Schools urged to trial four-day week to ease pressure on teachers

Published: 01 December 2025. The English Chronicle Desk. The English Chronicle Online.

Campaigners across the United Kingdom are pressing the government to allow schools in England and Wales to pilot four-day working weeks as growing concerns emerge around teacher burnout, recruitment struggles, and rising workloads. The call has been led by the 4 Day Week Foundation, which argues that the current system is placing unsustainable pressure on teachers while failing to address deepening staffing shortages in the education sector. Their plea comes at a time when schools are dealing with increasing classroom demands, declining staff morale, and persistent vacancies that threaten long-term stability in learning environments.

The foundation has written a formal letter to Education Secretary Bridget Phillipson urging her department to grant schools greater freedom in testing reduced working weeks. The group believes the government’s existing approach will not be enough to fulfil its manifesto commitment to recruit 6,500 new teachers across England. They argue that more innovative solutions are urgently required to make teaching a sustainable and attractive profession again. The proposal arrives shortly after the Scottish government announced new plans to give teachers the option of a flexible four-day teaching week, which would allow them one full day for preparation, marking, and other essential work.

The contrast between Scotland’s direction and the existing rules in England is becoming a growing topic in educational circles. Recently published guidance for English schools states that all state-funded institutions must remain open and deliver pupil education five days each week, covering morning and afternoon sessions. While the government has encouraged flexible working practices in principle, it has resisted any formal structural change that would shorten the compulsory working week for teachers. This cautious stance has generated frustration among campaigners who believe the current system no longer reflects the realities faced by teachers in classrooms.

James Reeves, campaign manager at the 4 Day Week Foundation, said teachers were experiencing burnout at levels not previously seen in the modern education era. He argued that a four-day working model does not aim to reduce teaching commitment but instead focuses on using time more effectively. Reeves said the approach prioritises staff wellbeing, improves performance, and ultimately strengthens outcomes for students. He emphasised that the sector now requires bold leadership and evidence-based trials to demonstrate how contemporary education systems can adapt to growing pressures while maintaining quality.

The foundation’s letter to the education secretary points to an expanding body of international research that supports shorter working weeks across various industries. Many studies show that reducing weekly hours can significantly lower stress, decrease burnout, and boost overall productivity. Campaigners believe the education sector, already known for high workload levels, would be among the greatest beneficiaries of such reforms. They argue that without meaningful changes to working patterns, the staffing crisis will deepen further, harming both teacher wellbeing and pupil progress.

Data published earlier this year revealed that teacher vacancies in England reached record highs, reflecting the scale of the recruitment challenge. Research by the National Foundation for Education Research reported that pupil behaviour has become one of the fastest-growing contributors to workload pressures since the pandemic. Many teachers now manage larger class sizes because of ongoing staff shortages, placing additional strain on those who remain. These factors combine to create an environment where many teachers feel overstretched, undervalued, and unable to maintain a sustainable work-life balance.

According to figures released by the Department for Education, the number of teachers leaving the profession last year was almost equal to the number of new entrants. This trend suggests that even successful recruitment efforts may struggle to keep pace with the rising number of departures. Campaigners say that unless conditions improve, the sector may continue to lose experienced educators who feel unable to cope with growing demands. They argue that reduced working weeks, coupled with structural support, could be a key tool in reversing this damaging trajectory.

The 4 Day Week Foundation believes schools should be given the power to test new models that suit their circumstances. These could include controlled four-day school week trials, timetable adjustments, or innovative blended approaches that reduce in-person contact hours while maintaining educational quality. They stress that gathering data from such trials would help policymakers understand potential benefits for teaching quality, staff retention, and school performance. Reeves insisted that headteachers already possess the legal authority to explore new working arrangements, even without direct government approval. He argued that school leaders should feel empowered to pilot solutions that protect teacher wellbeing while ensuring continuity of learning for pupils.

Several schools across the UK have already taken the initiative, experimenting with different forms of shortened weeks. A number of institutions have trialled four-day weeks, while others have adopted 4.5-day weeks or nine-day fortnights. Early feedback from some of these trials suggests that staff wellbeing improves and teacher morale rises without harming overall student achievement. Supporters of reduced working weeks believe these examples illustrate the potential benefits of more flexible models when thoughtfully designed and closely monitored.

In September, Daniel Kebede, general secretary of the National Education Union, called for all full-time teachers to be allowed one day each week for home-based work. He said increased flexibility was essential to reduce excessive workloads and protect teacher wellbeing. Many teachers argue that lesson preparation, marking, and assessment require long hours that extend far beyond the school day. Allowing structured time away from the classroom could help them complete essential tasks more effectively and reduce the pressure that currently drives many out of the profession.

Education Secretary Bridget Phillipson has previously acknowledged the importance of giving state school teachers more opportunities to work away from the classroom. She said teachers should have the right to complete preparation, marking, and assessment tasks in flexible settings where appropriate. Her comments signal some openness to reform, though the government remains cautious about altering the mandatory school week for pupils.

Workload pressures are not limited to England alone. In Scotland, the issue of contact hours has become a central topic in teacher negotiations. Teachers were recently balloted for strike action due to what union leaders described as a crippling workload that continues to escalate each year. The Scottish National Party previously pledged to reduce maximum weekly class contact time from 22.5 hours to 21 hours. Many teachers and unions believe this reduction is necessary to maintain educational quality, protect wellbeing, and improve retention.

A spokesperson for the Department for Education said last year saw one of the lowest teacher attrition rates since 2010, though they acknowledged significant recruitment challenges remain. They said the government is committed to supporting schools by expanding flexible working opportunities while ensuring each child receives high-quality teaching across a full school week. The spokesperson highlighted that the government is funding initiatives designed to embed flexible working and broaden access to alternative working arrangements where possible.

As the debate continues, many within the sector believe that the future of teaching will depend heavily on how policymakers respond to the pressures facing schools. With mounting workloads, widespread burnout, and persistent staff shortages, the call for structural reform is growing louder. Campaigners argue that without meaningful change, more teachers will leave the profession, widening the gap between staffing demands and available personnel. The push for four-day working week trials reflects a broader conversation about the sustainability of teaching and the need for long-term strategies that protect both educators and students.