Teacher turnover is a long-standing and worsening problem for schools in England. Strategies to reduce turnover have been extensively researched; however, in England, fewer studies have engaged with how turnover affects students and staff, or how this impact can be mitigated. This article synthesises research suggesting that the negative impact of high turnover is linked to its corrosive impact on trust, student-centric and institutional knowledge, and collaboration and collegiality. It proposes that schools need to intentionally nurture relationships, establish routines and culture at an institutional level and create opportunities for informal professional development. It also argues that decisions about teacher allocation or assignment can drive within-school churn, undermining continuity of care. Teacher allocation decisions have a particularly negative impact on socio-economically disadvantaged and minority ethnic students, but ‘looping’ may reduce within-school churn and enhance continuity of care. Looping has been studied in several countries, but further research is needed in the English context, particularly given that teachers report being open to the strategy, if it is supported by evidence. However, as this article highlights, there are potential tensions between reducing teachers’ influence over allocation and the impact this might have on teacher satisfaction and retention, as well as potential tradeoffs between grade-specific and student-specific expertise
