UK educators are bearing unprecedented responsibilities beyond their core roles as funding cuts and public service erosion force schools to serve as community safety nets, prompting calls for clearer responsibilities and increased funding.
The burden on school and college leaders and teachers in the UK has reached unprecedented levels, with educators increasingly stepping beyond their traditional roles to fill the gaps left by under-funded public services. According to a report by the Association of School and College Leaders (ASCL), schools are now managing activities such as running food banks and supporting families facing housing crises—responsibilities that fall well outside the core remit of education. The ASCL warns that while these services are vital, they should not be the ongoing responsibility of education professionals.
Julie McCulloch, director of strategy and policy at ASCL, highlighted that expectations on schools have expanded far beyond teaching and learning, driven by the lasting effects of the Covid-19 pandemic, high child poverty rates, and the erosion of wider public services. “Schools and colleges are left to pick up the pieces,” she said, citing examples including parental dispute mediation, resolving parking issues, and managing pupil behaviour on social media outside school hours. The union stresses that these are important matters but cannot be indefinitely shouldered by educators without adequate support.
The ASCL report clarifies the boundaries of reasonable school responsibilities, recommending that services such as dental checks, family health support, and out-of-hours pupil behaviour management remain with other agencies. However, it suggests schools might be expected to take on roles like providing pupils with technology, supporting personal hygiene, ensuring compliance with Education, Health and Care Plans (EHCPs), and helping reduce youth violence—but only if sufficiently funded to do so.
This growing pressure on schools is underscored by research from the University of Bristol, which found that around one in five schools in England now operates a food bank, making schools the largest source of charitable food aid in the country. Dr William Baker from the university pointed to a significant policy gap, noting how schools have stepped in to provide essential household aid amid rising living costs and financial hardship affecting many families. This rise in school food banks reflects wider socio-economic challenges, particularly the cost-of-living crisis, and the increasing number of low-income households relying on such support.
Paul Whiteman, general secretary of the National Association of Head Teachers (NAHT), reinforced these concerns, noting that teachers often use their own money to help provide food and clothing for struggling pupils. While schools strive to mitigate the effects of poverty, Whiteman underlined that they cannot replace the social care system or tackle the root causes of child disadvantage.
The ASCL is calling on the government to provide a clear long-term strategy for education similar to the NHS plan, outlining which agencies are responsible for various services at the local level. The union also insists that schools must receive adequate funding to fulfil their core educational duties, while the wider children’s services require significant investment to address underlying issues such as poverty effectively. The government’s forthcoming child poverty strategy, expected this autumn, will be closely watched.
A spokesperson from the Department for Education emphasised ongoing government efforts to tackle educational inequality and support vulnerable children. They cited initiatives such as expanding eligibility for free school meals, limiting branded uniform costs, rolling out free breakfast clubs, and the Children’s Wellbeing and Schools Bill, which aims to overhaul children’s social care. The spokesperson also acknowledged the need to improve teacher retention by addressing challenges such as poor pupil behaviour, workload, and wellbeing.
Nevertheless, school leaders insist it is time to reconsider the expectations placed on them and to ensure adequate resources and clear responsibilities are in place so that education professionals are not expected to shoulder societal problems alone. The situation exposes a wider policy challenge: addressing child poverty and deteriorating public services comprehensively to prevent further displacement of social support duties onto schools.
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Source: Noah Wire Services
Noah Fact Check Pro
The draft above was created using the information available at the time the story first
emerged. We’ve since applied our fact-checking process to the final narrative, based on the criteria listed
below. The results are intended to help you assess the credibility of the piece and highlight any areas that may
warrant further investigation.
Freshness check
Score:
8
Notes:
The narrative is recent, published on 2 September 2025. The ASCL report highlights the increasing expectations on schools to provide services beyond education, such as running food banks and supporting families with housing. This aligns with previous reports from the University of Bristol, which found that around one in five schools operate food banks, making schools the largest source of charitable food aid in the country. ([bbc.co.uk](https://www.bbc.co.uk/articles/cpdgxejy8p9o?utm_source=openai)) However, the ASCL’s specific recommendations and the call for a long-term strategy for education are new developments. The narrative does not appear to be recycled content. The inclusion of updated data and specific recommendations suggests a higher freshness score.
Quotes check
Score:
9
Notes:
The direct quotes from Julie McCulloch, director of strategy and policy at ASCL, and the Department for Education spokesperson are unique to this narrative. No identical quotes were found in earlier material, indicating original or exclusive content. The wording of the quotes matches the sources cited, with no variations noted.
Source reliability
Score:
8
Notes:
The narrative originates from The Irish News, a reputable news outlet. The ASCL is a well-established organisation representing school and college leaders in the UK. The Department for Education is the UK government’s department responsible for education. The University of Bristol is a reputable academic institution. The sources cited are credible, lending strength to the narrative.
Plausability check
Score:
8
Notes:
The claims made in the narrative are plausible and supported by previous reports. The ASCL’s call for a long-term strategy for education and the need for sufficient funding align with ongoing discussions about the challenges faced by schools in the UK. The narrative does not contain any surprising or impactful claims that are not covered elsewhere. The language and tone are consistent with the region and topic, and the structure is focused on the main issues without excessive or off-topic detail.
Overall assessment
Verdict (FAIL, OPEN, PASS): PASS
Confidence (LOW, MEDIUM, HIGH): HIGH
Summary:
The narrative is recent and presents original content with credible sources. The claims made are plausible and supported by previous reports. There are no significant issues with freshness, quotes, source reliability, or plausibility. Therefore, the overall assessment is a PASS with high confidence.
