On 2 November 2026, school heads School leadership and state authorities once again report prolonged gaps in maths lessons: at some schools, regular lessons are cancelled for 2026/2027 school year months. The reasons include vacancies at the start of the school year, insufficient cover-teacher reserves and high levels of staff sickness at the same time. Several regional reports and statements from education departments support this assessment.
According to school heads, the shortage mainly affects subjects where there is a lack of teachers. The STEM subjects, including maths, are particularly affected. Since 2023, the Standing Conference of the Ministers of Education and Cultural Affairs has recommended and analysed the increased use of retired teachers, career changers and teachers working outside their subject as short-term measures. These help mitigate cancellations, but do not replace qualified staff in permanent posts.
The effects are tangible: maths lessons are difficult to postpone in year groups where learning builds on what came before, knowledge gaps widen and exams require additional organisation. Authorities say that qualifications will be safeguarded, while also pointing to limited room for manoeuvre when posts remain vacant or cover is unavailable. School heads report fewer subject lessons, a reduced choice of optional courses or more support lessons in other subjects. Digital learning platforms are being used to supplement teaching, but cannot replace lessons taught by fully qualified teachers.
Trade unions and associations are calling in the short term for a reliable cover reserve at the start of the school year, targeted training for teachers working outside their subject, and transparent, comparable recording across the states of missed lessons. In the medium term, education researchers and state education departments cite more university places and job offers, more attractive working conditions, more practical teacher training and more flexible forms of employment. Demographic trends, waves of retirement and declining student numbers in teacher-training subjects are seen as structural drivers.
Current reporting from several German states fits into this nationwide trend. It shows that isolated measures—such as short-notice adjustments during the school year—are not enough without early workforce planning and targeted recruitment of qualified staff. The 2026/27 school year therefore confirms a pattern: in subjects with teacher shortages, such as maths, vacancies and a lack of cover increase learning risks that can persist across year groups. States have announced further recruitment and training initiatives; education associations are urging timely, verifiable steps to ensure that lessons can be reliably planned for the coming school year.
Editor: Mira Cadena (Article created with AI assistance).