A dramatic increase in the number of violent and threatening incidents in Edinburgh’s schools has been revealed by figures from the city council.
In the 2014-15 academic year, there were 111 violent or threatening behaviour incidents across Edinburgh’s primaries and secondary schools. In the 2022-23 academic year this had skyrocketed to 618.
These figures come after the Scottish Government’s latest Research Report into school behaviour showed that almost 2/3rds of Scottish teachers have experienced verbal abuse and 59% have encountered physical aggression.
The number of incidents is higher in Edinburgh’s primary schools, which saw a leap from 242 for the academic year 2021/22 to 487 in 22/23.
High schools have seen a similarly dramatic jump but from a lower base, seeing an increase from 44 incidents in 21/22 to 131 in 22/23.
Commenting on these figures, Lothians MSP Sarah Boyack said: “The dramatic increase in violent and threatening behaviour in schools is extremely distressing.
“No teacher deserves to face violence or abuse in their classroom.
“The Council and school staff are doing a great job with the resources they have, but its clear more is needed to tackle this issue.
“Investing in pupil support will help us to tackle many of the root issues that cause disruption. We must also ensure that schools equip teachers with the necessary support if they are facing violent behaviour.
“Violence and threatening behaviour are not part of a teacher’s job, and it must be the Education Secretary’s top priority to tackle it.”
The data, acquired by FOI from City of Edinburgh Council is below:
Academic Year
Primary Schools
Secondary Schools
Total number
01/08/2014 to 30/06/2015
104
7
111
01/08/2015 to 30/06/2016
112
7
119
01/08/2016 to 30/06/2017
199
7
206
01/08/2017 to 30/06/2018
178
15
193
01/08/2018 to 30/06/2019
292
37
329
01/08/2019 to 30/06/2020
17
24
41
01/08/2020 to 30/06/2021
129
4
133
01/08/2021 to 30/06/2022
242
44
286
01/08/2022 to 30/06/2023
487
131
618
The Scottish Government Behaviour in Schools Research Report can be found here:
The extraordinary stories of two Queen Margaret University graduates who entered higher education from a non-traditional route are being highlighted in a new national campaign by Universities Scotland.
‘40 Faces’ aims to champion the diversity and success of widening access programmes from universities across Scotland, telling the stories of students and graduates from underrepresented backgrounds.
Karen Rennie and William Torrie, former students at Queen Margaret University (QMU), are just two of the inspirational stories showcased in the campaign.
Karen Rennie joined QMU from a low participation school programme, Lothians Equal Access Programme for Schools (LEAPS). She said: “I knew that I wanted to be in a role where I could care for people and support others to live a life that was meaningful to them.
“I decided that if I was going to university, I would try to get the best degree course possible, which is why I chose Queen Margaret University to do the BSc (Hons) in Nursing.
“I knew from day one of my course that I’d made the right decision. Not only did I love the practical side of nursing, but I also developed a passion for nurse education, theory and research.
“The lecturing team encouraged me to strive for every opportunity to excel in my career – supporting me to attend conferences, write articles for publication and believe in myself. My career developed quickly because the lecturing team took time to support my individual needs and career ambitions. I will be eternally grateful for the personalised support that Queen Margaret University offered me.”
40 Faces launches with only six years left for Scotland to reach the fair access 2030 targets, originally set by the Commission for Fair Access in 2016 and supported by the Scottish Government and by universities themselves.
Universities have made major strides towards ensuring 20% of Scottish-domiciled entrants are from the 20% most deprived neighbourhoods, as well as hitting interim milestones in 2021 and introducing the most progressive admissions policies in the UK, in support of this goal.
When asked what more needs to be done to reach Scotland’s 2030 target to equalise access to university, Karen said: “More career and life skills input in schools. I was fortunate to have a fantastic mentor in my life (my dad!) who put a lot of time and effort into my career ambitions and decisions. I was always encouraged to pick the right course (both life and academia) for me and only me!”
