Love Learning and Helping Others? 20 Amazing Careers in Education

Plans and delivers lessons in a specialist subject to students aged 11 to 18. Assesses progress, provides feedback, manages behaviour and works as part of a wider school team. One of the most demanding and rewarding roles in the public sector. The impact a good secondary teacher has on students' academic and personal development is significant and lasting.

Entry routes include a three or four year undergraduate degree in your subject followed by a PGCE, or a School Direct or Teach First programme. Salary increases with experience and responsibility, and leadership roles are well compensated.

Teaches all or most subjects to children aged 4 to 11. Responsible for the academic, social and emotional development of a class of children across the school year. Requires patience, creativity and strong classroom management. Primary teaching is particularly suited to people who enjoy working with younger children and want to shape foundational learning experiences.

Works with students who have learning difficulties, disabilities or additional needs, often in specialist settings or as part of an inclusion team within a mainstream school. Requires strong knowledge of different learning needs including autism, dyslexia, ADHD and physical disabilities, and the ability to adapt teaching methods significantly. One of the most impactful and emotionally rewarding roles in education.

Supports teachers and individual students in the classroom, often working closely with pupils who need additional help. Higher Level Teaching Assistants take on more responsibility including delivering lessons. A common entry point into education for people who want to work in schools without yet committing to a teaching degree, and a valuable route for those considering teacher training.

Assesses children and young people with learning, behavioural or emotional difficulties and provides recommendations to schools, families and local authorities. Works on individual casework and contributes to school-wide strategies. One of the most highly qualified roles in this list, requiring a psychology degree, postgraduate conversion if needed, and a doctoral programme in educational psychology. Highly competitive to enter but extremely well regarded.

Assesses and treats children and adults with communication difficulties, including speech disorders, language delay, stammering and swallowing problems. Many SaLTs work in schools supporting children with communication needs. Requires a degree accredited by the Royal College of Speech and Language Therapists and HCPC registration.

Provides emotional and mental health support to students within a school setting. Works with young people experiencing anxiety, family difficulties, bereavement, relationship problems and other challenges affecting their wellbeing and ability to engage with learning. Demand for this role has grown significantly in recent years as awareness of young people's mental health needs has increased.

Provides guidance to young people and adults about career options, education pathways and employment. Works in schools, colleges, universities and employment services. The role combines knowledge of the labour market, educational pathways and individual guidance skills. Qualification through the Career Development Institute is the professional standard.

Teaches vocational or academic subjects in colleges, sixth forms or adult education settings to students aged 16 and above. Further education teaching has a different character from secondary school teaching: students choose to be there, the relationship is more collegiate and the range of students by age and background is wider. Entry requirements vary significantly by subject and institution.

Teaches undergraduate and postgraduate students and conducts research in a specialist field. Academic careers require a doctorate and a publication record, and progression is typically through research output as well as teaching. A highly competitive career path that suits people who are deeply passionate about a specific subject and want to advance knowledge in it.

Works one-to-one or in small groups with students to support their learning in specific subjects, typically outside school hours. Can be self-employed and set your own hours and rates. Many professional tutors build sustainable businesses working across GCSE, A-Level and primary age groups. Subject expertise, communication skills and the ability to identify and address gaps quickly are the core requirements.

Manages the pastoral care and wellbeing of a year group within a school. Deals with attendance, behaviour, safeguarding concerns, parental communication and student support. A leadership role that requires strong people skills, emotional resilience and good judgment under pressure. Usually reached after several years of classroom teaching.

Manages the school library, curates resources, supports students with research skills and promotes reading for pleasure. Increasingly involves digital literacy and information skills teaching alongside the traditional library role. A quieter, resource-focused role that suits people who love books and learning but prefer a different type of student interaction to the classroom.

Develops educational content, courses and learning materials for schools, edtech companies, training providers or online platforms. Combines subject expertise with an understanding of how people learn. A growing field as digital learning has expanded significantly. Many curriculum designers work remotely for edtech firms, publishers or training organisations.

Works within educational technology companies developing, selling or implementing digital learning tools used by schools, colleges and universities. Roles include product development, customer success, sales, marketing and content. A growing sector that rewards people who understand both education and technology. Many roles are accessible without a teaching background.

Works in government, think tanks, charities or consultancies to develop, analyse and advocate for education policy. Influences how schools are funded, how curriculum is designed and how educational outcomes are measured. Typically requires a strong academic background, research skills and significant experience in or around education.

Works with children from birth to age five, supporting their early development across communication, physical development, social skills and early literacy and numeracy. Nursery managers oversee the running of a setting including staff, curriculum and safeguarding. A vocational route that can lead to degree-level early childhood education qualifications and leadership roles.

Works with families and schools to address persistent absence, safeguarding concerns and barriers to attendance and engagement. Investigates the reasons behind poor attendance, liaises with social services and other agencies, and supports families to address underlying issues. A role that sits at the boundary of education and social work.

Manages the non-teaching functions of a school: finance, HR, premises, IT and administration. A senior operational role that is increasingly recognised as essential to well-run schools. Does not require a teaching background and suits people with business, finance or operations experience who want to work in an educational environment.

Leads a school in its entirety: vision and strategy, staff leadership, curriculum oversight, financial management, community engagement and regulatory compliance. The most senior leadership role in a school and one of the most complex leadership positions in any sector. Typically reached after many years of teaching and middle or senior leadership experience.