Tag: education

Children’s Commissioner: Education reform’s glacial pace and wrong focus fails children

The Children and Young People’s Commissioner has urged the Scottish Government and authorities to urgently redesign education, so it works for ALL children.  

Commissioner Nicola Killean has made recommendations to improve the education system in a new report – warning that too many children are failing to thrive in the current set-up.  

The Commissioner and her team have spent over a year listening to children and young people’s current experiences of learning. The recommendations – which come both directly from children, and from the office – build on existing education reform reports and push for much more urgent and substantial change.  

Her recommendations in the report, called ‘“This is our lives, it matters a lot”: Putting children’s rights at the heart of education’, include:  

  • fundamental reform of the support and resourcing for children who have additional support needs   
  • a co-ordinated and adequately resourced national online education offer to support children who need and can benefit from that option for many reasons   
  • more equitable access to subject choice, as children can’t always study the things they want to  
  • ensuring the purpose of education is to prioritise the development of a child’s full potential, not be dominated by exam results  
  • accelerate the implementation of the Hayward Review, which will reform assessments and qualifications.  

Ms Killean said: “Too many children are being let down by our current system. Every child has a right to an education that develops their personality, talents, and abilities to their full potential.   

“We’ve had review after review, and the promise of change, but children in school feel no improvement. The pace of education reform has not only been glacial, but it is fundamentally focussed on the wrong areas. Time is being spent on restructuring adult agencies and not on addressing the needs of children within a system that is clearly failing them.   

“Children should be at the heart of shaping change to education, working alongside all those adults tasked with delivering it – government, decision-makers, and practitioners. Within education children are the ultimate stakeholders, and they have been very clear that they want change in education to be a priority for the government.  

“Many children need improved support – this includes disabled children, children with neurodivergent conditions, and those living in poverty. We can’t deliver a rights-respecting education when children’s needs are not recognised or met.  

“We have people trying to change the system from inside, we have examples of innovation that can make a huge difference to children, and we have vision for real change in the Hayward, Muir and Morgan Reviews commissioned by the Scottish Government.  

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The Commissioner’s Young Advisors were involved in the research and have made an accompanying film to the report. They visited schools with the Commissioner to work with children and hear their views.

One Young Advisor reflected after visiting schools: “This is our lives. This is what will impact us not only now…this will impact on our futures. It matters a lot to us, and all young people.”    

The report shares what children told the Commissioner and makes recommendations under the themes of culture, curriculum, personalisation and support, assessment and qualifications, and purpose.  

The Commissioner added: “We’ve made strong recommendations for those responsible for delivering education, including the Scottish Government, education authorities, and HMIE.

“All agencies should place children at the centre of reform – their strengths and insights are much needed. Children must not be excluded from decisions that affect their lives.   

“We recognise assessments, exams, and qualifications should be understood as part of the education system; they should not dominate the system. Older children told us they were stressed, had little time to relax and that exams had a lasting effect on their mental health.”   

The Commissioner added: “The Scottish Government – and others who have the power to create meaningful change – must deliver an education that has rights at the heart for every child.

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Coalition raises concerns as new figures highlight cuts in specialist support for vulnerable children to a record low

  • Decline in the number of specialist ASN teachers to a record low
  • More than doubling in the number of pupils with additional support needs since 2014

The Scottish Children’s Services Coalition (SCSC), an alliance of leading providers of specialist care and education to vulnerable children and young people, has raised concerns over cuts in specialist support being provided to those with additional support needs (ASN).

The call comes as new figures from the Scottish Government’s annual teacher census indicate that the number of specialist ASN teachers has fallen to a record low of 2,837 in 2024.1

In contrast, the number of those pupils with ASN has soared to a record high, now amounting to 40.5 per cent of the pupil population. 2 This includes those with mental health problems, learning disability, autism and dyslexia.