Since graduating from QMU with a BSc (Hons) Psychology degree, William Torrie is now on an accelerated career path as Vice President of Legal Engagement at Barclays, which he attributes to the skills and confidence he developed while studying at the East Lothian university.
He said: “I had a false start elsewhere; dropping out and returning to education a year later – this time at QMU. I had another disastrous first year, but with support from the faculty under strict conditions, I was able to continue to second year.
“Without the faculty’s patience and understanding, I wouldn’t have developed the tools I needed to succeed in my education and take charge of my future.”
The success of students like Karen and William is testament to the extraordinary role universities can play for those who face significant barriers to accessing higher education.
The stories behind each of the ‘40 Faces’ serves as a reminder of the importance of this agenda and a rallying call to all stakeholders involved to refocus on working together for its achievement.
Claire McPherson, Director of Universities Scotland said: “Our universities are committed to widening access, however they cannot achieve this alone. With our 40 Faces campaign, Universities Scotland want to galvanise the sector and Scottish Government towards the 2030 widening access target.
“Universities offer students opportunities to achieve their dreams of securing higher education and the skills and career opportunities that follow, while also strengthening their self-belief, building confidence and offering a life-changing experience which cannot be found elsewhere.”
Young people struggling to attend school and to develop relationships with their peers are being helped back into education and are learning to open up thanks to a pioneering nature-based project being run by the country’s leading children’s charity.
Since 2020 – and thanks to funding from The National Lottery Heritage Fund – Barnardo’s Scotland has been implementing its B-Wild project in eight localities across the country. B-Wild, which allows the young people to get out and about in nature and explore what the world has to offer.
It provides greater attachment to nature and increased self and social awareness. More than 800 children and young people aged between one and 24 have been supported to have therapeutic experiences in nature.
Claire Reid, B-Wild Project Co-ordinator at Barnardo’s, said: “One of the referral criteria for B-Wild is low or no attendance at school. We have a lot of young people on the programme that, for a number of reasons, find it difficult to attend school.
“Also, all participating young people struggle with peer relationships and making friends. The project offers children, young people and families the chance to benefit from outdoor learning, outdoor play and therapeutic practice in nature.
“And the results have been very positive indeed. Many of the young people attending B-Wild sessions have bonded and made friends with others on the programme. Others have very much found their ‘voice’ and developed some really important communication skills.
“Of course, in this process they have developed a stronger connection to nature and a desire to protect it – something that is more important than ever.”
Claire Reid added: “B-Wild looks different in every service. From supporting expectant parents with wellbeing walks in nature spaces; to messy outdoor play for babies; and from allowing primary children to build confidence as they learn about nature through games, play and exploration; to supporting teenagers to develop bushcraft skills while also building an emotional vocabulary for their experiences.
“B-Wild might be families tree planting in a local green space or parents learning how to connect with their children while rock pooling on the beach. It allows Barnardo’s practitioners to support children, families and young people to build their confidence, have fun, develop relationships with others and a relationship with nature, too.”
B-Wild Project Worker Kenny Fulton outlined an example of how the nature-based work can support the young people with real-life issues. He said: “The young people were engaging in an activity using natural materials and outlines of people to show how different emotions are felt in the body. They chose their own emotions to depict ‘grief’ and ‘scared’.
“All young people were incredibly insightful and engaged. Two young people dug a hole in the area of the heart to show how empty grief feels. Others used prickly leaves around the body to show fear. It was very brave and trusting of the young people to share their feelings and experiences in the group setting.
“One young person who does not typically talk about emotions at all shared a memory from early childhood of feeling scared. They shared how this memory was traumatic and how they had blocked it out, laying a stick across the head to represent this. This was a very significant moment for this young person as they grew in understanding of themselves and their life experiences.”
And one young person who attended B-Wild sessions added: “I can talk about things when I’m out on one of these trips. I can talk more here than I do with my counsellor. I can look at things about me in nature and I can talk.”
