Return to teaching

Thinking of getting back in the classroom?

Case studies of teachers who have returned to the professionContents

The information in this document was provided by the Department for Education.

If you want to request any additional information, bespoke content, or to discuss working together please reach out to: returnto.teaching@education.gov.uk

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Are you a former teacher considering a return to the classroom?

Returning to teaching might be easier than you think. Thousands of teachers are returning to the classroom every year after taking time away from the profession. The experience and perspective gained from a career break can enrich your skills which you can share back in the classroom.

If you’re a qualified teacher looking to return to the profession in a state school in England, support is available to help you find the right role and the right school for you. Flexible working opportunities make it easier than ever to return to teaching. A return to teaching adviser can provide free one-to-one personal support to help you choose a path that suits your skills, situation, and ambition.

Advisers can support you with navigating the whole return to teaching process from preparing for job applications to lesson planning. A return to teaching adviser can also signpost you to courses that will help refresh your teaching skills. This means you can go to interviews
with the confidence to teach your subject.

Teaching is a career that changes lives. Discover the best way of returning for
you so you can start inspiring children in the classroom again.
Find out how you can return to teaching.

And when you’re ready, you can search for a job on Teaching Vacancies.

Read our case studies on the following pages, of other teachers who have returned to the classroom.

Name: Dena Tickner

Position: Second in Charge of English, classroom teacher

While I originally set out to become a journalist when I chose to study English at university, my love for the English subject, reading, and literature drew me towards pursuing a career in teaching. My route into the profession started with an administrative role as a headteacher’s PA at a school in Kent and this was a stepping stone to the role I wanted teaching English. I didn’t want an office-based job, I wanted a role that was varied and I found this in the classroom.

I trained as an English classroom teacher in an all-boys comprehensive school and quickly progressed to become Second in the English department. After six years, I became Head of Department at an all-girls Grammar school. I was there for three years before joining a comprehensive mixed high school as a Head of Department and this role developed into Head of Faculty overseeing additional subjects such as modern and foreign languages, arts, drama and performing arts. I really enjoyed having more responsibility and ownership of other areas.

When I went on maternity leave to have my daughter in 2014, I envisioned putting my career on hold, not departing from the profession entirely. I had anticipated that I would return part-time as a classroom teacher, but then other factors came into play. Because of my love for teaching, I had invested myself quite heavily in previous roles and I didn’t want to compromise my job for my children or my children for my job. Hence, I opted to have a complete break. I took a full year of maternity leave and ultimately stepped away from the classroom after that, culminating in an eight-year break from teaching – and during this time I had my second child.

Name: Dena Tickner

I always knew I would return to the classroom; I never lost my passion for teaching. I have been marking for exam boards since my very early days of teaching and carried on some exam marking during my career break from the classroom. This was a great way of maintaining subject knowledge. I was also involved with my kids’ pre-school committees when they were younger and I’m a governor at my children’s school which I started during maternity leave. As a mother, although it can be a juggle, I also think a teaching career can complement family life quite well. To be able to spend the school holidays with the kids is priceless.

I started looking for a teaching job when my second child started reception as the plan was for me to return to work when both kids were at school. I had expected to go back to the classroom as a supply teacher, but I secured a job as a part-time English classroom teacher working two days a week, which was perfect to help ease myself back into teaching.

When I returned to the classroom, it wasn’t the teaching itself that I found challenging. It was having to manage my job differently around the kids. Previously I only had to worry about getting myself up and into work and I had committed myself more than necessary. Now, I need to think about my children first. That is probably the most challenging part of returning to teaching. It means I am a lot more conscious of my time management. I have always been organised with my time, but you have to really think about that, and you have to be a lot more realistic about what you can and can’t do.

I am now Second in Charge of English in my current role and my time has now built up to four days a week. A pupil recently came up to me and thanked me for a nice comment I had written when marking his exam paper. I had said he had a lovely fluent writing style. It was a passing comment but it’s in these moments when you realise, you’re making a little bit of difference.

My advice to former teachers who are thinking about returning to the classroom is to get back into a school if they are not sure. The thought of returning can be daunting but once you get back into it, you’ll know how you really feel about coming back to the classroom. The beauty of teaching is that it is a career that you can pick up again after a break. Schools will always be looking for great teachers.

