Despite discourses of inclusivity and gender equity in higher education, women’s experiences reflected in Motherhood and Initial Teacher Education (ITE) suggest that educational institutions involved in ITE provision can be inflexible and lacking empathy for student teachers who are mothers (STMs). Drawing on interviews with two cohorts of STMs following a one-year ITE programme (before and during COVID-19), the book provides a thoughtful and research-informed discussion of the challenges the women faced, and the shifts in practice adopted by ITE providers during the pandemic.

Motherhood and Initial Teacher Education raises issues for consideration by ITE providers and practitioners who work with STMs. The book raises awareness of how this largely overlooked group of students might be better supported, drawing on some of the lessons learned during COVID-19, when educational institutions offered increased flexibility and family-friendly policies. The authors consider what shifts might be needed in UKHE policy and culture to cultivate compassionate, gender-equitable, educational institutions. The study also offers insights for mothers who are embarking upon ITE, or thinking of applying. The work is timely, as it has implications for teacher recruitment, at a time when appropriately qualified teachers are in short supply.