These numbers have been increasing for years. Indeed, more than doubling(102.4 per cent) over the last decade to 284,448  pupils, a rise from 140,501 in 2014, when those with ASN represented 20.8 per cent of all pupils.

Between 2014 and 2024 the number of ASN teachers (publicly funded primary, secondary, special and centrally employed) has fallen from 3,077 to 2,837, a record low and a decrease of 240 teachers.

In 2014, while each ASN teacher was supporting 40 pupils with ASN, by 2024 this figure had risen to each teacher now supporting 100 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. “

1 Scottish Government, Teacher census 2024 supplementary statistics, 25th March 2025, table 6.7. Available at: https://www.gov.scot/publications/teacher-census-supplementary-statistics/ (accessed 25th March 2025).

2 Scottish Government, Pupil Census 2024 supplementary statistics, 25th March 2025, table 1.5.

Available at: https://www.gov.scot/publications/pupil-census-supplementary-statistics/ (accessed 25th March 2025).

Charity sparks passion for Maths with Masterclass Series

  • Aberdeen charity, TechFest, concluded their Masterclass series this weekend, designed to encourage, inspire and engage young people in the art and practice of mathematics.
  • The eight-part ‘Maths Masterclass’ series, held at the University of Aberdeen, offered S2 pupils across Scotland a chance to explore mathematics beyond the classroom.
  • The project, sponsored by Serica Energy, wrapped up with the ‘The Million Dollar Equation’ masterclass presented by Oxford Mathematician and Youtuber Dr Tom Crawford at the University of Aberdeen.
  • Martha Gavan, Deputy Managing Director of TechFest, said: “Mathematics is the heart of STEM, and our mission is to show it’s more than numbers, it unlocks ideas, fuels innovation, and solves real-world problems. But it’s not enough for young people to simply hear about what’s possible, we want them to experience it firsthand, ask the questions that matter, and help them become the next generation of STEM leaders.”

Aberdeen charity, TechFest, concluded their Masterclass series this weekend, aimed at encouraging, inspiring, and engaging young people in the art and practice of mathematics.

The eight-part series aimed at 13–14-year-olds, covered a huge range of mathematical areas and topics, including diverse applications such as art, cryptography, programming, modelling and knot theory.

Taking place on Saturday mornings during term time, all classes featured 2.5-hour interactive sessions led by various STEM lecturers and presenters.

Among the speakers were Youtuber Tom Rocks Maths, Professor Mirela Delibegovic and Professor Ben Martin from the University of Aberdeen and Upstream Business Manager at Enquest, Adrian McBurnie.

The topics highlighted how math shapes the real world, from predicting tennis match outcomes and securing online transactions through cryptography, to advancing life sciences, including drug discovery and diabetes research.

The programme was a partnership between TechFest and Serica Energy, a UK-based independent energy specialist, further continuing TechFest’s mission to host fun initiatives that make STEM education more engaging and inclusive to young people throughout the country.

The Maths Masterclass series saw 14 schools from Aberdeen City & Aberdeenshire region take part. All students participating in the initiative had the chance to dive into each topic individually or in small groups, with guidance from the speaker and helpers to ensure accessibility for all.

The final masterclass, The Million Dollar Equation, was held at the University of Aberdeen by Oxford Mathematician and Youtuber Dr Tom Crawford which explores seven unsolved maths problems, each worth $1 million, from quantum mechanics to prime number patterns.

Martha Gavan, Deputy Managing Director of TechFest, said: “Our Maths Masterclasses are all about giving students real, personal connections with people who’ve been in their shoes, industry professionals who share their stories, their challenges, and the exciting paths they’ve taken in STEM.

“These sessions aren’t just university visits, they’re a chance to feel at home in an academic setting, to build the confidence to step into new opportunities, and to see that universities and careers in STEM aren’t just for ‘other people’, they’re for them.

“But more than anything, we want them to leave feeling inspired, capable, and excited about what lies ahead.”