Another young person, Josh*, was able to join a B-Wild group run by our Edinburgh Together service through his school. Josh was not often able to attend school and struggled to make friends or connect with others – his life was all about gaming.
B-Wild project workers reached out to Josh and helped him get used to the woodland he would be learning about through the project. At the end of the programme, he had gone from a young person who didn’t spend any time outdoors to one who was passionate about nature.
Josh’s mum said: “When Josh started B-Wild he didn’t have anything else in his life. He rarely managed school, didn’t have friends and spent most of his time lost in gaming.
“Through B-Wild he has blossomed. For the first time, he has friends, he looks forward to B-Wild sessions and even talks to me about them when he comes home. It’s the first time in a long time I’ve heard him talk about something other than gaming. He has even bought himself a microscope. I’m so grateful he has had the opportunity to be part of B-Wild with Barnardo’s.”
B-Wild, which takes place in Glasgow, Renfrewshire, Falkirk, Inverclyde, Edinburgh, Clackmannanshire, Lanarkshire and Ayrshire (with Fife coming on board later this year), was awarded funding from The National Lottery Heritage Fund in 2020. The project was originally due to run until the end of this month, but that has now been extended to March 2025.
Caroline Clark, The National Lottery Heritage Fund Director for Scotland, said: “It is wonderful to see the success of the Barnardo’s B-Wild project and to hear first-hand accounts from project workers and participants on the powerful, positive impact it is already having in young lives.
“Supporting greater inclusion, diversity, access and participation in heritage is one of the four investment principles, this project is a great example of why that is important. It is thanks to National Lottery players that we can support this work.”
In the past year, Barnardo’s in Scotland provided essential support to more than 11,500 children, young people, parents and carers through more than 150 specialised community-based services and partnerships across the country.
The charity works to ensure that every child has the best possible start in life.
Independence would allow Scotland to further improve its education system, including a proposal to enshrine the government’s policy on free tuition in Scotland’s permanent constitution, according to a new paper published by the Cabinet Secretary for Education and Skills Jenny Gilruth.
‘Education and Lifelong Learning in an Independent Scotland’, the latest paper in the Building a New Scotland series, sets out the Scottish Government’s policy proposals for education following independence.
Independence would allow future Scottish Governments to:
propose that the government’s policy on free university tuition becomes part of an independent Scotland’s permanent constitution, subject to the deliberations of a future Constitutional Convention
use all the powers of an independent nation to fully tackle child poverty, helping to ensure every child in Scotland has the opportunity to reach their full potential
incorporate – in full – the United Nations Convention on the Rights of the Child into Scots law, further enhancing children’s rights
consider enhancements to the length and level of paid maternity leave and extending the current statutory two week leave and pay provision for partners as well as providing additional weeks of shared parental leave taken at the end of the 52 week maternity period
rejoin EU exchange programmes that benefit students such as Erasmus+ as part of the EU and foster good global connections by promoting international research exchange
Cabinet Secretary for Education and Skills, @JennyGilruth has launched our Education and Lifelong Learning #ANewScotlandPaper:
"Making decisions in Scotland, for Scotland, benefits everyone who lives here – but none more so than our children"
Ms Gilruth said: “Our education system shows why making decisions in Scotland, for Scotland, is better for people who live here.
“Since 1999 we have been able to take choices to improve opportunities for our young people – including abolishing tuition fees, expanding free school meals and investing in transformational early learning and childcare.
“But the outcomes for our children and young people continue to be harmed by decisions taken by the UK Government – particularly in terms of social security cuts, which are impacting children and families the most.
“Independence puts the full powers to tackle child poverty in Scotland’s hands, and would allow us to build on our existing policies. Modelling published last month estimates that Scottish Government policies will keep 100,000 children out of relative poverty in 2024-25.
“As we have already set out, we would enshrine economic, social and cultural rights – including the right to education – in the interim constitution, effective from day one of independence.
