Research published today (Monday 10 March) by the Electoral Commission reveals that nearly three quarters of young people in Scotland (73%) think children and young people should learn more about politics in school or college.Young people are most interested in learning more about political parties and the difference voting makes.
The research, which surveyed 11 to 25-year-olds from across the UK, also found that 81% of young people in Scotland who live in homes where politics is discussed weekly or more often, say they are confident about voting compared to only 30% of young people living in homes where politics is never discussed.
More positively, young people who responded to the survey said that hearing about politics at school or college is, along with at home, the most trusted source of information – more so that TV or social media.
The Electoral Commission is calling for all young people in Scotland to have the opportunity to learn about democracy in school, with better support for educators to deliver engaging and effective lessons.
With the voting age being 16 in Scotland at Scottish Parliament and council elections, it is more important than ever to ensure young people understand our democracy and how they can play an active role in it.
Andy O’Neill, Head of the Electoral Commission in Scotland, said: “Young people should feel empowered to take part in our democracy, yet too many in Scotland feel disconnected from politics and uncertain about how decisions that affect them locally are made.
“It is crucial young people are equipped with the knowledge and confidence they need to engage with democracy and cast their vote.
“The Electoral Commission is expanding its work with schools and youth groups across Scotland to support democratic education, but meaningful change also requires updates to the curriculum and dedicated time for teachers to deliver democratic education in schools, ensuring all young people understand and participate in democracy.
“We will continue to work with the Scottish Government to encourage this positive change.”
The findings are being launched to mark the start of Welcome to Your Vote Week, the Electoral Commission’s annual campaign celebrating democracy and promoting further democratic education.
This year’s theme, ‘Get Informed and Get Involved,’ encourages young people to access accurate information on democracy and elections, helping them take the first steps to engage locally.”
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
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”
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.”
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.”
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.”
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.”
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.
THE First of its kind, Maybury Primary School has this week welcomed its first pupils – 25 excited P1 learners – into the brand-new school building.
The group of children, who have been based at neighbouring East Craigs Primary School since August 2024 are the first intake at the new school which will offer capacity for up to three streams, including 630 primary pupils and 128 nursery pupils. The next group of children will join the new school in August 2025.
The school’s catchment area includes the new housing developments in Cammo and West Craigs.
Maybury Primary School is built to the Passivhaus standard, a highly energy-efficient construction method that regulates air temperature in classrooms, creating a more comfortable learning environment. This approach supports The City of Edinburgh Council’s 2030 net-zero target by significantly reducing the building’s energy consumption.
The new primary school is part of the Maybury Community Hub and is the first school in Edinburgh to share a campus with a medical practice. The hub will maximise the use of its buildings, allowing local residents to access services close to where they live in line with the 20-Minute Neighbourhood strategy.
Councillor Joan Griffiths, Education, Children and Families Convener said: “It is great to see that the new Maybury Primary School has welcomed its first group of learners into the building.
“The head teacher and her team have worked hard to ensure that the transition from East Craigs Primary School into the new school is smooth for the P1 children and I know that they are all excited to get settled into their new school environment.
“The new building has been constructed to be fit for the future and the ‘hub’ model means that the building can be used by the whole community, which is fantastic. The construction of Maybury Primary School is part of a broader initiative to meet the needs of new families who have moved into the area, alongside working to achieve the Council’s ambition to meet future demands and support community growth.”
The funding system which covers universities, colleges and apprenticeships, as well as student support, will change in Scotland.
Under plans published today, responsibility for providing national training programmes, including apprenticeships, will move from Skills Development Scotland (SDS) to the Scottish Funding Council (SFC).
SFC’s responsibilities for funding further education student support will move to the Student Awards Agency Scotland (SAAS), bringing this together with SAAS’s existing responsibilities for higher education student support.
The plans are being taken forward following extensive consultation across the sector and legislation will be published in the coming weeks with the intention of making these changes in autumn 2026.
Higher and Further Education Minister Graeme Dey said: “We want to ensure that Scotland has a world-class skills system to meet the demands of the changing economy and that our £3 billon of investment in the tertiary skills system delivers the greatest impact for learners.
