I taught in a state school for 13 years – this is why I’m quitting

Zoe*, a primary school teacher from Somerset, has decided to leave the profession after 13 years of service. She handed in her resignation in April 2026 and has no intention of returning to teach in the upcoming academic year. Her decision comes amid a broader crisis in England's state education system, where nearly half of teachers and school leaders surveyed in 2026 indicated they were contemplating leaving within the next five years, and one in ten planned to remain in the field for fewer than a year. Zoe described her experience in the classroom as deeply fulfilling, though she acknowledged the challenges inherent in the role. She emphasized that teaching, particularly in primary education, is far more complex than some might assume. While she found joy in witnessing students grasp new concepts and grow during their early years, she also faced constant pressure and emotional strain. Over time, she came to view teaching as a calling rather than a mere occupation, believing it to be a meaningful contribution to society. Throughout her career, Zoe has worked at three different state schools, each with its own unique culture and set of challenges. Despite these differences, she remained committed to the state education system, believing that public schooling offers greater opportunities for social mobility and community impact compared to private institutions. She has never considered transitioning to a private school, even as some of her colleagues have done so. In recent years, however, the demands on teachers have intensified, leading to unsustainable levels of stress. Zoe noted that the past four years have been especially difficult, marked by increasing expectations and pressures. She described experiencing frequent nightmares and disrupted sleep patterns, even when her children were asleep. On weekends, she often felt anxious about the upcoming week, and she frequently cried upon arriving home from school due to exhaustion. She would wake up at 5:30 a.m., preoccupied with concerns related to student welfare, parent meetings, and administrative duties. One of the most pressing issues Zoe highlighted is the lack of adequate resources and support staff. Funding cuts have led to reduced availability of assistants, particularly for students with special educational needs and disabilities (SEND). This shortage has forced Zoe to take on additional responsibilities, including managing behavioral issues alone and handling tasks that could otherwise be delegated. The absence of sufficient support has created a cycle of escalating stress and burnout. Administrative burdens have also grown significantly. Zoe explained that beyond routine tasks such as lesson planning and progress reporting, teachers must document every action and detail, often under scrutiny from both management and parents. School inspections further contribute to the pressure, adding layers of complexity to an already demanding schedule. Time constraints have become another major challenge. Zoe typically works from 7:30 a.m. to 5 p.m., followed by evening work once her children are asleep. She rarely finds time for personal activities, and Sundays are often consumed by additional tasks. She credits her supportive husband for taking on much of the domestic workload, which has allowed her to continue working despite the overwhelming demands. Despite these challenges, Zoe feels compelled to share her story, hoping to shed light on the systemic issues affecting educators. Her departure reflects a growing trend among teachers in England, underscoring the urgent need for reform in the education sector.