“The Scottish Government would propose that our policy on free university tuition is enshrined in the permanent constitution of an independent Scotland, subject to the deliberations of the Constitutional Convention.
“Independence would put significant economic and legislative levers in Scotland’s hands and give future Scottish Governments a range of opportunities to do things differently on a range of key issues, like children’s rights, tackling child poverty, reserved childcare support schemes and parental leave.
“This paper sets out just some of the opportunities open to future independent Scottish Governments to build a successful and thriving Scotland.
“It shows the potential that can be unlocked for our children, young people and families – the best start in life in a fair and prosperous independent nation.”
Forty-two pupils from Edinburgh and the Lothians put their sustainability skills to the test at Musselburgh Grammar as they took part in a pioneering programme aimed at developing the employability skills of the future.
Teams from Musselburgh Grammar, Preston Lodge High School, Lasswade High School, Craigmount, Balerno and Galashiels Academy took part in the Powering Futures Schools Challenge presentations, where they were tasked with finding innovative sustainable solutions to five real-world challenges facing businesses today.
The challenge-setters were Scottish Water, EV charging experts Urban Fox, BritishGas, Newsquest and The Scottish Government, with the challenge topics spanning reducing water consumption, netzero targets for sports clubs and schools, improving transport connectivity and creating trusted media on climate change.
The pupils were tasked with researching the challenges and collaborating to come up with creative solutions.
Drawing on guidance from industry mentors, they presented their creative solutions to a panel of judges including Paul McLennan MSP and Colin Beattie MSP, plus representatives from East Lothian Council, DYW Borders, FutureX, University of Edinburgh, Energy Training Academy, Musselburgh Windsor FC, Lantra, Energy3 and Social Bite at a showcase event for Edinburgh, Lothians and the Borders regions held at Musselburgh Grammar this week – earning a SCQF Level 6 qualification at the end of the process.
Powering Futures was set up in 2020 to empower the young and future workforce with the skills, knowledge and abilities to help the transition to net zero.
The SCQF level 6 accredited Powering Futures Schools Challenge has seen 643 pupils from 43 schools across Scotland participate in 2023-2024 – with Powering Futures aiming to engage a million young people in the programme by 2030.
MSP for Edinburgh Pentlands Gordon MacDonaldsaid: “The Powering Futures Challenge is a fantastic opportunity for young people to shape and develop essential skills for their futures.
“It is an innovative collaboration between businesses and schools which enables participants to use their creativity, problem solving and teamwork to learn about sustainability and how this can be applied through specific projects.
“S5 and S6 Pupils from Balerno High School have been participating in this year’s programme taking on real-world sustainability challenges set by the sponsor, researching and collaborating on a solution, which ends with them presenting it to a panel of industry judges.
“I want to wish them the best of luck and know all their hard work and commitment to the project will provide them with much valued skills as they embark on the world of work or further education.”
Jennifer Tempany, Co-Founder of Powering Futures, said:“We were delighted to have four teams from Craigmount and Balerno High School take part in the Challenge Programme.
“We are always blown away by the innovation and creativity shown by pupils as they tackle some relevant challenges set by industry.
“By empowering young people through our pioneering Powering Futures Challenge Programme, we can help them develop the critical skills that employers are looking for in their future workforce as well as establishing those essential links between the businesses of today and the workers of tomorrow who will power Scotland’s net-zero future.”
Colleges across Scotland are opening their doors from 21 to 28 March to mark the second national Big College Open Week – aka #BigCOW.
A host of exciting activities are taking place in colleges across Scotland during the week. Organised by the College Development Network (CDN) Marketing and Communications Network, the purpose of the week is to demonstrate all that colleges offer – including the wide range of learning pathways and options open to students.
Choosing to study at college is the best way to start, change or develop a new career right on your doorstep. By coming together, Scotland’s colleges will show how they are the right choice for anyone – young and not so young – who wants to start or change their careers, and for businesses looking to develop their workforce.
