Engaging with Evidence

A survey of teachers and leaders

In February 2024, we commissioned Teacher Tapp to ask teachers and school leaders six questions about how they use research evidence, as well as how they apply it to everyday practice. This report summarises the findings from the polling, as well as looking at next steps for evidence use in English schools.

Key findings

  1. An overwhelming majority of school leaders report having at least sometimes consulted research evidence before making changes to practice, suggesting that such behaviour now constitutes a pro-social norm in the English education system.
  2. Those working in school consistently report finding it hard to apply educational research to their practice, highlighting the need for improved support in translating research evidence into improvements in teaching and learning.
  3. Teachers and leaders report a range of preferred ways of engaging with educational research, including those involving social interaction. Formats like conferences, events, and peer discussions were the most commonly selected methods for engagement, whereas email newsletters and top-down communications from senior leadership were less popular.
  4. Sources from outside of school may have greater influence over the practice of senior leaders and headteachers than that of classroom teachers. This is particularly when it comes to improving the attainment of socio-economically disadvantaged pupils, when senior staff are most likely to refer to guidance from the EEF.
  5. Those responsible for communicating research findings and other guidance to schools may need to work harder to inform the work of classroom teachers, and develop clear theories for how their resources and products will meet the needs of both teachers and leaders.

Download the report