Ofsted experiences

Performing inspection and suicidal ideations

Bibliographic Data

ID11488673
AuthorsRachel Harding (0000-0003-4002-4704, Nottingham Trent University, corresponding author), Alan Clapham (0000-0001-5066-134X, Nottingham Trent University)
Year2026
Pages1-21
Publication date2026-02-02
Open AccessYes
TypeARTICLE
VenueJournal of Education Policy (JOURNAL)
Journal identifiersISSN: 0268-0939 • E-ISSN: 1464-5106
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/02680939.2026.2622958
OpenAlexW7127150185
LanguageEN
Citations received2
References cited21

In this paper, we examine people’s experiences of Ofsted, the state school inspectorate in England. From thematic analysis of the 233 written submissions published by the Education Committee Parliamentary Inquiry into Ofsted, we argue that the inspectorate can lead to teachers experiencing suicidal ideation (suicidal thoughts and feelings). Our analysis suggests 229 submissions (98%) contained negative comments about Ofsted, including accounts of teacher suicidal ideation. Whilst attempting to perform for Ofsted, teachers experience a ‘disturbed’ working environment leading to, for some, suicidal ideation. Consequently, rather than inspections and the inspectorate being simply performative, we contend they are performatively harmful, potentially putting children at risk. Drawing on Durkheim’s theory of anomic and fatalistic suicide, we argue teacher suicidal ideation is an urgent issue, for which Ofsted and the Department for Education have responsibility. We conclude Ofsted and the government’s responses to the concerns of the submissions to be far from adequate since the substantive criticisms about how the inspectorate operates and inspections are conducted remain unresolved

Accountability · Corporate governance · Higher education · Quality (philosophy · Art Therapy and Mental Health · Grief, Bereavement, and Mental Health · Suicide and Self-Harm Studies

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