The series encouraged students to take the opportunity to speak with a range of STEM figures and role models, learn about their career journey, challenges and find out the wide range of opportunities that are open to them with a career in STEM.

Students were invited to attend all eight masterclasses and provided with the opportunity to earn their CREST Discovery Day Award while completing the series.

Chris Kay, Chair of Serica’s Education outreach committee said: “We’re delighted to work with TechFest on the Maths Masterclasses, to help inspire young minds and prove that STEM learning can be both fun and engaging.

“The masterclasses offered opportunities for both teamwork and individual challenges, and it was great to see pupils growing in confidence as they worked with peers outside their usual friendship circles.

“This experience will not only help them build ambition but also equip them with valuable skills for their future careers.”

Over £4,900 a year for student carers

Extra money available to many in education

Carers in full and part-time education could be entitled to over £4,900 a year in financial support from Social Security Scotland.  

It is estimated that there are over 30,000 students at college or university in Scotland providing unpaid care for a family member, friend or neighbour. Research from Carers Trust Scotland shows student carers are four times more likely to drop out of their studies with a key reason being financial struggles.  

Together, Carer Support Payment and Carer’s Allowance Supplement could provide over £4,900 a year to unpaid carers. 

Carer Support Payment replaces Carer’s Allowance in Scotland, which was delivered by the UK’s Department for Work and Pensions (DWP). Unlike its predecessor, Carer Support Payment is available to many student carers in full-time education.   

Carer’s Allowance Supplement, only available in Scotland, is paid twice a year to people receiving Carer Support Payment or Carer’s Allowance. 
 
Students aged 16, 17 or 18 may be able to get Young Carer Grant if they aren’t eligible for Carer Support Payment. 

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Speaking to student carers and staff at Edinburgh College yesterday (Wednesday 19 March), Social Justice Secretary, Shirley-Anne Somerville, said: “We worked with carers and support organisations in designing Carer Support Payment to ensure it worked better for the people who receive it. Extending Carer Support Payment to more carers in education is an example of doing just that. 

“I recognise the challenges many students face juggling their studies with caring responsibilities and hope the increased support available provides additional financial security and helps them to complete their course.”  

https://twitter.com/i/status/1902349322710081935

Anna Vogt, Assistant Principal Student Experience at Edinburgh College said: “We are committed to supporting our student carers to be able to come to Edinburgh College and achieve their educational ambitions.

“We do this by individualising support for carers, engaging with carer organisations in our region and by designing systems that acknowledge our students have responsibilities and communities outside of college. 

“Colleges change lives and we are pleased that this new benefit will support more carers to think about becoming a student at any institution across Scotland.” 

Josh, a student at Edinburgh College, added: “The support from Edinburgh College has made a real difference to me and is very different from the support I received at school. It has been particularly helpful to be linked up with my local carer’s association – I didn’t know about them. Now I know about this new benefit, I’m going to explore a bit more about it.” 

The £4,900 a year calculation is based on a carer receiving a full year entitlement for Carer Support Payment (52 weeks) and Carer’s Allowance Supplement (a payment in June and then in December) at the 2025-26 rates coming into effect from 1 April 2025.      

Carers Trust Scotland works to transform the lives of unpaid carers. They estimate there are more than 30,000 students with caring responsibilities in Scotland. Student research report https://carers.org/downloads/resources-pdfs/young-adult-carers-at-college-and-university.pdf  

More support for Scottish universities

Further £10 million for Scottish Funding Council to support the university sector

Additional support is to be made available through the Scottish Funding Council (SFC) to support universities facing financial challenges.

Education Secretary Jenny Gilruth said an additional £10 million will be provided to the SFC to support higher education institutions such as the University of Dundee as they navigate current financial challenges.

It brings total additional support for the sector from the Scottish Government to £25 million, on top of the £1.1 billion in the 2025-26 budget for university teaching and research.

