Research on the retention of teachers often focuses on challenges related to school climate, job satisfaction, and perceptions of self-efficacy (Aldridge & Fraser, 2016; Yost, 2006). Recently a study of rural teachers in the US focused on why teachers stay, versus the problems driving teachers out (Seelig & McCabe, 2021). In this study, researchers found that relationships were central to teachers’ decisions to stay and suggested that relationships with students, connections to community and personal and professional ties were critical for teachers staying along with opportunities for leadership and collaboration. In the context of a world “on the move” (Suárez-Orozco, et al., 2010, p. 535) and a shifting, volatile and uncertain global, political, ideological, and cultural landscape (e.g., pandemic, war in Ukraine, misinformation campaigns, rise in ethnonationalism/fascism, etc.), the development of the kinds of relationships that Seelig and McCabe (2021) found helpful for teacher retention are difficult to develop and sustain in increasing diverse classrooms and communities where political, economic, and social division play intensifying roles. Therefore, this study centers diversity, perceptions of it and orientations towards it, that can improve teacher retention. We collected qualitative data from focus groups and observations with 55 participants from K-12 schools where various forms of diversity (multilingualism, immigration, socio-economic, religious, etc.) are impacting teaching and learning contexts across four European countries: England, Norway, Germany, and Finland. Research participants were teachers, students, and administrators’ who shared their perspectives on creating a positive climate for diversity in schools. We found that orienting climate policy and practice decisions around agency, curiosity, creativity, openness, and interconnectedness as principles positively captured participants’ thinking about diversity in classrooms and across schools. Study participants also felt that intentionally centering diversity policy and practical support would expand the possibilities and benefits of diversity in school settings. Using educator and student perspectives, we draw implications for addressing the challenge of teacher retention in high-need schools and outline a framework for generating a shared vision of school culture and climate that values diversity and centers equity.

Aldridge, J. M. & Fraser, B. J. (2016). Teachers’ view of their school climate and its relationship with teacher self-efficacy and job satisfaction. Learning Environment Research, 19, 291-307. DOI 10.1007/s10984-015-9198-x Seelig, J. L. & McCabe, K. M. (2021). Why teachers stay: Shaping a new narrative on rural teacher retention. Journal of Research in Rural Education, 27(8). https://doi.org/10.26209/ jrre3708 Suárez-Orozco, M. M., Suárez-Orozco, C., & Sattin-Bajaj, C. (2010). Making migration work. Peabody Journal of Education, 85(4), 535-551. doi:10.1080/0161956X.2010.518053 Yost, D. S. (2006). Reflection and self-efficacy: Enhancing the retention of qualified teachers from a teacher education perspective. Teacher Education Quarterly, 33(4), 59-76.