Research School Network: Equity in Action Post-16 Professional Development That Makes a Difference

In a time of rising need and stretched capacity, effective professional development (PD) in post-16 education must do more than improve teaching, it must actively support equity. The latest EEF guidance offers a vital framework for doing just that.

Released in September 2025, the Education Endowment Foundation’s updated guidance on Effective Professional Development in 16 – 19 settings came at a critical moment. Sixth forms, colleges, and training providers are navigating mounting pressures: funding constraints, recruitment challenges, and a growing cohort of students facing disadvantage. In this context, PD must be more than a tick-box exercise, instead it must be a lever for systemic change and social mobility.

The guidance identifies three pillars of impactful PD: focus, design, and implementation. These principles are especially relevant when working to close gaps for disadvantaged learners.

Focus: Tackling real barriers to learning
PD should be sharply aligned with the challenges that disadvantaged students face, whether it’s literacy gaps in vocational pathways, low confidence in academic settings, or limited access to enrichment and guidance. The EEF urges leaders to prioritise a small number of high-impact areas, such as inclusive teaching strategies, trauma-informed practice, or metacognitive approaches that empower learners to take ownership of their progress.

Design: Making learning stick for staff and students
The design of PD must reflect the complexity of the sector. Staff often juggle teaching, pastoral care, and external partnerships, so PD needs to be flexible, practical, and rooted in evidence. The guidance recommends active learning, peer collaboration, and structured reflection. These are approaches that not only build teacher expertise but also foster a culture of shared responsibility for disadvantaged students.

Implementation: Sustaining change under pressure
In a sector where time and resources are tight, implementation can be the difference between good intentions and real impact. The EEF highlights the importance of leadership support, protected time, and ongoing coaching. Crucially, PD should be embedded into the rhythms of school life (not bolted on) and linked to wider strategies for inclusion, attendance, and progression.

The guidance also connects PD to staff wellbeing and retention, which are under strain in many post-16 settings. When teachers feel supported and see the impact of their work with disadvantaged learners, it strengthens professional identity and morale.

In summary, the EEF’s latest guidance offers a blueprint for PD that is strategic, inclusive, and responsive to the realities of post-16 education. For leaders and practitioners, the challenge is to build a culture where every educator is equipped to support every learner.


Lookout for our upcoming series of 3 blogs where we explore the impact that high quality PD has had on a range of stakeholders in the post-16 profession.