“The need for this change is now clear, with consultation responses and other evidence supporting reform to arrangements for post-school funding. These changes will help to reduce complexities and provide greater clarity around the roles and responsibilities of each funding body.
“We will now look to press ahead with the next stage in taking forward these changes, through legislation and other preparations. We also will work closely with SAAS, SDS and the SFC to reassure staff and ensure continuity of services.”
Helena Good founded education innovator not-for-profit Daydream Believers in 2019
For the last 20+ years, Helena has spearheaded partnerships with educators, employees and students to drive an innovative future workforce
Edinburgh-based Founder and Director of Scotland’s leading education innovator not-for-profit, Daydream Believers, Helena Good, has been recognised in the King’s Honours List and will receive an MBE for her services and commitment to championing innovation and entrepreneurship within education for young people following today’s announcement in the Birthday Honours List 2025.
Helena, originally from Newry in County Down, Northern Ireland, has lived in Edinburgh for over thirty years. Starting her career as a graphic designer, working for a variety of creative agencies across Scotland, it was as a graphic design lecturer for Edinburgh College that she found her passion for connecting educators, employees and students to drive change and innovation for those entering the workforce.
In 2019, Helena founded Daydream Believers which places creativity and curiosity at the heart of its work as key drivers for teachers and pupils to work together to unlock potential future skills.
Made up of ‘Dreamers and Doers’, and working with partners including Rockstar Games, LEGO and Skyscanner, Daydream Believers provides a free, ready to use, online resource bank for educators. The team also host interactive workshops with pupils and carry out training sessions for teachers.
Since starting Daydream Believers, Helena and her team have worked with 27 local authorities and 95 schools, reached over 6,000 pupils and over 200 teachers to embed creative learning journeys within their lesson plans.
This not-for-profit business has also launched the first Scottish Credit and Qualifications Framework (SCQF) Creative Thinking Qualification in Scotland which focuses on solving real-world challenges and saw over 1,000 students sign-up in 2024
Helena Good, Founder and Director of Daydream Believers, said: “Receiving an MBE is an incredible honour and feels truly special not just for me, but also for the entire Daydream team and my own family.
“I’ve always been passionate about education and the role creativity plays in shaping resilient, innovative futures. Working with inspiring partners both in education and business and being part of the Daydream Believers team has been a privilege. Working together we are unlocking potential and empowering both educators and students to think differently.
“This recognition is a reminder of the amazing things we can achieve together, and I’m so excited for the journey ahead as we continue to dream big, collaborate, and make real change happen.”
The Daydream Believers concept and model has already caught the interest of an international audience with Helena having recently been part of setting up the inaugural Creative Thinking Festival in Sydney Australia. The Daydream team has also connected learners and educators across 125 countries.
Daydream’s concept was recognised by the HundrED Global Innovation Awards (October 2022) as being one of the top 100 most impactful and scalable education innovations to watch out for, while The British Interactive Media Association identified it as one of the top ten UK digital experiences that would help to shape the industry and inspire a generation of digital professionals.
Ollie Bray, Strategic Director for Education Scotland, who works with Daydream Believers, said: “We are delighted that Helena has been awarded an MBE for services to education.
“This prestigious honour is a reflection of her unwavering dedication, passion, and hard work, as well as the profound and lasting impact she has made on Scottish education. Helena’s infectious enthusiasm, coupled with her pioneering work in creativity and project-based learning, has transformed approaches in both primary and secondary schools across Scotland.
“This recognition is richly deserved, and we extend our heartfelt congratulations to Helena on this remarkable achievement.”
Helena’s personal accolades include being inducted into The College Development Network Hall of Fame in June 2021 for the positive impact she had as a lecturer to students and the community.
She was recognised as a TES UK Lecturer of the Year (2020) which made her the first-ever winner from a Scottish College and took home the Creative Edinburgh Leadership award (2019) for inspiring the next generation of creatives through mentoring, teaching and leadership.
