Science teachers warn of difficulties delivering practical lessons

Science teachers are struggling to deliver practical lessons – and could face the problem of lab technicians leaving the profession.

This is according to a survey of almost 2,000 science teachers and technicians by the Royal Society of Chemistry. They reported that insufficient time (58%), challenging student behaviour (48%), and the cost of consumables and chemicals (43%) were the biggest challenges to delivering practical science lessons.

Science technicians are vital in the provision of practical work in schools. Yet the same survey found nearly a fifth (19%) of technicians intend to leave the profession by 2027 and a further 39% are unsure whether they will stay in the job. Aside from retirement, low pay (72%), lack of progression opportunities (67%) and high levels of stress and exhaustion (44%) were the key reasons cited for leaving. In 2023, 17% of UK technicians cited high levels of stress and exhaustion as a reason for leaving their role – a 159% increase in just two years. 

Science teachers said that losing science technicians would have a detrimental impact on students’ learning outcomes, while 29% of survey respondents cited understaffing of technicians as a barrier to delivering practical work. One teacher in England noted, “Without a technician, our practical work would basically stop.”

Vicky Thompson, a senior technician said: “You can’t teach science meaningfully without the resources, experiments, and hands-on experiences that technicians make possible. STEM isn’t just a theoretical curriculum – it depends on having skilled people behind the scenes who prepare materials, ensure safety, and support teachers to bring lessons to life. Due to lack of technician support, in some areas they are reverting to virtual lessons, which equip nobody for a lifetime of practical work.

“There is currently no legal requirement for technicians in schools – we've become that low-hanging fruit that looks attractive for savings when councils are asked to make cuts. Meanwhile, across the UK many of those remaining are expected to be everything for everybody: first aiders, lunchtime duties, covering classes and organising lesson cover. Technicians are expected to take on roles that are other people's because they're not paying for those roles to be there.”

The Royal Society of Chemistry (RSC) commissioned the survey alongside peers from the Association for Science Education (ASE), the Institute of Physics (IOP), the Royal Society (RS), and the Royal Society of Biology (RSB). It says Governments across the UK should be concerned by the survey findings and its implications for the future of the UK’s science workforce, as practical lessons are key to an engaging, inspiring and relevant science education.

Mark Jordan, Head of Education at the Royal Society of Chemistry, said: “We’ve seen first-hand the transformative power of practical science lessons in bringing the sciences to life for school students. And so, it’s incredibly disappointing to learn science teachers and technicians are up against so many challenges that can and should be prevented in delivering this important work.

“The UK needs to invest in school-level chemistry and science education so that we can ensure a robust talent pipeline for the UK’s STEM sectors. With our research showing that the growth of chemistry-related jobs is set to outpace the wider UK labour market by 30% over the next decade, today’s findings should be very concerning for government.”

The learned societies are calling for sufficient funding for consumables and chemicals to enable schools to provide hands-on practical activities as a part of their curriculum, as well as enough science technicians that have the resources, skills, expertise and motivation to help provide an excellent chemistry education.

Almost six in 10 (57%) respondents said insufficient funding is a challenge for their school, an increase since the 2023 survey (49%). The survey revealed that funding challenges are particularly acute among Scottish (66%) and Welsh (79%) teaching staff.