Ahead of the launch of the 2026 Pearson National Teaching Awards, we spoke to some of our past winners about what winning has meant for them. Not just in the moment, but in the months and years that followed.
Winning a Pearson National Teaching Award is one of those moments you never forget. But the story doesn’t end there. For many teachers, the award becomes a turning point in improving their confidence, opening doors and strengthening their communities for years to come.
A Sense of Pride
For 2024 winner Nathan Shortland, the sense of pride remains as strong as ever. He describes the experience as “an immense feeling of pride and joy that he is experiencing still now” and not just for himself, but for his whole school. Pupils, families, and colleagues all felt part of something bigger, a shared recognition of the journey they were on together.
When Robin Newman’s school celebrated her win in 2023, she remembers the lift it gave to everyone. The award became more than a personal achievement; it was a source of inspiration for the entire school. As 2001 Winner Andrew put it: “It’s a huge recognition of the whole team. The award belongs to everyone.”
Winners state that their win is not theirs alone, but one that the whole school community shares and celebrates.. Many schools describe the lift it brings to everyone, a reminder of the difference great teaching makes every day. For teachers, the award feels like a “thank you” for years of dedication and that kind of recognition can reinvigorate energy and passion for the classroom.
Doors That Open
For some teachers, the award becomes a springboard. Ben Whitaker (2020), recognised as Digital Innovator of the Year, remembers: “Winning the award was a pivotal moment. It gave me a platform to share ideas, connect with others, and bring new energy into my practice.” Suddenly, projects that once felt out of reach became possible. For Ben, the key is saying yes: “Say yes to the opportunities that come your way. You never know where they will lead.” Speaking engagements, collaborations, and mentoring all grew from that approach.
For Jane Woo (2018), the award gave her opportunities. “Since winning the award, it has opened up opportunities I could never have imagined. Speaking, connecting, and sharing my work more widely.” What began as recognition for her language teaching grew into a platform to inspire others, helping her share her passion far beyond her own school.
For Scott Hayden (2019), confidence was the turning point. “It gave me the confidence to be bold, to step into spaces I might not have before.” That shift, from hesitancy to courage, is something he says has shaped every part of his practice since. The award became less about a trophy on a shelf and more about a confidence to share his work.
Initiatives that start with one teacher grow into opportunities to collaborate across schools and trusts, and even influence national conversations. Alumni go on to mentor others, shape policy, and bring their ideas to fresh audiences.
Advice for Future Winners
For Nathan Shortland (2024), the message is simple: “You have earnt the right to be proud of yourself so don’t downplay it.” Too often, teachers brush off praise, but Nathan believes in holding onto that pride. For him, the award wasn’t just a celebration in the moment; it became a reminder to carry self-belief into every challenge that followed.
Scott Hayden encourages perspective: “Don’t compare yourself to others in your category. Your journey and impact are unique.” In a profession that thrives on collaboration, his reminder is that there’s no single way to measure impact, only your own contribution.
For Ben Whitaker, the advice is simple: say yes. Grabbing even the unexpected opportunities with both hands, even the unexpected ones, has led to speaking engagements, networking opportunities and the opportunity to share practice with those newer to the profession.
For Rob Plumbly (2021 Winner), it was about remembering the reasons people go in to teaching and how to keep that in focus: “Keep going, keep showing up, ignore the noise, and remember why you do what you do.” His words capture what so many alumni describe: the award doesn’t remove the challenges of teaching, but it can give you the strength to keep moving forward with purpose.
Beyond the Classroom
The awards celebrate the profession, but one of the most heartwarming things about alumni is how they bring their wider passions into education.
Scott Hayden combines AI, empathy, and coaching, blending technology and humanity to empower learners. Ben Whitaker champions neurodiversity, EdTech, and leadership, sparking conversations that encourage schools to think differently about inclusion.
Others enrich education in different ways. Jane Woo (2018) shares Mandarin and Cantonese, opening new worlds for her students. Nathan Shortland (2024) focuses on behaviour management and SEN support, creating inclusive environments where all children can thrive. And for Toni Knight (2019), enrichment, personal development and sport are at the heart of building confident, resilient learners.
These passions aren’t “extras” they are part of what makes teaching.
Why It Matters
As Rob Plumbly (2021) put it: “Winning a Teaching Award was a genuinely life-changing experience.”
That feeling echoes across the alumni community. The awards leave teachers braver, prouder, and more passionate than before.
Above all, the Pearson National Teaching Awards remind us that great teaching is never just about one person. It’s about communities and the belief that education can change lives.
Nominations are now open for the 2026 Pearson National Teaching Awards. If you know a teacher, support staff member or team who deserves to be celebrated enter now.
