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Education
5 min read

Why the RE teacher recruitment crisis is a problem

In the week that over a quarter of a million young people sit their GCSE Religious Studies exam, Paul Smalley analyses the crisis in religious education -demand for which is rising.

Paul Smalley is a Senior Lecturer in Religious Education at Edge Hill University and a Local Missional Leader in the Diocese of Liverpool. 

Students sit in a classroom.
Credit: Get Teaching

I could have laughed at Nick Gibb, the Minister of State for Education recently – but unfortunately, I don’t think he was trying to be funny.  What caused my outburst of hilarity was a written answer he had given to a parliamentary question.  The question had been asked by Catherine West, a shadow minister, and was enquiring about what steps the government was taking to ensure that recruitment targets for religious education teachers are met.  As the daughter of a headmaster and a practising Quaker, it seems reasonable that she might take an interest in such matters; she is clearly aware of the recruitment crisis that is threatening the teaching of the subject in schools up and down the country.  This awareness seemed to be lacking in the Minister of State’s response.   

The first part of his answer was to report that the number of teachers remains high. And of course, he is correct – the number of Full Time Equivalent Teachers in England has remained fairly steady at around half a million for the last few years. What he didn’t mention is that there are over a quarter of a million more pupils now than there were five years ago. The pupil to teacher ratios in secondary schools has risen each year since 2013. Every teacher needs to teach more pupils.  Last year the recruitment target for teachers was missed by some way and will be only slightly better this year. 

Gibb’s answer was designed to suggest that there was no problem, nothing to worry about – when in fact there is a crisis. 

But the question was about RE teachers specifically. And again, Nick Gibb chose his answer carefully, choosing the one year (2020/21) in the last ten when the recruitment target for RE teachers was exceeded – the year that the target was substantially reduced.  In 2022/23 the recruitment target was missed by 25 per cent.  On average between 10 and 12 per cent of RE teachers who train leave the profession within five years of training.  This is higher than the average across all subjects. 

Gibb’s answer was designed to suggest that there was no problem, nothing to worry about – when in fact there is a crisis.  Teacher recruitment for all subjects is down 22 per cent from last year. However, RE stands out, being down a third of applicants from the last recruitment cycle.

Students often describe it as the one time in school where they can think independently about the people, events and beliefs in the world around them. 

Why does it matter if there aren’t enough RE teachers? 

Religious Education is the only subject which every state school must provide for all of its pupils.  It has been this way since 1944 – but the subject has changed beyond recognition in that time. 

It is a popular and increasingly important subject for our young people to study.  Over the last five years entries to the GCSE have stood at around an average of 250,000 with entries to the full course GCSE rising by 30 per cent over the last decade. It is a subject which helps young people navigate the complex and dynamic nature of our multi religious, multi secular world. It has never been more important, recognised by wider society as vital for preparing students for life in global Britain.  

Students often describe it as the one time in school where they can think independently about the people, events and beliefs in the world around them. It is a space where ultimate questions are discussed.  Big questions such as: ‘Why do people suffer?’, ‘Is death the end?’, and ‘How should we behave in the world?’.  In an increasingly secular world, young people need a space where they can explore these questions, gain insight into how Christians, members of other faiths and non-religious people respond to these issues and develop their own understanding of their place in the universe. 

I wouldn’t go as far as some in saying that RE is an opportunity to de-indoctrinate young people against a prevailing secularising agenda, but RE is a curricular space where pupils can come to realise, that whatever their own personal background, someone’s belief or worldview, shapes and influences how they engage with and interpret the world around them.  For some people these beliefs are fundamental; there is no place of neutrality on such matters – nobody stands nowhere.  Pete Greig reminds us (in the book How to Pray: A Simple Guide for Normal People) that even those who state that they are not religious will often pray: there is a spiritual side to life, even if people fail to explicitly recognise it.  If children are growing up in non-religious households, school may be the only place where spiritual matters are discussed openly and objectively. 