The Scottish Government will convene a range of expertise from across the higher education sector, government, and Dundee City Region to support the University of Dundee while it develops its Financial Recovery Plan. This is in addition to work already underway by the SFC, which engages closely with universities on financial sustainability.

Ms Gilruth said: “The Scottish Government is providing an additional £10 million support package to assist universities such as Dundee with navigating immediate financial challenges. This is on top of the £15 million of extra support previously announced for the sector in February.

“Ministers have held further meetings with the University of Dundee, unions and the Scottish Funding Council this week, building on the extensive engagement that has already taken place with the institution since financial issues came to light.

“Both the Higher Education Minister and I have conveyed our deep concern at the level of job losses currently being discussed at the University. While the University is an autonomous institution, it is our clear expectation that the University’s leadership works with us, and engages fully with staff and trade unions, to explore all options to protect jobs.

“Work will continue in the coming days to convene the right range of expertise from across government, the sector, and the wider city region to support the institution as it continues to develop its Financial Recovery Plan.

“Scotland’s universities play a pivotal role in the economy and wider society, and they must be supported to thrive into the future. This support package is another clear sign of the Scottish Government’s commitment to support the sector with financial challenges – challenges which have been compounded by UK Government policies on migration and employer National Insurance contributions.” 

Chief Executive of Scottish Funding Council Francesca Osowska said: “We welcome Scottish Ministers’ continued commitment to the tertiary sector and confirmation of this additional funding.

“Recognising the particular challenges facing the University of Dundee, we look forward to engaging with a wide range of partners to secure its continued success as a world-renowned University delivering excellent outcomes for learners and researchers and contributing to economic growth and social wellbeing.”

The additional £10 million capital funding has been identified from within the education portfolio.

Pupils and teachers recognised for challenging inequality through creativity at The Saroj Lal Awards

Winners announced in the annual Saroj Lal Awards

Primary and secondary aged learners along with teaching staff from across Edinburgh were honoured with awards at a ceremony held at the City Chambers on Thursday (6 March).

The awards, now in their third year, encouraged schools to nominate pupils’ work in any art form including the written word, technologies and multi-artforms, inspired by the award themes of equality, inclusion and diversity. Head teachers were also encouraged to nominate a staff team from their school whose collaborative work around equalities has adopted a creative approach and had an impact on the school or in the wider community.

Saroj Lal was one of the first Asian women to teach in a Scottish primary school when she began her role at South Morningside Primary School in 1970.

Her many successes included being at the forefront of race relations during a period of immense political and social change, delivering anti-racism training and starting the first local authority interpreting and translating service in Edinburgh.

Following her death in 2020, Saroj’s many achievements in equality, women’s rights, education, and community work are being formally recognised.

Entries were judged by a panel of esteemed judges including Saroj Lal’s son, Vineet Lal, Ethelinda Lashley-Scott, CEO of the Multi-Cultural Family Base (MCFB), Hardeep Kaur, winner of the 2024 GTC of Scotland Saroj Lal Awards and teacher at Portobello High School, Carol Tuzan, Wider Achievement & Lifelong Learning Manager (CLD youth and children’s work) along with a former Saroj Lal Award staff winner and two student judges, recruited for the first time, via school’s equalities groups and the youth parliament.

The award categories for pupils were as follows:

  • Proud to be Me: Communicates the young person’s personal expression of pride in their heritage, in their own culture and/or identity.
  • How Prejudice Makes Me Feel: Expresses young people’s feelings about any form of prejudice inflicted on themselves or others.
  • Artivism: Art expresses their views on social justice and challenges others to change and/or act differently.