Name: Christopher Murray

Position: Maths teacher

It was not until university, where I studied Design and Technology, that the idea of teaching occurred to me; as I really enjoyed the subject and had always enjoyed sharing and imparting knowledge to others, so I decided to give teaching a go.

In 1993, I started teaching Design and Technology at Chiswick Community School in West London, having graduated with a degree and then a PGCE in Design and Technology with Subsidiary Maths. After six years, I moved to become the Head of Design and Technology at a challenging school in Croydon. It was a tough experience but also quite rewarding at times.

From there, I landed a senior role at another school in Harrow in 2001 and was soon promoted to Assistant Headteacher in charge of Design and Technology with an overview of IT, amongst other responsibilities.

I left classroom teaching in 2008 to help my wife run our after-school tuition centre where I tutored Maths for children aged 6-16 years. I really fancied being my own boss, in charge of my own time and was excited to build a family business.

Fast forward to 2024, having co-run our business for 16 years, my wife is ready to retire. It can be challenging working for yourself and I didn’t want to continue running the business on my own without her, nor did I feel ready to retire from teaching either, as I love it too much.

Name: Christopher Murray

Although working in teaching the way that I had done for the past 16 years had its benefits, there was undoubtedly quite a bit that I missed about teaching in schools, such as working with a wide variety of colleagues and learners.

One of the most rewarding things about teaching is that ‘penny drop’ moment you get every now and again when a child really understands something that they’ve struggled with. It is when you know you’ve really made a difference. I love watching pupils grow in confidence and self-belief.

All these factors combined led me to return to the school classroom. Given that my most recent teaching experience was in Maths, which I have really enjoyed, and that there’s no doubt been quite a few technological advancements in Design and Technology, I opted to return as a Maths teacher. Although I would still welcome teaching some Design and Technology in the future.

I was so grateful for the support from a return to teaching adviser. I have not been to a competitive interview for a long time! From the personal statement to the interview, the return to teaching adviser guided me through the whole application process every step of the way. It was like having a mentor and I did everything that was suggested to refresh my knowledge and skills. There is no doubt in my mind that I wouldn’t have secured a role as quickly without her invaluable help, and I am really indebted to her for all of that.

I am anticipating that my return will be a steep learning curve as a lot will have changed. For example when I left the profession, the interactive whiteboard was just coming in. Now I will be expected to use this tech (and more!) which I haven’t ever touched before; but I am confident I’ll be able to pick it up quickly.

Name: Will Luck

Position: Assistant Principal and Head of Sixth Form

My journey into education was influenced by my parents’ career choices – they were both teachers and I felt drawn to the idea of having my own class one day and making a meaningful impact on children’s lives. Even though I gained a master’s degree in civil engineering, I decided to go into the Teach First graduate scheme fresh out of university.

It was a difficult start. My first ever lesson was a baptism of fire. After six weeks of intensive training, I started teaching as a mathematics teacher at a challenging secondary inner city London school. I was on my own in the classroom from 8.30am-3.30pm and had to learn very quickly on the job.

After qualifying and two tough years, I felt burnt out. I decided to go travelling and pursue a career in my degree field. When I left the classroom, I didn’t consciously give up teaching, but I left not knowing if I would return.

After spending time in South America and Madagascar, I came home and landed a job as an energy engineer. My role was focused on behaviour change which reflected my skills in people management but in stark contrast to teaching, I felt it lacked purpose and did not offer the same rewards.

After one year in the job, I decided to return to the classroom. I missed the quick pace and the fulfilment of teaching.

Name: Will Luck

The pedagogy and educational landscape were much the same as when I left the classroom but there is always trepidation. Success and happiness in teaching is dependent on the school environment being a good fit. I was determined to find a school that would be a good match for me and was fortunate to find a teaching position in just one week.

In 2014 I joined Lea Valley High School and quickly became Lead Practitioner of Mathematics. In 2016, I became Deputy Head of Maths at a new school, Ark John Keats Academy. Fast forward 8 years and I am now Assistant Principal and Head of Sixth Form at the same school, and I’ve never looked back.

I love teaching despite its challenges as I never have a wasted day. Even a tough day is a rewarding day when you teach. Some of the children at Ark John Keats Academy have endured a lot of hardship and to see the difference you can make to their lives is hugely gratifying. Over 60% of my students last year went to the UK’s top third universities and we received our very first two offers of university places at Cambridge. Returning to teaching has been lifechanging – a positive decision for both me and my pupils.