High school pupils are now three times more likely to be taught RE by someone with no qualification in the subject than, for example, in history. 

Teaching young people is a demanding job, and as someone who has been training people to teach RE in high schools since 2006, I know that teaching RE demands a particular skill-set.  RE is multi-disciplinary, so it requires a teacher who understands how to think like a theologian, and a historian, a philosopher and a social scientist.  It requires academic skills such as ethnography and literary analysis, but also the people skills to act impartially, empathetically and sensitively when discussing important and controversial issues.  And all that on top of the skills required of any teacher – to manage behaviour, plan lessons and monitor progress for example.   

However, such is the level of crisis that all too often RE is being taught by non-specialists, simply because there are not enough trained RE teachers.  High school pupils are now three times more likely to be taught RE by someone with no qualification in the subject than, for example, in history.  Of those who teach RE in secondary schools over half spend most of their time teaching another subject (compared to only 13 per cent of those who teach English and 27 per cent of those who teach Geography). These same pressures contribute to many schools’ RE provision simply not being good enough. 

What can be done? 

The first step for the government to take is to acknowledge that there is a problem – with teacher recruitment across the board.  The teaching profession as a whole needs a boost – to show that teaching is an attractive career.  Significant workload reductions and pay increases will help this perception. 

But there is a specific problem with RE recruitment.  Postgraduate teacher training attracts a bursary to teach Geography of £25,000.  RE trainees receive no bursary.  I have heard of well qualified humanities or social science graduates who have chosen Geography over RE simply because of this.  In years when there has been a bursary available to train as an RE teacher, then recruitment has risen significantly.   

But what might really make a difference is a properly funded National Plan for RE to ensure it is properly resourced and taught by professionally trained teachers. 

 

For more information about becoming an RE teacher or supporting the campaign, visit: Teacher Recruitment - Culham St Gabriel's (cstg.org.uk) 

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Psychology
Theatre
6 min read

Are you a narcissist?

We all have a little bit of narcissism in us – the question is whether we’re a Moses or an Iago
An Elizabethan man holds a dagger up while grinning.
Kenneth Brannagh's Iago in the 1995 film of Othello.
Sony Pictures.

Is everyone a narcissist these days? It sometimes feels so. Google Trends data shows an eleven-fold increase in searches for “narcissism” between 2010 and 2023, and the term has become a social media buzzword. Online quizzes asking, “Am I a narcissist?” are everywhere, offering dubious self-diagnosis at the click of a button. Genuine Narcissistic Personality Disorder, however, is complex and painful – especially for those in close relationships with someone who cannot acknowledge the harm that they are able to cause or feel any sense of remorse. Narcissus, in Greek mythology, was a handsome young man who was cursed to fall in love with his own reflection, but it was not until the early 20th century that the term “narcissism” was then picked up by the emerging field of psychoanalysis. Initially, Sigmund Freud adopted it in a non-pejorative way to describe the stage in child development when an infant is aware only of their own need for love and attention. Eventually, as that infant grows into a child it begins to experiment with showing others love and attention, and if surrounded by the right relationships, the child learns that love can be reciprocal – a back-and-forth pattern of give and take. Freud wrote:  

“Loving, then, contributes to the lowering of self‑regard. Having one’s love returned, however, restores one’s self‑regard and replenishes one’s narcissism.”  

In its healthiest form, narcissism reflects a positive sense of self – a recognition of one’s own needs and a reasonable desire for them to be met, whilst also knowing that we must give of ourselves, again within reason, to meet the needs of others. In this sense, yes, we are all a little bit of a narcissist. It is only occasionally, most commonly when the early bond between a child and their caregivers is inconsistent or unstable, that this self-focus can become problematically distorted, sometimes leading to a personality disorder. For such a person, a constant hunger for attention and affirmation, often combined with a lack of empathy or a tendency to use empathy as a means to manipulate others, leads to a life of take-take-take; one which can cause significant harm to others and ultimately to themselves.  