The winners are:

  • Proud To Be Me – primary schools’ category: P7’s “The Quilt Group” at Currie Primary School
  • Proud To Be Me – secondary schools’ category: Pilrig Park School – A whole school Project
  • How Prejudice Makes Me Feel – primary schools’ category: Andrew Amanfo – P5 Ferryhill Primary School
  • How Prejudice Makes Me Feel – secondary schools’ category: Jesudarasimi Omaoya (Dara)- S3 Castlebrae Community Campus
  • Artivism – primary schools’ category: Duddingston Primary School – A whole school Project
  • Artivism – secondary schools’ category:  Farah Joma – S4 St Thomas of Aquin’s RC High School
  • Staff winner:  Laura-Jane Inglis. (Teacher of Modern Studies and Politics in the Faculty of Humanities)  James Gillespie’s High School
  • Judges Commendation Award 2025 is: Hazel Li S1 Craigmount High School

Councillor Joan Griffiths, Education, Children and Families Convener, hosted the awards and said: “Most of us will be able to recall an inspiring or memorable teacher and Saroj Lal raised the bar in leading the way during her lifetime, and she continues to inspire Edinburgh learners through the legacy she left behind.

“Now in their third year, the awards recognise the work schools and pupils are doing to champion equality and promote diversity. It’s fantastic to see that so many schools have submitted entries this year, from art works, poems, films and animation, the entries this year include a real mix of mediums and at such a high standard.

“I want to congratulate the winners, and acknowledge all those who submitted an entry, for their creativity.

Vineet Lal, said: “The quality of entries this year has been outstanding and I want to thank pupils and staff across Edinburgh schools who have put so much thought and creativity in to their submissions this year. I have been blown away by the different ways that the art works have captured and showcased the themes of equality and diversity.

“Saroj was a force for good in her community and beyond, championing social justice and equality for all. She would be extremely proud to see that the awards in her name are now in their third year and that children and young people continue to be inspired by her pioneering work.”

Judges:

  • Vineet Lal, Saroj Lal’s son
  • Ethelinda Lashley-Scott, CEO of the Multi-Cultural Family Base (MCFB)
  • Hardeep Kaur, winner of the 2024 GTC of Scotland Saroj Lal Awards and teacher at Portobello High School,
  • Carol Tuzan, Wider Achievement & Lifelong Learning Manager (CLD youth and children’s work)
  • Elaine Oram, winner of the Saroj Lal Awards staff category last year and teacher at James Gillespies High School
  • Yashasvi Soni, student judge and S6 Pupil at Leith Academy
  • Scarlet D’Mellow, student judge and pupil at  Liberton High School

Where Do We Draw The Line? New study reveals shocking lack of awareness around abuse of older people

Punching and threats not seen as abuse to a quarter of respondents

A new study highlights a significant lack of awareness among university students about the abuse experienced by older people, according to recently released findings from lead researcher Dr Jennifer Storey with support from leading abuse prevention charity Hourglass.
 
Researchers Dr Jennifer Storey, Rhianna O’Brien and Dr Silvia Fraga Dominguez have found in their work that 25% of those surveyed (predominantly university students) did not view punching, kicking, threats, or theft towards older people as acts of abuse.
 
Likewise, over 1 in 4 (29% and 28%) respondents did not see taking an older person’s precious items, or spending an older person’s money without consent, both forms of economic abuse, as abusive acts. While 25% did not view sexual advancement without consent towards an older person as abusive.
 
Hourglass is the only UK-wide charity dedicated to calling time on the abuse, harm and exploitation of older people and the charity is calling for major improvements to the public’s understanding of the abuse of older people.
 
Recently released research from Hourglass suggests that the abuse of older people costs the UK economy over £16 billion every year and if current trends continue, the figure could rise to as much as £25 billion by 2050.
 
Danny Tatlow, Research and Policy Officer from Hourglass, said: “A lack of public understanding of the abuse of older people forms a key barrier to help seeking by older victim-survivors. Inadequate support solutions for older people, and a corresponding perception amongst older people that there is no alternative to abuse, or fear they will not be believed, helps continue violence and abuse.
 