Ruth Cochrane, Head of Future Skills at the Glasgow School of Art and a Director of Daydream Believers, said: “I’ve known Helena since 2019 when I was one of the many representatives from across the creative and educational spectrum that she convened around the common goal of changing how creativity is taught in schools.
“Helena was uniquely able to allow us to leave our competing agendas and egos at the door and work together around this shared mission; to dream big and reimagine what education could and should be. Even more impressive than that, she is driving that vision into real change in the form of Daydream Believers.
“Thousands of young people across Scotland have had their school experience changed by Helena’s vision, and I’ve been privileged to witness the transformative effect Daydream Believers has on everyone who engages with it.
“Creative professionals have a meaningful way to contribute to the development of their future workforce, supporting teachers to rediscover their passion for the classroom and most importantly encouraging pupils to reengage with school and love learning.
“It is a total privilege to work with Helena and call her a friend, and I’m so delighted that her achievements are being recognised in this way.”
The King’s Honours List, made up of the ranks of Commander (CBE), Officer (OBE), and Member (MBE), are awarded for prominent national or regional roles, and to those making distinguished or notable contributions in their own specific areas of activity. Helena will be awarded her MBE in London in 2025, date to be confirmed.
First Minister John Swinney has officially opened two new schools in Dunfermline which were supported by £53.4 million of Scottish Government investment.
Based within the new state of the art Dunfermline Learning Campus, St Columba’s RC and Woodmill High School will provide education opportunities from primary school all the way through to college. The campus will also be home to the new Fife College which is expected to open in early 2026.
If the Scottish Parliament votes for the 2025-26 Budget, it will ensure councils share a record funding settlement of more than £15 billion which will help provide vital support for schools and education.
The opening of the two new schools also adds to the proportion of schools in “good” or “satisfactory” condition which has increased from 62.7% in April 2007 to 91.7% in April 2024.
The increasing number of high quality school buildings is supported by the Scottish Government’s £2 billion Learning Estate Investment Programme (LEIP) – delivered in partnership with local authorities. A further nine school projects included in the programme will open in 2025-26.
First Minister John Swinney said: “Investing in our children’s education is one of the most important investments we can make and my government is determined to continue to deliver progress in Education. The pupils of the two schools on the Dunfermline Learning Campus will be learning in state of the art and modern facilities.
“It is my pleasure to officially open the schools within the Dunfermline Learning Campus and to see this fantastic facility come to life which has been supported by over £53 million of Scottish Government investment.
“There is so much to be proud of in Scottish education, with literacy and numeracy at a record high and record numbers of our young people going on to university. Our budget will invest to ensure we can continue this progress.
“That is why I am calling on Parliament to unite behind the Budget and ensure we can drive further improvements in our schools, and deliver for our young people.”
Education Secretary Jenny Gilruth said: “The Dunfermline Learning Campus is a key example of the Scottish Government – in partnership with local authorities – delivering for local communities through the £2 billion LEIP. For the pupils attending these schools, this campus will be transformative for their education, for their families and for their future.
“I’m really pleased to see that community initiatives have been a focus during the building period. 814 weeks of apprenticeships have been supported for local young people and more than £56,000 donated to local community groups – putting community and social value at the heart of the campus.”
Mr Swinney attended a rather older ‘learning campus’ earlier this week when he returned to Carrick Knowe, his old primary school in Edinburgh.
Carrick Knowe opened 70 years ago this week and the school has been celebrating that special anniversary by creating an impressive exhibition highlighting key moments in the school’s history. Current pupils also performed a wonderful birthday celebration show – on the very same stage that young John Swinney himself will doubtless have performed as a wee laddie quite a few years ago!
St George’s School invited girls from 12 state and private schools across Edinburgh* to an event yesterday (Wednesday 11 December), Women in Computing, aimed to inspire, motivate and empower females from P6 upwards to take their first steps towards a future in computing and technology.
The event was opened and attended by the Cabinet Secretary for Education and Skills, Jenny Gilruth MSP.
A collaborative event, business leaders, former St George’s alumnae, and educators were brought together to provide a hands-on learning experience. There were keynote speeches, live panel discussions, Q&A sessions and interactive workshops, with students immersing themselves in cutting-edge technologies across fields like robotics, programming, AI, VR, and cybersecurity.
