Report shows rapid rise in assistive technology use

Teachers across England are increasingly using digital tools to support lessons and pupil wellbeing, according to the latest Technology in Schools Survey (2024–25) commissioned by the Department for Education (DfE).

The survey, part of a long-term study by IFF Research, tracks how schools are adopting technology as the DfE pushes toward its goal of all schools meeting six core digital and technology standards by 2030. The government says reliable, safe technology can cut workload, boost inclusivity and help pupils develop essential digital skills.

The survey shows that technology use remains widespread in classrooms. Interactive whiteboards, laptops and desktop computers continue to dominate classroom practice, with 89% of teachers using whiteboards and 84% using laptops at least to some extent. Despite more tablets being available in primary schools, their use in lessons has dipped slightly since 2023.

One of the most notable shifts is the rapid rise in assistive technology use. Primary teachers reporting use of these tools almost doubled from 34% to 60%, with secondary use also increasing from 40% to 59%.

Most pupils are still using end-user devices in only a small share of lessons. Seventy-nine percent of primary teachers and 69% of secondary teachers said devices were used in fewer than a quarter of lessons, almost unchanged from last year.

Fewer schools now allow pupils to take portable devices home. In secondary schools, 72% of IT leads said at least some pupils could take devices home, compared with just 15% of primary schools—both down from 2023.

Digital tools remain deeply embedded in school management. Almost all schools use technology for data management, parental communication, governance and financial tasks. Use is lower for estate management and flexible working support, though still widespread.

Primary teachers continue to use technology more often for phonics teaching, while secondary teachers are more likely to use digital tools for feedback and metacognition.

Both phases reported significant growth in the use of technology for pastoral care. Teachers increasingly use digital systems for safeguarding, liaising with external agencies, tracking pastoral support and providing guidance to pupils—with some of the largest rises seen in primary schools.