Challenges faced by ECTs
Many Early Career Teachers (ECTs) find the transition from Initial Teacher Training (ITT) to the classroom challenging, and this is especially true for ECTs who not only have to deliver their specialist subject, but who are also required to teach PSHE or hold a form responsibility.
At present, most secondary schools rely on non-specialist teachers to deliver PSHE (House of Commons, 2026). This is despite the significant role PSHE can play in shaping young people’s wellbeing, attitudes, sense of belonging and the wider school culture. Yet, currently, there is no recognised route to qualifying as a teacher with a specialist subject qualification in PSHE.
Research suggests that newly qualified teachers lack confidence in teaching PSHE because of ‘lack of preparation during ITT’ (Evans and Evans, 2008), and ECTs also report experiencing heavy workloads and competing curriculum demands (Smith, 2025). These factors can make planning and delivering high quality PSHE challenging, particularly in a setting where PSHE is not prioritised or valued.
Our research
As part of our ongoing commitment to building teacher confidence around PSHE, we surveyed 18 teachers at the beginning of their teaching careers – 14 ECTs and 4 ITTs. They reported not having enough opportunity to build confidence in:
- The PSHE curriculum and statutory requirements
- How to teach sensitive topics in an age-appropriate way
- Teaching strategies for PSHE, including adaptations
- Responding to tricky questions
- Managing whole-class discussions involving opinions and attitudes
- Topics and issues relevant to young people today
When asked about support that they would benefit from, they asked for:
- Access to high-quality PSHE resources
- Time to plan and adapt lessons, and observe experienced and specialist teachers
- A supportive culture where PSHE is valued and prioritised
- Opportunities for CPD and training
What is Life Lessons doing to help?
High quality resources: Life Lessons offers a PSHE and RSHE curriculum that is fully aligned with statutory requirements, fully embedding our inclusive, evidence-informed and youth-led approaches. Each lesson contains teacher guidance to support the delivery of the specific content in that lesson, including guidance on adapting for the needs of students, flagging sensitive content and opportunities to localise.
Our resources cover topics that ECTs report lacking confidence in teaching, such as online safety, risky behaviours, protected characteristics, consent and healthy relationships. These are all approached in an age-appropriate way, meaning that all teachers can feel confident in delivering this material, in a way that is suitable for their students and local context.
CPD: We provide a free CPD calendar every year which responds to the topical and contextual needs of schools, and supports them to address challenges that arise. Additionally, our CPD library includes on-demand training on establishing safe spaces and managing difficult questions, as well as live webinars with experts and partner schools on crucial topics such as ‘Understanding the updated PSHE and KCSIE Guidance’ and ‘Teaching RSHE to SEND learners’
ECTs and PSHE resource: We are also excited to be developing an ECT-specific guide to PSHE, which will address some of these key challenges around confidently delivering effective PSHE and cover best practice principles.
How can schools support their ECTs delivering PSHE?
A supportive environment plays a key role in ECTs confidence and competence in delivering PSHE. This does not only mean reassuring ECTs that they can ask for help, or to ask if they have any questions, but actively putting the support in place before they need to ask for help. This means providing:
- Clear guidance on the PSHE curriculum and safeguarding procedures
- Clarity on the behaviour expectations and mechanisms that may differ in PSHE lessons
- Regular opportunities to observe experienced teachers teach PSHE and attend CPD and training
- Time to plan and adapt PSHE lessons in particular, so that they are able to familiarise themselves with the lesson content and take action to feel confident and prepared