‘I am struggling to survive’: financial inequity in postgraduate teacher education in England

The aim of this study was to investigate the experiences of individuals who are facing finance-related worries and/or a perceived requirement or desire to work, whilst training to teach. We sought to explore this issue by gathering qualitative and quantitative data from trainee teachers through an Online Survey. This elicited 438 responses from trainees across England. Our findings showed that many trainees are required to work and/or rely on support from either parents and partners or from their own savings. Financial difficulties resulted in hardship and wellbeing issues across several societal categories (students with disabilities, from lower socio-economic groups, women with childrearing responsibilities and immigrants). We conclude by calling for a socially just perspective in postgraduate teacher training and make recommendations for those working in initial teacher education and policymakers to establish a more equitable teacher training experience.