Voices from Our Trust: International Men’s Day

Primary education continues to face a longstanding challenge: men remain significantly underrepresented in the workforce. In many schools, male teachers make up only a small proportion of staff; data from 2024 shows that men account for only 14% of primary teachers in state schools. Yet the presence of men in primary settings brings clear benefits for pupils, colleagues, and our wider community. Their visibility helps break stereotypes, widens children’s perceptions of who a teacher can be, and offers valuable representation- especially for pupils who may not encounter male role models elsewhere.

International Men’s Day offers an opportunity to highlight and celebrate the contribution male educators make across Trust, from classroom practice, to mentoring and leadership. Their work reflects our commitment to developing the next generation of teachers through our Initial Teacher Training and Early Career Teacher programmes. By showcasing the voices and experiences of men in primary education, we hope to encourage more people to consider joining this truly impactful profession.

One powerful example comes from Beck Row Principal Charley Minter, who shares the impact made by her colleague, Danny Smith, in his role as an ECT mentor:

As a passionate advocate for supporting men in primary education, Danny Smith brings enthusiasm to his role in developing and mentoring early career teachers (ECTs). With a focus on inclusive practice, Danny provides tailored coaching and professional development that empowers teachers to thrive both in and beyond the classroom. 

Through his work with ECTs, Danny fosters confidence, reflective practice, and a strong sense of professional identity, ensuring that new teachers feel supported from their first day. His approach balances high expectations with empathy, creating an environment where teachers can take risks, share experiences, and grow collaboratively. 

Danny’s impact is evident in the engagement and effectiveness of the staff he supports. By modelling outstanding teaching and nurturing professional curiosity, he inspires both colleagues and pupils, highlighting the invaluable role of men in shaping inclusive and dynamic primary education. 

Danny’s work illustrates the value diversity in roles that shape and support the careers of new teachers. As teacher recruitment becomes an increasingly important, mentors like Danny strengthen the profession by helping new teacher build resilience, skill, and confidence.

This commitment to developing new teachers is also central to the work of James, our Institute Professional Learning Lead. His experience as an ITT mentor highlights both the joy and the responsibility of guiding trainees in a field where men are still a minority.

Being a lead mentor on the Ambition ITT programme has been one of the most rewarding aspects of my role in education, particularly my work in the primary phase where men are underrepresented. Supporting trainees as they navigate the challenges of the classroom and grow into confident, reflective practitioners is a privilege.

Mentoring is about more than passing on strategies, it’s about modelling professionalism, empathy, and resilience. It’s especially powerful in primary settings, where male role models can help shape inclusive, nurturing environments for children. For male trainees, having visible, supportive mentors can make a real difference in a profession where they’re often underrepresented.

On International Men’s Day, I’m proud to celebrate the mentors and trainees who are helping to build a diverse and dynamic teaching workforce. The work we do together doesn’t just support new teachers, it strengthens our schools and the communities they serve.

James’s reflections demonstrate how representation matters not only for pupils, but also for those entering the profession. Seeing men succeeding, leading, and thriving in primary roles can encourage others to take their first step into teacher training. Through our ITT and ECT pathways, we aim to provide the support, expertise, and role models needed to build a workforce that reflects the diverse communities we serve.

Primary Principal Tom provides a further perspective- one rooted in more than two decades of teaching experience. His story captures the long-term influence male educators can have on the lives of their pupils.

Teaching is like no other job, with all of us who work in schools being role models and members of the community.  However, being a man in education, especially a man in primary education immediately places you as a role model for pupils, especially those who do not have a male role model at home.

Having worked in primary education for 23 years, it has been a privilege to work with hundreds, if not thousands of pupils, making a positive impact on those children and their lives.

Recently, I was in a supermarket and heard my name shouted from the other side of the store.  Running towards me was this 18 year old man – someone I had taught in their Reception year. Excited to see me and tell me about what he was now doing, as well as to introduce me to his girlfriend, was somewhat of a bizarre experience as I stood there with my basket, but an experience that happens again and again.  In what other profession would you be held in such high esteem and have such an impact on another human…or thirty!  Moments like these remind us of the difference we make.

Tom’s experience captures a core truth about teaching: the impact lasts far beyond the classroom. His story is a reminder of the value that our male colleagues bring to primary education, not just as teachers, but as trusted adults who can influence a child’s confidence, aspirations, and sense of belonging.

As we mark International Men’s Day, we celebrate colleagues like Danny, James, and Tom, whose work strengthens our schools and supports the next generation of teachers. Their contributions demonstrate the importance of representation, mentorship, and leadership across the primary phase.