupils, particularly those with underlying anxiety or additional needs, attending school during exams becomes psychologically overwhelming rather than academically challenging.


Absence during exam periods not only impacts attainment but can also entrench longer-term patterns of non-attendance. Evidence suggests a cyclical relationship: anxiety leads to absence, and absence in turn increases anxiety through missed learning and reduced confidence. Without timely intervention, short-term avoidance can become persistent. For school leaders, the priority is to move from reactive attendance enforcement to proactive, system-level support. A critical first step is reframing staff understanding. Embedding a ‘can’t, not won’t’ culture helps shift responses from sanction to support. This requires consistent messaging, staff training, and alignment across pastoral and academic teams.


Secondly, schools should strengthen early identification systems. Attendance data should be analysed alongside pastoral indicators to identify patterns linked to assessment periods. This enables timely, graduated intervention before absence escalates.


Leaders should also review the extent to which exam practices inadvertently increase anxiety. While maintaining standards and compliance, there is scope for flexibility. Evidence-informed adjustments, such as smaller exam rooms, supervised rest breaks, or phased timetables, can significantly reduce barriers to attendance without compromising integrity. Equally important is the integration of anxiety support within the school day. Schools that embed simple, consistent strategies, such as access to trusted adults, predictable routines, and brief coping interventions, create a more psychologically safe environment. These approaches are most effective when implemented at a whole-school level rather than as isolated interventions.


For pupils already experiencing difficulty, reintegration should be structured and gradual. Leaders should ensure that policies allow for flexible, step-by-step returns.


Parental engagement is another key lever. Families often experience high levels of stress during exam periods and may feel uncertain about how to respond. Clear, empathetic communication and co-produced support plans are more effective than punitive approaches in improving attendance. Ultimately, addressing exam-related school avoidance requires strategic alignment between attendance, assessment, and wellbeing. Leaders should consider how school systems, curriculum pacing, assessment load, and messaging around success, either mitigate or amplify anxiety. By taking a proactive, evidence-informed approach, school leaders can reduce absence during exam periods while strengthening longer-term engagement. In doing so, they not only improve attendance outcomes but also fulfil a broader responsibility to safeguard pupil wellbeing in high- pressure contexts.


www.education-today.co.uk 19


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