Estimates for Narcissistic Personality Disorder are that it affects about one to two per cent of the population, a number which is intriguingly high. The unfortunate news is that true Narcissistic Personality Disorder is notoriously difficult to treat, precisely because key tenets of the condition include a lack of self-awareness and an overinflated sense of self belief. The classic response of the one with Narcissistic Personality Disorder is, of course, “How dare my therapist say that I am a narcissist? They must be the problem!” 

However, much more prevalent are what might be called “sub-clinical narcissists” – people who act selfishly, arrogantly, or manipulatively, influencing others to conform to their desires. We all know one or more of those – sometimes we meet one when we look in the mirror. Whilst this may make us feel pretty rotten, whether we are the giver or the receiver of such treatment, it does not always warrant a clinical intervention. Even so, it can still be extremely difficult to process how and why human narcissistic tendencies are able to cause others so much pain. If, as Freud proposes, a certain degree of narcissism is hardwired into human nature, what can we do about its tendency to evil?  

In Shakespeare’s tragedy Othello, the character of Iago is a master manipulator who displays all the cold-hearted indifference of a true narcissist. Early in Act 1 he expresses his indignation that he has been passed over for promotion. Firmly convinced of his own superiority, he slyly boasts that he will play a false self to Othello, feigning loyalty for his own ends and stating: “I am not what I am.”  

These words are a clever and rather chilling inversion of a famous phrase from the Bible. In the story of the Exodus, God meets with Moses in the form of a burning bush, and when Moses asks for the name of God a voice replies: “I am what I am.” As Moses stands before God, barefoot and awestruck, he hears that enigmatic statement and is forced to confront the question of who he truly is – an ashamed murderer, a fugitive, a short-tempered man of slow speech but hasty acts. Moses acknowledges all these awkward truths about himself and declares himself wholly unfit to be called by God as a leader. Yet God uses Moses anyway, and at the end of his life, Moses dies a celebrated hero – a deliverer who is mourned by all his people.  

Not so Iago. As the tale of Othello draws to its tragic close, Iago is wounded, arrested and escorted from the stage. The audience knows that he has been condemned to execution, but unlike pretty much every other character in that fateful final scene, Iago’s death does not take place onstage. He is simply removed, dismissed from everybody’s notice – a narcissist’s worst nightmare.  

One can see the crucial difference between Moses and Iago – whilst Moses is concerned that his own flawed nature makes him unfit to be become a great leader, Iago is driven to grasp at leadership by a belief in his own grandiosity and acts vengefully when passed over. Right to the end, Iago expresses not one word of self-doubt or regret for his actions. Indeed, he refuses to account for himself at all. “Demand me nothing,” he says at the close; “What you know, you know.” 

Seemingly, the problem of narcissism’s tendency towards evil lies not in actions, but in methods of self-evaluation. While we all make regrettable mistakes, and sometimes it can be hard to judge the difference between unreasonable selfishness and reasonable self-preservation, the true narcissist is afraid to explain themselves, unwilling to bear the judgement of outside scrutiny. The narcissist will look only in the mirror.  

But whereas a mirror only reflects light, a burning bush produces it. In the end, the resources of the Christian tradition do not simply diagnose our narcissism, they offer us a way through it. They offer an outside perspective from which we can truly evaluate our own actions – a light that shines through the mirror.  

If you have ever clicked the link for the online quiz, or been tempted to, then that is an encouraging sign of willingness to be open to outside scrutiny. But of all things, would we really want to trust only human voices, especially the unknown and unknowable voices of the internet, as an authoritative arbiter? If narcissism is so inherent to human nature, it logically takes something higher and brighter than our fellow human beings to really bring it into the light. But in any case, you can save yourself the time of completing that dubious online diagnostic quiz since the whole enterprise can be summed up in just one question:  

Have you ever wondered if you have Narcissistic Personality Disorder? If the answer is yes, you probably do not. So demand yourself nothing, what you know you know.  

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