“The abuse of older people continues to remain a taboo policy area, forgotten by politicians and the public. It’s time that we gave older victim-survivors their due and that they receive the same recognition as other demographics”

SAFER AGEING– what does growing old in the UK look like__Layout 1Download


 
The study builds upon the findings from Hourglass’ 2020 ‘Growing Old in the UK’ survey, which identified low public understanding of abusive behaviour towards older adults.

Veronica Gray, Deputy CEO and Director of Policy of Hourglass, said:
“Whilst, on the face it, the fact that young people having less of an understanding around abuse of older people seems obvious, this is actually a deeply worrying issue. This shows that the very people we are seeking to educate around this growing epidemic of abuse are less aware than ever.
 
“However, younger people are not alone. Data from a 2024 follow up to our “Growing Old in the UK” survey, which we’ll release in full in 2025, indicates that awareness and understanding of abuse remains critically low among all adults, not just university students.
 
“Our report found that 23% of people surveyed across the UK did not view ‘inappropriate or unwanted sexual comments or acts’ as abusive to older people. A quarter of respondents did not find ‘taking items from an older relative’s home without asking’ as abusive either. This is extremely worrying and adds a new level of concern in dealing with the issue.”
 
Lead researcher on the project Dr Jennifer Storey, Senior Lecturer in Forensic Psychology at the University of Kent said: “We were taken aback by our findings; everywhere that I have presented them I’ve been met with shock and concern from fellow researchers and practitioners. Knowledge and practice in the area of older adult abuse lags other forms of violence.

“I hope that this study can help to call attention to this issue, the work needed, and the importance of education and safeguarding for the older adults that we care for and will one day become.”
 
“Where Do We Draw the Line? Perceptions of Abuse of Older Adults and Their Association With Ageism”
https://academic.oup.com/psychsocgerontology/article/80/1/gbae190/7906484

Fundamental review needed of planning and resourcing of additional support for learning

The Scottish Government and councils must fundamentally rethink how they plan, fund and staff additional support for learning as part of core school education in Scotland.

Since legislation in 2004 to make additional support for learning (ASL) more inclusive, there has been an eight-fold increase in pupils recorded as receiving ASL; currently 40 per cent of Scottish pupils – or 285,000 children – receive ASL. Almost all support is now delivered in mainstream classrooms, and it has become an increasingly central part of what teachers do.

The Scottish Government failed to plan for the impacts of this inclusive approach, and poor data means it is not possible to determine the scale, complexity and nature of needs across Scotland. The Scottish Government and councils urgently need better information to understand pupils’ needs and appropriate level of resource to support them.

Existing measures show a wide gap in outcomes for pupils receiving additional support compared with other pupils, including being more likely to be absent or excluded from school. More appropriate ways of measuring the achievements of pupils who receive ASL are still to be developed.

Stephen Boyle, Auditor General for Scotland, said: “The Scottish Government has failed to plan effectively for its inclusive approach to additional support for learning. Current gaps in data mean it is unclear whether all children’s right to have an education that fully develops their personality, talents and abilities is being met.

“The Scottish Government and councils urgently need better quality data to understand pupils’ additional support needs and the resources required to provide support to enable all pupils to reach their full potential.”

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Ruth MacLeod, Member of the Accounts Commission, said: “Councils and the Scottish Government must fundamentally rethink how additional support for learning is planned and provided as a core part of Scotland’s school education.

“This includes reviewing how mainstream and special education is provided to meet current and future additional support needs and demands.

“It is critical they work with pupils, parents and carers and staff throughout this process.”

COSLA’s Children and Young People Spokesperson, Councillor Tony Buchanan @antbuc1), has commented following report published today about Additional Support For Learning from the Auditor General and Accounts Commission.

The Auditor General and Accounts Commission published a briefing paper on additional support for learning (ASL) on 27th February 2025. It makes a series of recommendations to Scottish Government and Councils, touching on data, measuring the outcomes of children and young people with additional support needs, funding, workforce planning and school buildings.

The COSLA Children and Young People Board will discuss the briefing at their meeting on 7th March.

