Tag: education

No place for abuse and intimidation at May election: Electoral Commission

The Electoral Commission is calling for the Scottish Parliament Election on May 7 to be free of abuse and intimidation. 

In recent elections, candidates have faced unacceptable behaviour while campaigning, including harassment, threats and physical intimidation. Following the UK Parliament General Election in 2024, Commission research found over half (55%) of candidates felt that they had some kind of problem with harassment, intimidation, or abuse, with one in ten (13%) reporting it as a serious issue. 

This led to more than half (56%) of respondents avoiding some kind of campaign activity due to fear of abuse. Women were also found to be twice as likely, and ethnic minorities three times more likely, to report serious abuse. 

With the poll still six weeks away, the Electoral Commission is acting now to tackle the issue alongside partners including the Electoral Management Board for Scotland and Police Scotland. This includes supporting electoral administrators to ensure the safe and effective delivery of the election, including through providing guidance on their powers at polling stations and the count, so everyone can participate freely and without intimidation. 

The Commission has published a set of principles to guide campaigning at the May elections, with a focus on maintaining respect, safety and honesty during robust debate. Created in response to recommendations made by the Speaker’s Conference on the security of MPs, candidates and elections, the principles build on common themes across parties existing codes of conducts, and aim to put in place a common, minimum standard of behaviour, to make sure that campaigners feel supported and protected.  

Education also plays a critical role in tackling abuse by preparing young people to participate in democracy. The Commission is delivering democratic education for young people and New Scots to support media literacy and improve understanding of the role of the Scottish Parliament and its politicians.   

Cahir Hughes, Acting Head of the Electoral Commission Scotland, said: “Abuse and intimidation should not be seen as part of the job for candidates , elected officials or electoral staff. This behaviour is unacceptable and harms democracy. 

“Clear principles to help people take part in respectful campaigning are available, and we would encourage all parties and candidates to engage with the safety resources and briefings provided by Police Scotland. 

“We will also continue to speak out against online harassment and threats directed at those taking part in elections and have made recommendations to social media companies to strengthen their response to abusive content.” 

Malcolm Burr, Convener of the Electoral Management Board for Scotland, said: “Returning Officers and their staff will not hesitate to exclude anyone from polling places or the count if they disrupt proceedings.   

“Any poor behaviour from candidates and agents undermines trust in the whole system. Voters must have confidence that the election will be run in a free, fair and safe manner for all.” 

Chief Superintendent Neil MacDougall, Police Scotland, said: “Advice and briefings are being provided by Police Scotland to maximise the safety of candidates, minimise any risk of disruption and ensure a peaceful democratic process. All reports of criminality will be subject to an investigation. 

“We continue to work with partners, including the Electoral Commission, and will liaise closely with local authority returning officers across Scotland regarding security at polling places.” 

NO such problems at the Edinburgh Northern Hustings organised by Drylaw Telford Community Council at Drylaw Neighbourhood Centre last night.

It was all very civilised – we even had a Conservative candidate agreeing with his Communist opponent! – Ed.

Edinburgh pupils take part in pioneering sustainability skills showcase at Powering Futures Live

Pupils from across Edinburgh took to the stage at Murrayfield Stadium and Easter Road Stadium this week as they participated in Powering Futures Live – a series of regional showcase events which brought over 2,000 pupils from across the country to some of Scotland’s most iconic venues to present to, and network with, over 300 business leaders working across Scotland’s economy. 

Across the city, 225 pupils from seven schools – St Augustine’s RC High School, Trinity Academy, Balerno Community High School, Liberton High School, Drummond Community High School, Craigmount High School and Portobello High School – have spent the past 30 weeks working in teams to research, develop answers to real world challenges posed by leading Scottish businesses.

They then delivered their work in a presentation to a panel of professionals working in leading businesses across the Lothians, including Aecom, HSBC, PwC and Hitachi Rail, where they presented their innovative solutions.

