Continuity and churn: understanding and responding to the impact of teacher turnover

Teacher turnover is a long-standing and worsening problem for schools in England. Strategies to reduce have been extensively researched; however, England, fewer studies engaged with how affects students staff, or this impact can be mitigated. This article synthesises research suggesting that the negative of high linked its corrosive on trust, student-centric institutional knowledge, collaboration collegiality. It proposes need intentionally nurture relationships, establish routines culture at an level create opportunities informal professional development. also argues decisions about teacher allocation assignment drive within-school churn, undermining continuity care. particularly socio-economically disadvantaged minority ethnic students, but ‘looping’ may churn enhance Looping has studied several countries, further needed English context, given teachers report being open strategy, if it supported by evidence. However, as highlights, there are potential tensions between reducing teachers’ influence over might satisfaction retention, well tradeoffs grade-specific student-specific expertise.