Department for Education Research Priorities 2025 [Latest 2022]

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1.1 How have DfE research priorities changed?

1.2 What are the key questions for 2025?

1.3 How can teachers influence the future of education policy?

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What is the Department for Education currently researching?

The Department for Education’s latest research agenda puts teacher expertise and voice centre stage: could this be the moment policy finally listens?

How have DfE research priorities changed?

Here I have summarised how the DfE’s 2025 Areas of Research Interest bring teachers and school leaders closer to shaping national education strategy – and what it means for your classroom. I’ve kept a close eye on this document, last evaluating the priorities in 2018, 2019 and also in 2024.

The Department for Education (DfE) has set out its Areas of Research Interest (ARI) for April 2025, focused on four Opportunity Mission pillars: Best Start in Life, Every Child Achieving and Thriving, Skills for Opportunity and Growth, and Family Security.

The 2025 ARI addresses issues at the heart of every school: disadvantage, teacher retention, SEND provision, and digital transformation. There’s a stronger push for early identification of SEND and neurodiversity, student belonging, careers pathways, and a practical focus…

My own recent invitation to Number 10 Downing Street suggests an intentional shift by the DfE to reach and connect with more teachers. If fully implemented, these priorities could bridge the gap between policy ambition and the daily reality of schools and colleges. Teachers can use these research priorities to drive whole-school and college improvement. Aligning development plans to the DfE pillars unlocks new opportunities for funding, outcomes, collaboration, and professional learning – putting classroom experience at the centre of policy.

What are the key questions for 2025?

Below I have provided a short summary of some of the key questions in the 2025 update, as well as a comparison between past publications.

Year	Key Topics	Sample Research Questions	New Features / Focus
2025	Best Start in Life (early years, neurodiversity, genomics) Every Child Achieving and Thriving (attainment, belonging, behaviour, wellbeing, SEND) Skills for Opportunity and Growth (careers, pathways, FE/HE, lifelong learning) Family Security (multi-agency safeguarding, poverty, housing) Cross-cutting: workforce, technology, estates, implementation science	What works for early identification of SEND and mental health needs? How can schools foster belonging and reduce absences? How can AI support, not replace, teachers and students? How do we address system-level barriers for vulnerable students?	Emphasis on co-production and teacher/practitioner voice Focus on implementation, place-based research, and inclusion Broader definitions of outcomes (wellbeing, belonging, resilience) Increased access to DfE datasets for research
2024	Skills: STEM, green skills, lifelong learning Schools: Recruitment, retention, attendance, standards, resources Early Years & Family Support: Parenting, SEND, neurodiversity, workforce Vulnerable Children: Mental health, SEND, AP, youth violence, social care AI & Technology: Safe and effective use, data, productivity, inequalities	What are the country’s future skills needs, especially in STEM and green areas? What are the barriers and opportunities for recruiting and retaining teachers? How can teaching quality be improved at scale? What are the drivers of student attendance and absence? How can outcomes for disadvantaged and SEND students be improved? How can digital technology, including AI, be used safely and equitably in education?	Major focus on skills pipeline, teacher workforce, and digital innovation Stronger attention to cost-effectiveness and value for money Increased opportunities for researchers to access DfE data
2019	Leadership Coaching & Diversity Resilience to Extremism & Integration Mental Health Senior Leads Holiday Activities, Food & Learning Loss EBacc Entry Rates & Pathways	How effective is leadership coaching for career progression, especially for women and under-represented groups? What strategies support recruiting and retaining diverse school leaders and teachers? What are effective approaches to building resilience to extremism in students? What models support mental health leads in schools? What is the extent and impact of holiday hunger and learning loss? What drives successful increases in EBacc entry rates, and how are students supported?	Initial focus on social cohesion, leadership, and equity Early mental health leadership explored Evidence gaps, especially around holiday hunger, mainly filled by international research
2018	Pedagogy & Early Years Transition SEND & Outreach Teacher Recruitment & Retention Cognitive Science & Effective Practice School Improvement & Geographical Differences Mental Health & Wellbeing Post-16 Pathways & Labour Market Impact Parental Engagement & Financial Efficiency Technology for Workload & Efficiency	What is the prevalence and impact of different pedagogical approaches in early years? How can schools best manage the transition from early years to school? Which approaches work best for SEND in mainstream schools and outreach? What interventions support teacher recruitment and retention, especially in shortage subjects? What insights from cognitive science can inform effective teaching? Can we predict which schools will improve or decline? What drives geographical differences in attainment? How can schools identify and address mild to moderate mental health needs early? What improves teacher and student wellbeing? What impact does further education and apprenticeships have on earnings and progression? What influences young people’s subject and qualification choices at key stages? How do skills needs match up with labour market demand? What is government’s role in upskilling and retraining the workforce? How do England’s education systems compare internationally? How can social work assessment, training and development be measured for impact? What are children’s routes through care, and how does it affect outcomes? What drives and removes barriers to parental engagement? How do schools become more financially efficient? How can technology improve efficiency and reduce teacher workload?	Comprehensive coverage of school and system-level research areas Early emphasis on evidence-informed practice and cognitive science First substantial focus on workload, mental health, and efficiency

How can teachers influence the future of education policy?

How would teachers use these DfE research priorities to shape their school or college improvement plan?
Which national or local research projects could teachers contribute to or lead?
How might teachers use DfE data to evidence school improvement or student progress?
What more could teachers do to ensure that research is shaped by classroom realities?
How can teachers strengthen a sense of student belonging and motivation?
What practical steps can teachers take to improve student and staff mental health?
How will teachers use AI and technology without widening the attainment gap?
How might teachers collaborate more effectively with families and agencies?
How do teachers balance high curriculum standards with support for the most vulnerable students?
What actions will teachers take to keep workload and wellbeing central to school improvement?