Powering Futures Live, which was sponsored by Zero Waste Scotland, marks the end of a year-long journey for participants in the Powering Futures Schools Challenge Programme, bringing education and industry together for a series of regional events at Ayr Racecourse, The Crichton, Stirling Court Hotel, Pittodrie Stadium, Ross Country FC, Hampden Park, Easter Road and Murrayfield stadium.

This academic year marked the largest participation in the Powering Futures programme to date, with over 100 schools across the country and around 2,300 pupils taking part for 2025-2026.

Having undertaken their final presentations at Powering Futures Live, all participants are now expected to earn an SCQF Level 6 qualification – equivalent to a Scottish Higher. 

The challenges for this year’s cohort were set by leading Scottish industries, reflecting the priorities shaping Scotland’s future economy:

  • Seafood Scotland – ‘Fish-Tales’: Helping Scots to rediscover their local superfood by designing a campaign that reconnects Scottish people with local sustainable seafood 
  • Vital Energi with the Centre for Net Zero High Density Buildings (CeNZ-HighDB) and HCI Skills Gateway – ‘Hot Stuff’: Design a town for 2,500 new homes that showcases the opportunities that new heating technology offers – creating communities where heating is affordable, efficient and low carbon
  • BAM and Siemens Energy – ‘Watt’s Next?’:  creating a nine-month timeline of experiences and events that redesigns how young people can discover careers in clean energy, and be connected with potential employers
  • SSEN Transmission – ‘Power-Up’: Create a plan for moving the equipment and materials for new electricity infrastructure to a remote environment whilst minimising the impact to local communities and the environment. 

Industry mentors from these organisations worked directly with pupils in the classroom, guiding their research and helping develop creative solutions, directly bridging the gap between education and business and helping employers to engage with the workforce of the future. 

Powering Futures was established in 2020 to empower young people with the skills, critical thinking and confidence to enter the workplace. At its heart is the Powering Futures Challenge Programme, which tasks teams of S5 and S6 pupils with solving a problem set by industry.

The programme supports pupils in developing skills in teamwork, problem-solving and presenting, and culminates with pupils presenting their creative solutions to a panel of industry judges. At the end of the process, participants will gain a SCQF Level 6 qualification, equivalent to a Scottish Higher. 

Jennfier Tempany, Co-Founder of Powering Futures said: “We were delighted to have 225 pupils from across Edinburgh attend Powering Futures Live at Murrayfield and Easter Road this week, and we were blown away by the innovation and creativity in their final presentations.

“This has been our biggest cohort of young people taking part in the Powering Futures Challenge programme, and Powering Futures Live marks the pinnacle of their exciting journey. 

“What makes Powering Futures Live so special is the way it brings education and business directly together, giving young people the opportunity to showcase their talent, harness their skills and present the solutions they have collaborated on for the past year. 

“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 future.”

Jeni Adamson, Industry Engagement Manager at Seafood Scotland said: “As both a student mentor and challenge setter, I’ve been fortunate enough to experience the journey from the classroom to final presentations.

“The commitment and creativity displayed by the students at the live events I have attended has been outstanding, and the quality of solutions presented across all challenges has been incredibly impressive. 

“Every student I’ve encountered on the programme has grabbed the opportunity with both hands, which is inspiring to see.”

Easter study support 

Free webinars for senior-phase school pupils

Young people across Scotland studying for Senior Phase qualifications will have access to free online Easter Study Support.

The webinars provided by e-Sgoil are delivered by secondary teachers covering multiple subjects over National 4, National 5, Higher and Advanced Higher levels.

Registration for the extensive programme of webinars is now open, with sessions scheduled to run throughout the week beginning 6 April. 

The Easter programme, now in its fifth year, has been developed as part of the Scottish Government-funded National e-Learning offer and continues to grow in both reach and impact.

Cabinet Secretary for Education and Skills, Jenny Gilruth, said: “I welcome the continued success of e‑Sgoil’s Easter Study Support programme, and I’m pleased the Scottish Government has been able to continue to support the provision of high‑quality revision opportunities for senior phase pupils at a crucial point in the school year.