During the week colleges will be offering taster sessions, tours, the chance to meet course tutors and members of Students’ Associations, who will be on hand to talk about clubs, societies and support. There are taster days and open evenings, and you can ‘learn to student like a pro’ with short talks on careers, the library and admissions.
At Edinburgh College, a number of curriculum areas are showcasing their courses and facilities during open events which also allow perspective students to meet lecturers and ask any questions they may have.
The following events are taking place:
Performing Arts Studio Scotland (PASS): Monday 25 March, 2-3.30pm at Granton Campus. Information on course areas including: Acting, Costume, Dance, Make up Artistry, Musical Theatre, Technical Theatre.
Enterprise and Commerce: Wednesday 27 March, 6-7pm. This is an online event – a joining link will be emailed to attendees 24 hours before the event starts.
Childhood Practice: Wednesday 27 March, 6-7pm at Sighthill Campus. Online joining is available on request in the form below.
Social Services: Wednesday 27 March, 6-7pm at Sighthill Campus.
Photography: Thursday 28 March, 1-3pm at Sighthill Campus.
Audrey Cumberford, Edinburgh College Principal, said: “We are delighted to be taking part in this year’s Big College Open Week, which is an important campaign for Scotland’s colleges to showcase our first-class courses and facilities.
“We look forward to welcoming prospective students on to our campuses to find out more about study options we have available here at Scotland’s Capital College.”
Marie Hendry, Chief Executive, CDN, said: “We are really excited for this year’s Big College Open Week. It’s all part of the Choose College campaign and aims to highlight the incredible opportunities colleges offer.
“The week will showcase the support and expertise that has helped countless pupils, school leavers, career changers, career developers, employers, graduates and apprentices to take the next steps in their journey.
“We want to get the message out to parents, grandparents, guardians, teachers, mature students and school pupils that college is so much more than a course – it offers pathways, experiences and qualifications that lead to real careers and future success.”
Decline in the number of specialist ASN teachers by 392 since 2013
Near doubling in the number of pupils with additional support needs since 2013
The Scottish Children’s Services Coalition (SCSC), an alliance of leading providers of specialist care and education to vulnerable children and young people, has called for greater resourcing to support those with additional support needs (ASN).
The call comes as new figures from the Scottish Government’s annual teacher census indicate that while the number of specialist ASN teachers has fallen to 2,898 in 2023, the number of those pupils with ASN has soared to a record high.
Between 2013 and 2023 the number of ASN teachers (publicly funded primary, secondary, special and centrally employed) has fallen from 3,290 to 2,898, a decrease of 392 teachers, representing a cut of 11.9 per cent.1
This fall is against the background of an increase of 96.8 per cent increase between 2013 and 2023 in the number of pupils identified with ASN, from 131,593 to 259,036, amounting to 123,628 individuals. This includes those with mental health problems, learning disability, autism and dyslexia, and currentlyrepresents more than a third of all pupils (36.7 per cent).2
In 2013, while each ASN teacher was supporting 40 pupils with ASN, by 2023 this figure had risen to each teacher supporting 89 such pupils.
Against a background of spending cuts and reduction in specialist support, the SCSC has called for greater resourcing from both the Scottish Government and local authorities to ensure that those with ASN, who are disproportionately drawn from poorer neighbourhoods, are getting the care and support that they need.
The coalition has also raised concerns about the effectiveness of a presumption of mainstreaming, meaning that all pupils are educated in a mainstream educational environment unless exceptional circumstances apply, without the necessary support.
A spokesperson for the SCSC commented: “It is vital that those with ASN get the care and support they need. This is also key if we are to genuinely close the educational attainment gap as we know that those with ASN are disproportionately drawn from poorer neighbourhoods.
“With cuts in support, including in the number of specialist teachers, it is going to be extremely challenging to reduce the current inequalities faced by those with ASN.
