September 2026: Teacher Shortages, Student Wellbeing and the Future of Education in September
September often feels like a fresh start. Classrooms reopen, teachers welcome new students and families settle into familiar routines. Across much of the Northern Hemisphere, the beginning of a new academic year brings fresh expectations, ambitious plans and, inevitably, a few familiar challenges.
This September, however, some of education's biggest stories encouraged us to look beyond the excitement of new beginnings.
1. Teacher Shortages: Who Will Be Teaching the Next Generation?
Teachers are frequently described as the foundation of a successful education system, yet attracting and retaining them remains a persistent challenge. On 29 September, the Organisation for Economic Co-operation and Development (OECD) published its Education at a Glance 2026 report, bringing renewed attention to teacher shortages across education systems.
The findings offered a revealing picture of the profession. Across OECD countries, 9.1% of primary and secondary teachers were not fully qualified, while 6.4% of fully qualified teachers left the profession during the 2024/25 school year. The report also highlighted the growing importance of alternative routes into teaching, with second-career teachers accounting for 8.4% of lower secondary teachers across OECD countries.
These figures reflect different national circumstances, and staffing challenges are not experienced equally across every school or subject. Nevertheless, they raise important questions about the long-term sustainability of teaching as a profession. Recruiting new teachers is only part of the challenge. Education systems must also consider why experienced professionals leave, whether workloads are manageable and how effectively schools support career development.
There is also an interesting tension between what society expects from teachers and the conditions in which they work. Teachers are increasingly asked to support student wellbeing, integrate new technologies, respond to diverse learning needs and demonstrate measurable academic progress. Each responsibility may be reasonable in isolation, but together they can create substantial pressure, particularly when staffing and resources are already stretched.
2. Student Wellbeing: Sometimes the Smallest Things Matter Most
Education discussions often focus on curriculum reforms, assessment systems and new technologies. Yet a study published by University College London (UCL) on 8 September offered a reminder that something considerably simpler can influence how young people experience school: the words their teachers use.
The research, conducted by the UCL Institute of Education, surveyed more than 1,000 young people and 600 secondary school teachers across the UK. Among the students surveyed, 93% said positive communication from teachers made them more motivated to attend school, while 94% reported that it helped them learn.
Students also identified patience, fairness, respect and feeling listened to as particularly important aspects of teacher behaviour. These findings may sound unsurprising, but they highlight something that can become overlooked when educational improvement is discussed primarily through systems, targets and performance measures.
For teachers, the research offers both reassurance and a challenge. The reassurance is that everyday interactions can matter enormously, even when they seem relatively small. The challenge is that maintaining patience, encouragement and emotional availability becomes more difficult when teachers themselves are experiencing high workloads and limited support.
3. Global Education Funding: Ambitious Promises, Important Responsibilities
While some education systems are debating how to improve teaching quality and student engagement, others continue to face a more fundamental challenge: securing enough resources to provide education at all.
On 23 September, world leaders gathered during the United Nations General Assembly to support the Global Partnership for Education's Multiply Possibility campaign. At an event convened by Italy, Nigeria and the partnership, organisers announced the mobilisation of approximately $3.5 billion in international resources, alongside commitments relating to $471 billion in domestic education financing.
The campaign seeks to strengthen education systems across more than 90 countries at a time when an estimated 270 million children and young people remain out of school. It represents an important effort to place education financing higher on the international development agenda, particularly as governments face competing economic and social priorities.
However, funding announcements deserve careful interpretation. Pledged resources, anticipated commitments and money already available for spending are not necessarily interchangeable. Similarly, domestic financing commitments do not automatically translate into additional classrooms, qualified teachers or improved learning outcomes. The real measure of success will be how effectively these resources reach schools and learners.
4. Climate Change: When Schools Become Too Hot to Learn
Climate change featured in our August roundup, but September brought new evidence of just how disruptive extreme weather can become, including in countries with comparatively well-resourced education systems.
On 11 September, The Guardian reported findings from an investigation into the impact of the UK's June heatwave. Research by DeSmog estimated that more than 15 million hours of teaching time had been lost, affecting at least 760,000 pupils across England and Wales. More than 1,700 schools reportedly closed or finished early, while temperatures inside some classrooms exceeded 40°C.
The findings illustrated a practical problem that is becoming increasingly difficult to ignore. Many school buildings were designed for different environmental conditions, and adapting them requires investment. Overheating classrooms can affect concentration, comfort and safety, while closures disrupt routines for students, parents and teachers.
The consequences may also be unevenly distributed. Schools with greater financial resources may have more flexibility to improve their buildings, whereas those operating under tighter budgets face difficult decisions about maintenance, adaptation and other educational priorities. Students from disadvantaged backgrounds may be particularly affected when closures interrupt access to learning, meals and other forms of school-based support.
The Bigger Picture: Progress Depends on People
September's stories reveal an interesting common thread. Whether we're discussing teacher shortages, student wellbeing, global education financing or climate-resilient schools, each issue ultimately concerns the conditions that make meaningful learning possible.
Teachers need sustainable careers and supportive working environments. Students need to feel respected, encouraged and safe. Education systems need sufficient resources, but they also need the capability to use those resources effectively. And schools must be physically prepared for the environmental challenges that increasingly shape everyday life.
Perhaps that is September's most important reminder. Educational progress isn't simply about introducing something new. Sometimes it means recognising what already matters and finding better ways to protect, strengthen and sustain it.
If we could improve just one condition for teaching and learning, whether teacher wellbeing, student relationships, educational funding or the school environment, which would make the greatest difference, and why? Let us know in the comments below.
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