“Last year’s participation and overwhelmingly positive feedback show the real value of this national offer in building confidence and reducing anxiety ahead of exams. The programme reaches young people in every local authority and strengthens the wider support available in Scotland’s schools.”

Last year 4,287 registered for a total of 18,100 webinar places, representing an increase of 689 learners on the previous year.

Commenting, e-Sgoil Study Support Programme lead Rhona Johnstone added: “We are delighted to offer the Easter Study Support programme to Senior Phase learners across Scotland yet again this session and pleased to see the programme reaching more learners year on year. 

“The evidence of the impact that both the Easter and Evening Study Support programmes has on the learners ahead of assessments and exams can be seen in the feedback received from those who have participated in previous years.” 

Improving behaviour in schools

Ensuring safe environments for pupils and staff

Clear progress is being made across all 20 actions set out in out in a national plan aimed at improving relationships and behaviour in schools, according to a newly-published report.

The second annual progress report on the joint action plan details the work undertaken in the last 12 months to address areas including guidance on consequences and on risk assessments for schools.

Updated Scottish Government guidance has also been published on attendance, along with new guidance on substance use, now covering vapes, and on a whole school approach to tackling racism. These were among the recommendations of the 2024-27 blueprint to improve relationships and behaviour in schools.

Work is also ongoing on to provide future guidance in other areas, including the recording and monitoring of violent incidents.

Education Secretary Jenny Gilruth said: “Scotland’s schools should be safe and consistent learning environments for everyone and clearly the vast majority of children and young people behave well.

“However, we know there has been an impact on behaviour as a result of issues including the COVID-19 pandemic and the cost of living crisis. So I am heartened to see the clear progress being made to implement the measures set out in the action plan to address this.

“The challenges of the post-COVID-19 generation of young people is reflected in the updated guidance on attendance to deal with the use of part-time timetables, long-term, persistent absence, as well as young people who are in school but absent from classes.  

“Vaping has also been identified as an emerging trend among some young people at school, so the new guidance on substance use will allow local authorities and Head Teachers to develop or update local policies to deal with this. Taken together this newly-published package of guidance addresses all the all emerging patterns of behaviour identified in our Behaviour in Scottish Schools Research.

“The action we are taking will help ensure that teachers and schools can deal with issues in ways that are appropriate and also respond to the needs of each individual child.”

Second annual progress report on the Relationships and Behaviour in Schools Action Plan 2024-27.

Landmark deal for teachers

Scotland’s teachers to benefit from fully-funded classroom hours reduction

Scotland’s teachers will see a reduction in class contact time after a landmark agreement was reached – averting industrial action in schools.

A weekly reduction of 90 minutes will be introduced on a phased basis, with primary school teachers and those working in special schools benefiting from August 2027. Secondary school teachers will follow two years later.

The Scottish Government has committed to meeting the full cost of implementing this agreement, including £40 million in 2026-27 for the recruitment of additional teachers required to deliver the change.

Further funding to support this deal will be provided from 2027-28. An additional recurring investment of £1 million will be made to support rural and island communities that face challenges in recruiting teachers.

The deal was agreed by the Scottish Government and the EIS earlier this week before being ratified by COSLA during a meeting earlier today.

Education Secretary Jenny Gilruth said: “This is a significant milestone for Scotland’s teaching profession. I am delighted that we have been able to reach a deal that works for teachers, parties in local government and most importantly our children and young people.

“I want to thank the EIS in particular for their constructive engagement and dialogue. This deal shows what can be achieved when we all work together in the interests of children and teachers. 

“Avoiding industrial action was essential – particularly at this critical time when pupils are preparing for their exams. This agreement ensures that any potential disruption to their learning has been averted.

“By giving teachers more protected time, we are taking meaningful action to reduce workload and stress, supporting a healthier, more sustainable teaching profession that will deliver better outcomes for children and young people across Scotland.

“This is a landmark investment in the teaching profession and in the quality of education that every child and young person in Scotland deserves.”

First Minister John Sweeney added: “I am pleased that agreement has been reached with the EIS and COSLA to suspend planned teacher strikes.

