This paper reports on a systematic review of academic literature examining the experiences and needs of substitute teachers, also known as casual or relief teachers. This occupational group are an essential part of education systems, allowing release time for other teachers to participate in professional learning, complete administrative duties, and attend to personal matters (Liu et al., 2022). However, little is known about their work conditions, motivations, experiences, and support. As the focus of dedicated research, substitute teachers have been largely neglected, mirroring what Collins (1982) described as the “awkward” positioning of substitute teachers in the education community. This review brings together international research which has examined the experiences and needs of substitute teachers. Through synthesising findings, this process allowed the research team to go beyond single studies to highlight the breadth of experiences and conditions reported by substitute teachers, thereby providing policy makers and other relevant stakeholders with some degree of cumulative knowledge (Davies, 2000). We employed a mixed-methods research synthesis approach (Heyvaert et al., 2013), where data came from published qualitative, quantitative, and mixed-methods research. Thirty-one peer-reviewed studies and dissertations that examined the experiences and needs of substitute teachers in primary/elementary, middle, and secondary/high schools were examined. Our research questions included determining who substitute teachers are, the nature of their work, and how they experience substitute teaching, including the types of supports provided and other supports they might need. The findings provide three important insights into the experience of substitute teaching. Firstly, they clarify the terms and definitions used when describing teachers who are working in this way, including their employment conditions, and who substitute teachers are (e.g., early career teachers). Secondly, the findings outline the varying experiences of substitute teachers, including the professional reality of substitute teaching, the behavioural and relational issues faced within the classroom, and the marginalisation and sense of invisibility they feel within the school community. Thirdly, the findings explore the supports which are provided to substitute teachers, including: resources, induction, professional learning, documenting accreditation status and mentoring. The study concludes that, although substitute teachers are a heterogeneous group, their conditions and experiences are less than satisfactory, and this is often exacerbated by a lack of targeted support. Education systems should consider professionalising this occupational group further. In addition, systems should develop policies and practices that improve substitute teachers’ work and provide the support they need to work effectively in the classroom.

Collins, S. H. (1982). Substitute teaching: A clearer view and definition. Clearing House: A Journal of Educational Strategies, Issues and Ideas, 55(5), 231–232. Davies, P. (2000). The relevance of systematic review to educational policy and practice. Oxford Review of Education, 26(3–4), 365–378. Heyvaert, M., Maes, B., & Onghena, P. (2013). Mixed methods research synthesis: Definition, framework, and potential. Quality & Quantity, 47, 659–676. Liu, J., Loeb, S., & Shi, Y. (2022). More than shortages: The unequal distribution of substitute teaching. Education, Finance and Policy, 17(2), 285–308.