Union warns disparity is ‘grossly unfair’ as new analysis shows male school leaders earning thousands more on average

THE GENDER pay gap between male and female secondary school headteachers in Wales has increased tenfold in just one year, according to new analysis.

Research by NAHT Cymru found that male heads were paid an average of £4,507 more than their female counterparts in secondary schools in 2024/25. This marks a sharp rise from the £447 difference recorded in 2023/24. In 2019/20 the gap stood at £1,887.

The school leaders’ union analysed workforce data to examine the gender pay gap for the first time across different leadership roles.

Among primary school headteachers, the average gap was £739 in favour of men, while special school heads saw a difference of £846. Both figures have fallen since peaking in 2019/20, when the gaps reached £1,128 and £6,390 respectively.

In other leadership roles including acting, deputy and assistant headteachers, the gap also widened in some sectors. In secondary schools it rose from £1,633 to £1,771. Primary schools recorded a six-year high of £516, while special schools saw the gap reach £3,785.

The disparities come despite the existence of a national pay framework for school leaders.

Women make up 74% of the teaching workforce in Wales, but their representation falls to 62% among headteachers and 68% in other leadership positions.

Among classroom teachers, the pattern differs. In primary schools, female teachers were paid on average £1,058 more than men in 2024/25, up from £881 the previous year. In secondary schools the gap in favour of women stood at £160. However, male teachers in primary special schools earned on average £891 more than their female colleagues, up from £832 in 2023/24.

Laura Doel, national secretary of NAHT Cymru, said the findings raised serious concerns.

“It cannot be fair or right that women who progress into senior leadership roles are paid less on average than men,” she said.

“While it is possible the enormous gap this year among secondary heads has been skewed by a small number of outliers, it remains clear that this is a really significant issue across all types of school.

“It is grossly unfair for the women affected. Even a relatively small gap can accumulate into a very large difference in overall earnings over the course of a career, with major implications for salaries and pension entitlements.

“It is also bad for schools and pupils. If women feel they are not being fairly compensated for the enormous responsibility and workload that leadership brings, they may leave the profession altogether. Schools can ill afford to lose talented female leaders at a time when many are already facing recruitment and retention difficulties.

“We are not seeing anything like enough sustained improvement in tackling this issue, which is why we are calling on the Welsh Government to act now.”

NAHT Cymru is urging the Welsh Government to review the equality implications of the current pay system and introduce measures to support more women into leadership roles.

The union is also calling for mentoring and leadership development programmes, greater funded support for flexible working, and a national policy on funded parental leave and adoption across the profession.

Trying to revise for A-levels can feel a little overwhelming, especially when it comes to complex topics such as science and maths. However, there are plenty of things you can do to revise more effectively, resulting in less stress and increasing your chances of securing better grades. Let’s explore. 

Create a Manageable Revision Timetable 

A revision timetable comes with a number of benefits, including better time management, increased motivation, and reduced stress. 

If you struggle to get going or feel overwhelmed by the amount of studying you need to do, a timetable can really help. Giving yourself set times to study means you know exactly what you’re doing and when, reducing overwhelm and ensuring you cover all the material. 

Use Visual Aids 

Comprehensive A-level revision notes are essential, but you don’t need to stick to paragraphs of information. If that’s how you learn best then don’t reinvent the wheel, but if you feel like you’d benefit from something more visually stimulating, concept mapping might be a better option. 

Concept mapping includes everything from spider diagrams to tables and allows you to access information easily and in a more visually appealing way. For many people, this helps them to remember things faster and may help you understand each element of a given topic more extensively. 

Remove Distractions 

TVs, game consoles, and social media are all big distractions. And while they all sound more appealing than revising, they can massively limit your productivity. Removing these distractions is critical. 

If possible, create a revision-friendly environment. Use a dedicated desk and remove any TVs and gaming consoles from the room, and keep your phone off or leave it elsewhere. This should help you focus better on the task at hand. 

Take Regular Breaks 

The most important thing to remember is to take regular breaks. Revising for hours on end is unlikely to be effective and may lead to burnout. If you’ve planned your revision schedule effectively, you will have given yourself plenty of revision time before your exams begin, avoiding that last-minute cram and ensuring you still have the time to relax, engage in your favourite hobbies, and socialise with family and friends. 

Revision Shouldn’t Be Overlooked 

Taking the time to understand a subject thoroughly is essential for A-level success. By creating a reasonable revision timetable, leveraging visual aids, removing distractions, and taking regular breaks, you can set yourself up for better grades. 

CONCERNS are mounting over a growing number of school safety incidents across Wales after police enforced the closure of two Cardiff schools this week.

Llanishen High School and Eastern High School were closed on Monday (Mar 16) after South Wales Police received a report on Sunday evening. Officers said the decision was taken as a precaution while enquiries continue.

Authorities have not yet confirmed the nature of the report that prompted the closures, but the incident has raised wider questions about the number of schools being forced into lockdown or temporary closure following threats or safety concerns.

The Cardiff case is the latest in a series of incidents affecting schools across Wales over the past year.

Earlier this month, Ysgol Maesydderwen in Ystradgynlais was placed into lockdown after police received reports of threats of violence sent digitally. A seventeen-year-old boy was arrested in connection with the incident, which caused alarm among pupils and staff.

In February this year, Milford Haven School in Pembrokeshire went into lockdown after emergency services were called to a serious incident involving a pupil and a weapon. A fifteen-year-old boy was arrested on suspicion of attempted murder following the incident.

In another case, Ysgol Harri Tudur in Pembroke was placed in lockdown after threatening messages were received suggesting a pupil may have brought a knife onto the school site. Police attended while staff secured the school.

North Wales has also seen similar concerns. Ysgol y Grango in Wrexham was placed into lockdown after a threat was reported, with police attending while pupils were kept inside classrooms.

Another incident in November 2025 saw Dafen Community Primary School in Llanelli close for the day after online messages warned people would arrive at the school with knives. Police confirmed the closure was a precaution while the threats were investigated.

While many incidents ultimately prove to be hoaxes, rumours or isolated events, education leaders say the rapid spread of messages on social media has created new challenges for schools.

Threats or rumours shared on platforms such as Snapchat and WhatsApp can circulate quickly among pupils, sometimes triggering widespread concern before school staff have time to verify the information.

The issue has also drawn political attention.

Commenting on the latest Cardiff closures, the Welsh Conservative Shadow Cabinet Secretary for Education Natasha Asghar MS said: “This is a deeply concerning situation for parents, pupils and staff, and I hope the police can carry out a swift investigation to avoid further disruption to families.

“Teachers and pupils must feel safe in school, and incidents like this raise serious concerns about safety.

“The Welsh Conservatives would restore discipline by introducing automatic exclusions for pupils who carry weapons, helping create a safer environment for students and staff.”

Debate around school safety intensified following the stabbing attack at Ysgol Dyffryn Aman in Ammanford in April 2024, when two teachers and a pupil were seriously injured.

The teenager responsible was later convicted of attempted murder, prompting calls for stronger measures to prevent weapons being brought into schools.

Despite the recent incidents, education leaders stress that schools remain safe environments for the vast majority of pupils. However, the combination of online threats, heightened safeguarding rules and rapid information sharing among students means schools and police are increasingly taking precautionary measures to protect staff and children.

With investigations continuing into the Cardiff closures, parents and teachers across Wales will be watching closely to see whether the incidents represent a worrying trend or a series of isolated cases.

Cover image:

Amman Valley school, in Ammanford, Wales, went into lockdown over a stabbing incident in 2024 (Photo: PA)