“This deal supports teachers, protects learning time for pupils, especially those preparing for exams, and shows what can be achieved through constructive partnership.”

COSLA Resources Spokesperson, Councillor Ricky Bell, commented: “COSLA Leaders met this morning (Friday) to consider the issue of Reduced Class Contact Time (RCCT) and the potential for industrial action by members of the Educational Institute of Scotland (EIS).

“Following considerable deliberations among council leaders, COSLA agreed to support the proposed way forward – fully funded by Scottish Government – which we expect will enable the EIS to rescind their notice to strike.

“The joint statement agreed with the Scottish Government and the EIS commits Local Government to developing implementation plans for the introduction of Reduced Class Contact Time of 90 minutes per week. We recognise that concessions have been made on all sides.

“Despite concerns being expressed by councils, in the interests of reaching a constructive way forward and attempting to avert planned strike action, Leaders have agreed to support the joint approach. Throughout implementation, COSLA will always prioritise what is in the best interest of children and young people.

“Further detail will be negotiated through the SNCT.”

The EIS has announced that it is suspending all planned industrial action over teacher workload, following an agreement being reached between the EIS, Scottish Government and Convention of Scottish Local Authorities (COSLA).

A draft agreement, approved earlier this week by both the EIS and Scottish Government, was also approved by COSLA leaders at a meeting earlier today.

The draft agreement, as approved by all three sides, will now pass to the Scottish Negotiating Committee for Teachers (SNCT) for formal approval and implementation.

The agreement will deliver the promised 90-minute per week reduction in the maximum class contact time for teachers as a means to tackling excessive teacher workload and to provide more time for teachers to undertake important areas of activity such as the preparation and correction of pupil work.

Commenting today, EIS General Secretary Andrea Bradley said, “The EIS is extremely pleased that a negotiated outcome, which has been approved by all sides, has now been achieved in this long-running dispute.

“This agreement will have a positive impact on teacher workload and will help to create more jobs for the many newly and recently qualified teachers currently seeking secure employment in schools across Scotland.

“This is a positive outcome for Scottish education, and for teachers and pupils. It will deliver more teachers into our schools, with a positive impact on teacher workload and the creation of an improved learning environment and experience for pupils.”

Ms Bradley added, “It is the collective strength of Scotland’s teachers, working through the EIS, that has delivered this positive outcome.

“We are extremely pleased that both the Scottish Government and COSLA have listened to the very clear message that was sent by EIS members, and have now agreed the way forward on these positive changes for Scottish education.

“This agreement will help to deliver a brighter future for our schools, and for all teachers and pupils across Scotland.”

Strengthening additional support for learning

Delivering better experiences for learners, teachers and practitioners to thrive

A rapid review of Additional Support for Learning (ASL) has set out recommendations to ensure young people’s evolving needs continue to be met across Scotland.

Professional Education Advisor Janie McManus’ expert review of ASL said that clearer expectations, stronger pathways to support across education, health and social care, and early interventions should underpin the next steps in delivering Additional Support Needs (ASN) provision in schools.

Education Secretary Jenny Gilruth welcomed publication of the review outcomes and accepted the recommendations in a speech to practitioners – the first in a series of national events on ASL convened by the Scottish Government.

In her address, Ms Gilruth also confirmed that an app to streamline administrative tasks and free up teachers’ time to focus on pupil needs would be rolled out more widely later this year, backed by £700,000 government funding, subject to the success of ongoing pilots in six council areas.

Ms Gilruth said: “I am grateful to MSPs from across Parliament for their constructive engagement on the additional support needs review. I am also thankful to Janie McManus for leading this short, sharp review into ASN, with clear recommendations for the next Scottish Government to address.

“The pandemic was an undoubtedly challenging time for schools, but none more so than for our additional support needs pupils. It is with the needs of those young people in mind, that we have come together to work collegiately to drive the improvement we all want to see in Scotland’s inclusive schools.

“Across the country our teachers and school staff display extraordinary commitment working with pupils with ASN to provide a nurturing, supportive environment. Through our investment in the CivTech programme, we are seeing how technology can be harnessed to cut the time spent on paperwork and free up valuable time for teaching and learning, helping ensure teachers and school staff have the time to focus on what matters most – their pupils.”

