Teachers are concerned they are being drawn away from teaching towards “troubleshooting”. Research for the Department for Children, Schools and Families by Ipsos-MORI into how workers’ attitudes to child poverty found that many teachers and social workers disliked the term and were concerned with disadvantage in a broader sense. While keen to work more holistically, they were worried also this meant less time for their core role. Better staffing levels were needed to secure such integrated working practices, the report said.