The mission of the event was to enthuse and empower girls, and highlight the range of careers available in technology, from leading, innovating to coding. The event featured successful women in the field, demonstrating to students that “if you can see it, you can be it.” Surrounded by role models, attendees saw first-hand what is possible.
With an impressive line-up, girls met and interacted with leaders shaping the future of tech, from companies like i-confidential, AND Digital, Storm ID, Smart Data Foundry, Global Logic, MoneyMatiX, Free Agent, Skyscanner and Turing Fest. There were also innovative demos and interactive games from real robots from the Robotics Lab at the University of Edinburgh, the National Robotarium, APRIL Hub and FCLabs. Girls learnt to code with dedicated coding sessions by Rewriting the Code, Amazon and dressCode.
Fields traditionally underrepresented by women, there is an ongoing crisis in computing science education across Scotland, with a recent report by Reform Scotland revealing that 66 secondary schools lack a dedicated teacher and only one in five girls take up higher computing science.
Data from dressCode, a Scottish charitable organisation that aspire to make a dent in the computing science gender gap, underscores the gravity of the situation by revealing that there has been a 25% decline in computing science teachers over the past 15 years, and that 50% of girls would consider studying computing science if they had more role models and encouragement.
It is vital now more than ever to encourage young women into this crucial field.
Rebecca, a P6 pupil from St George’s, said: “There were lots of interesting events today, and I’ve learned new things about robotics and areas of technology that I’ve never thought about before.
“It was also a great opportunity to meet other schools, make friends, and hear about the exciting robots.”
Charlotte, a P7 pupil from Blackhall Primary, said: “The entire audience was girls! It was great to learn more about science today, and the robots were so fun and cool.
“It was inspiring to see female role models and women doing these roles. I learned that in these jobs, not everything works the first time so you have to do lots of trial and error and try new things.”
Cabinet Secretary for Education and Skills Jenny Gilruth said: “We want all young people to be enthused by the wonder of STEM, and initiatives like Women in Computing help inspire girls and young women to consider the advantages of studying or pursuing a career in tech, which has been traditionally dominated by boys and young men.
“Positive role models can be extremely powerful in helping guide young people in their subject choices, which is why we are funding Scottish Teachers Advancing Computing Science (STACS) to support teachers in engaging, nurturing and inspiring the next generation of talent in their classroom.
“Women in Computing provides girls and young women from Edinburgh schools with a valuable opportunity to gain hands-on experience of what computing can offer them, and I was excited to meet pupils, teachers and exhibitors.”
Carol Chandler-Thompson, Head of St George’s School, said: “It was important for us to open up our Women in Computing event to other girls in Edinburgh.
“As well as there being a significant gender gap in computing, there is sadly also a lack of access to computing education in many schools. Over 32,000 students1 in Scottish secondary schools have no access to a qualified Computing Science teacher, and we know the issue is worse in areas with higher levels of deprivation.
“All of us at St George’s want to make a difference and play a role in reversing these trends by creating an environment that fosters girls’ interest in, and access to, technology. We were delighted to welcome brilliant speakers, exhibitors and pupils from across Edinburgh to our school.”
Toni Scullion, Founder of dressCode and Computing Science Scotland, said: “It was an honour for dressCode to be partnering with St George’s on this event, and the Scottish Teachers Advancing Computing Science group were equally proud to be supporting the day.
“Compared to other traditional STEM subjects, Computing Science has the largest gender gap and faces many challenges, a situation that has persisted for over a decade and unfortunately still does.
“While there has been some progress in overall uptake, including an increase in female participation, the progress is minimal. While this progress should be recognised, it is crucial that we avoid becoming complacent.”
Blessing Adogame, UK Community Development Manager at Rewriting the Code, said: “Rewriting the Code was really excited to support what was an incredible event at St. George’s.
“With girls comprising only one in five entries to Higher Computing Science in Scotland, we are committed to closing the gender gap and are bringing members from our community to provide vital representation and share their journeys to inspire more young women to see themselves in the tech industry.”
