GEC Inclusion Index - Staff - Key Behavioural Area 7
Flexible Working
“I need to work more flexibly than I am right now, otherwise I might consider leaving.”
38.4% agree
⬇ Worsening concern
So what?
When more than a third of your staff say they need more flexibility or they may leave — this isn’t a marginal issue. It’s a critical workforce challenge.
In our 26,000 Voices dataset, 38.4% of staff agreed that inflexible working patterns were making them consider leaving their school or trust.
This isn’t about preference. It’s about sustainability.
“I’m a carer and a teacher. That doesn’t make me less committed — it means I need flexibility to stay.”
“I’ve asked to compress my week for health reasons, but it’s always a no. I'm now looking elsewhere.”
Flexible working was most needed — and least granted — for staff with:
Disabilities or long-term health needs
Caring responsibilities (children or elders)
Neurodivergence or mental health conditions
📊 Our analysis also highlighted a strong gendered pattern:
Women aged 30–50 were significantly more likely to report unmet needs, often linked to:
Menopause
Fertility treatment
Childcare
Elder care
Yet, staff described hostility or mistrust when asking for flexibility:
“It’s like asking for flexibility marks you as not ambitious.”
“I mask all day. A hybrid option would help, but we’re told it’s not possible in teaching.”
This rigid “one size fits all” mindset disproportionately harms those with multiple protected characteristics — and drives out the very staff whose lived experiences enrich school culture and outcomes.
The GEC Platform: Proven Solution
The GEC Platform uncovers where and why staff feel unsupported — and provides the tools to build responsive, inclusive working models.
📊 Key Insights from 26,000 Voices:
38.4% of staff said a lack of flexibility might lead them to leave
Women, carers, disabled and neurodivergent staff were most impacted
Schools with embedded flexible models saw stronger retention and morale
💬 In Their Words:
“Knowing that the GEC is behind it — a collective of forward-thinking, research-informed educators — who can drive real change across the sectors was something we liked. Knowing that there are learning models and a research library available to all staff users, which can lead to positive change not just for the workforce, but for the curriculum and experiences of the pupils and parents.” — Latimer Primary School
🎯 Why It Works:
The GEC Platform helps schools:
Collect intersectional staff data on flexibility needs
Benchmark current practices
Co-design inclusive work models
Build culture change through evidence, not assumption
The GEC’s flexible working insights have directly informed the Department for Education’s 2025 Flexible Working Ambassador Schools programme. Dr Nicole Ponsford, GEC founder, contributed intersectional, lived experience-informed data to support national training and awareness — helping schools across England take action.
What works?
In schools where flexibility was embedded, staff felt trusted, supported, and motivated. Models included:
Job shares at every level — including SLT
Phased returns after illness or maternity
Compressed timetables or planned non-contact days
Compassionate leadership grounded in lived experience
“I do four days and lead a department. That balance saved my career.”
It’s time to reframe flexible working as core to retention, wellbeing, equity, and future planning — not an inconvenient exception.
Next Steps & Free Stuff
At the GEC, we’re passionate about making flexible working the norm, not the exception.
That’s why we’ve created the GEC Flexible Working Playbook — packed with case studies, models, and guidance to help schools retain brilliant staff and design inclusive systems that work.
🔗 Explore the GEC Flexible Working Playbook
And while you’re there, browse the rest of our GEC Playbooks — practical tools to help you unlock potential and keep your best people.
📊 Use the GEC Score Card to see how your flexibility offer compares — and what actions to take next.
