What role should teachers play in career guidance?

From sharing their own stories to building careers into the curriculum, there are six
main ways teachers can help students explore future opportunities. Since the Education Act
2011, schools have been required to offer career guidance to their students. Some of this
responsibility has inevitably landed at the door of teachers, but their exact role remains a
bone of contention.

There are six main roles teachers can play. The first two are based on the
relationships they build with students. Teachers have had careers of their own. They have
made decisions about whether to go to university, what subjects to study and what jobs to
do. Their experiences are useful for young people. These things need to be presented
carefully, as what worked for the teacher may not work for the students, but teachers should
be having career conversations.

Teachers also have a well-developed pastoral duty. As trusted adults, young people
approach them with concerns and dilemmas, many of which relate to future aspirations.
Working through these issues with young people in ways that keep their options open is
important. Career is a context for many life decisions and teachers need to be able to offer
some solutions when it is important (including referring young people to professionals and
other specialists).

The next two roles are more focused on teaching. Teachers can link their subjects to
the world of work. For example, highlighting how a particular scientific process is used in
research or industry can increase the perceived relevance of curriculum. Similarly, a
discussion of the job of publishers in English literature can enhance the understanding of the
text. This is also an ideal place to involve employers and working people by inviting them to
talk about how they use the knowledge and skills that are covered in the curriculum.

Teachers can also apply their pedagogic skills to the delivery of career learning. It’s a
distinct area with its own knowledge base, but career education can be enriched through
connections with curricular and cross-curricular themes such as writing and communication
skills.

The final roles relate to who heads up this area in school. Other countries have
developed a middle leadership post – the career leader – who has responsibility for
spearheading this area of education in school. They may have management responsibility
for careers professionals or work closely with the PSHE team, and a willingness to represent
the school externally with employers and post-secondary learning providers. This is a post
that requires training and reward. When established properly, it’s a position that could lead to
senior leadership, offering valuable whole-school experience and a chance to develop
contacts beyond the school building.

Finally, senior leaders must make sure that careers work in schools is effective.
Ultimately they will be held to account under the statutory duty and our researchsuggests
that they are critical in setting the agenda so this area flourishes. At present there is little
training to develop world-class careers provision.

The six roles discussed here provide a framework for teachers to think about. This
area should be seen as an integral part of teaching, something that is exciting and helps
unlock students’ potential. If the job of the careers leader and the careers responsibilities of
school senior leaders can be better established, this should help teachers develop in their
own jobs.