Teacher Shortages Are Putting Mathematics Learning Under Pressure
A new OECD report highlights a challenge families and schools are already feeling: qualified mathematics teachers are hardest to recruit in many education systems, especially in rural, remote and disadvantaged communities.
Mathematics is where shortages are often concentrated
Teacher shortages are affecting education systems across the OECD, but the pressure is not evenly distributed. According to the OECD’s Education at a Glance 2026 report, mathematics and science are among the subjects where recruitment is most difficult. Rural, remote and disadvantaged communities are also struggling to attract and retain qualified teachers.
That distinction matters. Overall vacancy figures can make a shortage appear manageable, while particular schools may be facing a much more serious problem. A school might fill most of its teaching positions but still have difficulty finding a qualified mathematics teacher for a secondary class.
Among 16 countries and economies with available data, 11 reported shortages of fully qualified mathematics and science teachers at the secondary level. The report also found that nearly 40% of 15-year-olds attended schools in 2025 where principals said teacher shortages were making instruction more difficult. That figure was 27% in 2018.
Why this matters for students
Mathematics learning tends to build from one idea to the next. When students do not receive consistent instruction, it can become harder to identify misunderstandings before they grow. Gaps in fractions, algebra or mathematical reasoning may later affect a student’s confidence in more advanced subjects.
A shortage does not automatically mean that students are receiving poor teaching. Many educators are working hard under difficult conditions. However, shortages can increase class sizes, reduce access to specialist support and place additional responsibilities on teachers who are already stretched. Students may also experience more staff changes or fewer opportunities for individual feedback.
These effects are especially important for students who need extra explanation or more time to practise. In mathematics, a student may understand a procedure in one lesson but need help applying it to a new problem. Consistent support can make the difference between a temporary difficulty and a lasting gap.
Recruitment is only part of the solution
The OECD report identifies several pressures affecting the teaching workforce. One in four secondary teachers across the OECD is aged 55 or older, increasing the likelihood of further recruitment needs as experienced teachers leave the profession. An average of 9% of primary and secondary teachers were not fully qualified in 2024/25, and the share had risen in two-thirds of reporting countries since 2017–18.
Pay is relevant, but the report also points to workload, school leadership, professional autonomy, career development and public recognition. Although 85% of teachers reported being satisfied with their jobs, only 22% believed teaching was valued by society.
This suggests that solving mathematics teacher shortages will require more than encouraging people to enter the profession. Schools and systems also need to make teaching sustainable so qualified educators choose to stay. Better preparation, mentoring, manageable workloads and strong leadership can all support retention.
What schools and families can do now
Long-term workforce planning belongs to governments and education systems, but schools and families still need practical responses in the present. Schools can identify learning gaps early, coordinate support across year levels and make effective use of specialist staff and technology without treating technology as a substitute for instruction.
Families can ask how a school is supporting students when a mathematics position is difficult to fill. Useful questions include whether students have a consistent learning plan, how progress is monitored and what additional help is available.
Tutoring can also provide targeted support while a school addresses staffing challenges. The aim should not be to replace classroom teaching. It should be to help a student strengthen prerequisite skills, practise clear problem-solving strategies and rebuild confidence.
The OECD report also notes that changing enrolments may allow systems to redirect teachers and resources toward the subjects and communities with the greatest need. That opportunity will depend on careful planning. For students, the priority is straightforward: access to qualified mathematics teaching, timely feedback and the support needed to keep moving forward.