Reducing teacher turnover starts with understanding why educators leave and taking intentional steps to support, engage, and retain them. This blog explores the Learning Policy Institute’s recent report on the issue and how it supports our recent RCT study’s findings on The Creative Curriculum.
The Learning Policy Institute’s recent report on teacher turnover makes a familiar but still under-acted-upon point: when 1 in 7 teachers leave or move schools each year, the issue is not individual attrition—it is systemic design. Turnover is highest where compensation lags, leadership is weak, and working conditions erode professional satisfaction. These are not isolated variables; they are features of the systems we have built.
What is less often acknowledged is how early these dynamics take hold.
A recent randomized controlled trial conducted by NIEER1, summarized in the Teaching Strategies brief, offers an important extension of LPI’s findings into early childhood. The study found that teachers who experienced a coherent system of support—aligned curriculum, ongoing coaching, and structured professional learning—were 59% more likely to remain in their roles over three years. This is a substantial effect in a field long characterized by instability.
The implication is not simply that professional development “helps.” It is that retention improves when supports are designed as an integrated system rather than a set of disconnected resources. Access to curriculum or tools alone was not enough; what mattered was how those elements were activated through sustained, relational supports.
This aligns closely with LPI’s identification of working conditions and leadership as central to retention. In the NIEER study, coaching and ongoing professional learning functioned as a form of embedded leadership, creating consistency, feedback, and a sense of professional growth that made staying more viable, particularly for early-career educators. In fact, the retention effects were strongest among two groups: teachers with the most experience and newer teachers. This is remarkable given the notion that the first years in the profession are the most fragile—and the most consequential.
Both bodies of research also point to a deeper, often overlooked connection: stability is not just a workforce outcome; it is an instructional condition. The NIEER study found that classrooms with higher teacher retention also showed stronger gains in child development across multiple domains. This mirrors LPI’s concern that turnover diminishes instructional quality. In early childhood settings, where relationships are foundational, the link between educator continuity and learning is even more direct.
There is also a shared equity story. LPI documents higher turnover in schools serving students of color and those from low-income backgrounds. The NIEER brief highlights similar challenges across public, Head Start, and private early learning programs, where instability disrupts continuity, strains resources, and disproportionately affects the children who would benefit most from stable, experienced educators.
Taken together, these findings suggest that we have been framing the problem too narrowly. Teacher turnover is not just about recruiting more educators or even raising salaries—though both matter. It is about whether we have built systems that allow educators to succeed and remain.
The NIEER evidence is particularly instructive here: when professional learning, coaching, curriculum, and assessment are intentionally aligned, retention improves and child outcomes follow. That is not a small adjustment; it is a different way of organizing the work.
LPI calls for comprehensive policy approaches to strengthen compensation, leadership, and working conditions. The NIEER findings suggest that coherence—how those elements fit together in practice—may be just as important as the elements themselves.
If we want to reduce turnover, we do not need a new diagnosis. We need to apply what we already know across the full continuum of education. Stability should not be the exception. It should be the result of systems designed to support educators from the start and sustained over time.
1 Works Cited: Nores, M., Harmeyer, E., & Barnett, W.S. (2026). Teaching Strategies’ Creative Curriculum Implementation and Ecosystem Engagement Study (CCIEE). Research report. New Brunswick, NJ: National Institute for Early Education Research.
Nicol Russell is our Chief Academic Officer here at Teaching Strategies, where she oversees the development of effective implementation and change management solutions for school administrators and early childhood educators who leverage our groundbreaking products.
Nicol has worked as an early childhood teacher, school administrator, Head Start state collaboration director, and state-level administrator for the Arizona Department of Education. Her research interests include studying the implementation practices of early learning programs and considering ways to create more equitable opportunities for all children and educators.
Fun Fact: Nicol has a 10-year-old, and one of their favorite shared activities is singing karaoke!
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