Councillor Tony Buchanan, said: “Local Government is fully committed to supporting all children and young people to learn and to providing opportunities so that they can realise their full potential. The briefing paper published by the Auditor General and Accounts Commission on additional support for learning is welcomed.

The COSLA Children and Young People Board will be updated next week, with an initial consideration of the recommendations. COSLA, alongside the Scottish Government, co-chair the Additional Support for Learning Project Board.

“There will be an opportunity for the project board to consider the recommendations fully when they meet next month and consider how these can inform their priorities.”

briefing_250227_additional_support_for_learningDownload

Scottish Schools explore real-world Maths with new programme

  • Aberdeen charity, TechFest, has launched its ‘Maths into Wind’ programme in celebration of mathematics and its real-world applications across Scottish schools.
  • ‘Maths into Wind’ is the latest programme in TechFest’s ‘Maths into’ series; an exciting initiative for S2-S4 students to witness firsthand how mathematical concepts taught in classrooms translate in industry context.
  • The project, sponsored by Stromar Offshore Wind Farm, kicked off with an event day in Fraserburgh, where schools could travel and experience the content in one day. A further format is also being delivered in Bucksburn Academy using a modular approach, allowing a longer term and tailored approach to suit pupils needs.
  • Martha Gavan, Deputy Managing Director of TechFest, said: “Maths is at the heart of innovation, and ‘Maths into Wind’ helps students across Scotland see its power in action. By exploring real-world applications and connecting with industry professionals, we’re inspiring the next generation of STEM leaders.”

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TechFest, an Aberdeen-based charity, has launched ‘Maths into Wind’ to celebrate mathematics and showcase its practicality in the workplace.

The initiative, designed for S2-S4 secondary school students, kicked off with an event day in Fraserburgh, giving students the chance to engage with hands-on STEM experiences in just one day.

Sponsored by Stromar Offshore Wind Farm, the programme enabled students to explore the mechanics of electrical generation, compare energy sources and tasked them with real-world challenges like designing their own wind farm.

It was also made available in a six-week modular format in Bucksburn Academy, offering flexible learning for schools and pupils.

Both methods of delivery entailed interactive presentations, hands-on demonstrations and practical calculations to explore energy concepts and the power of wind generation.

TechFest is a charity focused on making STEM education more engaging and inclusive in schools throughout the country whilst helping to connect STEM to various sectors and delivering a new generation of talent for the industry.

Martha Gavan, Deputy Managing Director of TechFest, said: “Our ‘Maths into Wind’ programme demonstrates how the skills students are learning in the classroom can be applied in an industry context.

“We want to use our industry connections to create real opportunities for students. By connecting them with professionals in the field, we’re not only making STEM more engaging, but also changing the status quo in STEM education.

“Together, we’re helping inspire the next generation to explore STEM and opening doors to exciting future career opportunities.”

The programme was sponsored by offshore wind farm, Stromar, as part of TechFest’s mission to host fun initiatives that make STEM education more engaging and inclusive in schools throughout the country.

Nicholas Ritchie, Project Director at Stromar, said: “We’re really excited to partner with TechFest on this mission to show students how maths applies in the real world and help them see its practical value.

“’Maths into Wind’ provides a fantastic opportunity for young people to gain hands-on industry experience while building their ambition and confidence as they take their first steps in their career.”

Jon Scally, teacher at Bucksburn Academy, said: “‘Maths into Wind’ has allowed our pupils to gain hands-on experience while deepening their understanding of wind energy.

“With the support of the team at TechFest, we’ve seen them grow in confidence and develop the skills they need to showcase their knowledge of the industry.”

The project-based learning programme is the second instalment in TechFest’s “Maths into” series, which aims to reduce barriers to STEM engagement and attainment across Scottish schools.

The ‘Maths into’ series also includes ‘Maths into the Energy Mix’ and the third instalment, ‘Maths into Hydrogen’ is set to be released later this year.