“While we also support the presumption of mainstreaming, which means that all children and young people are educated in a mainstream educational environment unless exceptional circumstances apply, it is clearly difficult to see how this is functioning properly given the fall in specialist support and increase in the number of those with ASN.
“The Scottish Government and local authorities need to work together to provide the necessary resourcing to address the needs of those children and young people with ASN, who represent some of the most vulnerable individuals in our society. “
Marginalised groups in Rwanda, Malawi and Zambia to benefit
Support to make quality education accessible to all in Rwanda, Malawi and Zambia has been strengthened with funding of £356,000 from Scottish Government for the Inclusive Education Policy Academy.
The Academy forms part of the World Bank’s Foundational Learning Compact (FLC) programme and is a hands-on professional development programme designed to improve access to education for some of these countries’ most marginalised groups, such as learners with additional support needs and women.
The launch marks the Scottish Government’s first participation in a World Bank programme and underlines the Programme for Government commitment to fostering inclusive education practices globally and supporting its partner countries in achieving equitable access to quality education.
International Development Minister Kaukab Stewart said: “We’re committed to supporting inclusive education worldwide and the World Bank’s FLC programme will help us take a significant step towards providing quality education for all in Rwanda, Malawi and Zambia, including marginalised groups.
“By providing resources into this transformative initiative, we will empower educators in our Global South partner countries to create environments where every learner can thrive.
“We look forward to seeing the positive impact the Academy will have on the lives of millions of people across the world, and particularly in our partner countries through our new partnership and funding.
“The support fits with our broader commitment to education programming as we strive towards achieving Sustainable Development Goals, particularly with increasing access for marginalised groups, which include girls and learners with additional support needs.”
Luis Benveniste, World Bank Global Director for Education, said: “We are thrilled that the FLC is the first World Bank fund to receive support from the Scottish Government.
“Children everywhere will welcome this new ally in the fight to strengthen and improve inclusive access to quality education. We look forward to working with our Scottish partners on this critical initiative.”
Scotland’s leading all boys boarding school, Merchiston Castle School, is opening its doors for an Information Morning on Saturday 9th of March.
Prospective families are invited to discover more about Merchiston, meet Department heads, and experience the world-class education Merchiston provide.
Held in the school’s impressive Memorial Hall, the Information Morning will be styled as a department fair offering families the chance to chat to Merchiston’s teachers, listen to students enthusing about their favourite subjects, speak to the Academic Leadership Team and find out more about what Merchiston can offer their son.
Merchiston’s Admission Team will be on hand to answer any questions parents may have and guide them through the admission process.
Edinburgh Pentlands SNP MSP Gordon Macdonald has welcomed the news higher education students can now apply to spread their student financial support package over a 12-month period for the first time this coming academic year.
The year-long package of support will be available for eligible undergraduate students from August 2024. The change will ensure that payments of relevant student loans and bursaries can continue throughout the summer months. This follows a successful two-year programme, which saw care experienced students being given the option of 12-month support.
Care-Experienced students will continue to receive additional support for their living costs under the Summer Accommodation Grant from Summer 2024. Students eligible for the grant – which will replace the Care-Experienced Accommodation Grant – will be entitled to a payment of up to £1,330 to help ensure they do not fall into rent arrears over the summer.
These changes will coincide with the £2,400 increase to the annual support package, which sees the main undergraduate funding package rise up to £11,400.
Commenting on the announcement Mr Macdonald said: “Coping financially as a student in Edinburgh can be extremely difficult but the changes announced to the way students can receive their funding will make a huge difference across the summer months.
“This is another example of the actions being taken by the Scottish Government to support students through the cost of living crisis. Scotland already has the lowest student debt levels in the UK, thanks to the commitment to free tuition and enhanced student support.
“We have a record number of students from Scotland’s most deprived areas applying to study at university and these changes to the student support package will contribute further in breaking down barriers and ensuring that access to our world-class institutions is not denied to anyone, whatever their background.”