COSLA Children and Young People Spokesperson Cllr Tony Buchanan said: “We welcome the final progress report on the Additional Support for Learning Action Plan.

“Six years after Angela Morgan’s review, progress has been made, though more remains to do. We now better understand the needs of children and young people, supported by new tools and stronger partnerships.

“Local and Scottish Government must continue working together with a shared vision that enables local and individualised approaches. We note Janie McManus’s report and will consider it jointly with Scottish Government.”

A spokesperson for the Scottish Children’s Services Coalition commented: “While we welcome the outcomes of the expert review on additional support for learning (ASL), including the call for timely access to specialist services across education, health and social care, and early intervention, there needs to be adequate resourcing in place to turn this vision into a reality.

“Across the last decade, spending per pupil on ASL has declined by almost a third, and there have been cuts in the like of specialist ASN teacher numbers, which have been slashed by 240 over the same time period. We are facing a lost generation of vulnerable children and young people who are not getting the care and support they so vitally need.

“We would urge the Scottish Government to prioritise the windfall that will come from proposed increased spending on those with special educational needs and disabilities (SEND) in English schools, on those Scottish pupils with ASN.

“With more than two out of five pupils identified with additional support needs, and the Scottish Parliamentary elections forthcoming, we would additionally urge the political parties to concentrate on this issue as they draft their manifestoes and for the public to focus on what these parties intend to do if voted into office.”

Institute of Physics launches The Eurekas 2026 for 11–16-year-olds

This year’s competition asks, “How can physics make your home ready for the future?” 

The Institute of Physics (IOP) has today opened entries for The Eurekas 2026, its national physics competition for young people aged 11–16 across the UK and Ireland. 

Now in its fifth year, the competition challenges students to explore this year’s theme: “How can physics make your home ready for the future?”

From cleaner energy and smarter technology to sustainable materials and healthier living spaces, The Eurekas invites 11–16-year-olds to apply physics to the place they know best — home — and imagine how science can shape tomorrow. 

Open to individuals and small groups, the competition encourages creativity and scientific thinking. So, entries can be of any kind of format, including: short videos (up to 90 seconds), written pieces (up to 600 words), artwork, models or design concepts.

All entries must clearly connect to physics and be submitted online by a parent, carer or teacher via the competition website. 

Prizes include a top award of £1,000/€1,200, two runners-up prizes of £500/€600, and additional awards across age categories. Every participant will receive a digital certificate celebrating their achievement. 

Previous years have seen imaginative and inspiring entries exploring physics, including how physics shapes the way different animals perceive the world, how aerodynamics helps bowlers control the movement of a cricket ball, and how physics, music, and ballet show how science and art can work together. 

Sarah Bakewell, Head of Equality, Diversity and Inclusion at the Institute of Physics, said: “Today, young people are already thinking about the future — from how climate change matters to them, to how technology plays a role in their lives. 

“The Institute of Physics’ Eureka competition gives young people the chance to turn those ideas into actual solutions; creative, physics-powered and usually quite brilliant!

“Physics is for everyone – and young people from every background can use science to shape their future. Whether it’s designing smarter homes, improving energy efficiency or reimagining everyday objects that make a difference to how we live, we cannot wait to see how young people can use physics to have their very own Eureka moment!”

The competition is free to enter.

Full details, inspiration from previous submissions and entry guidance can be found at theeurekas.co.uk, with entries submitted via theeurekas.co.uk/submit. 

Entries are now open and the closing date for submissions is Monday, 8 June 2026. 

Scottish Government hails success of free music lessons

More than 70,000 pupils benefitted from free instrumental music tuition, the highest on record since 2012.

Scottish Government funding has eradicated music tuition charges since 2020, leading to thousands of young people picking up an instrument:

https://ow.ly/kSw050YmlNy

IMS-Survey-Report-2025Download

Rising attainment among school leavers

Positive destinations second highest on record

The proportion of young people leaving school with five or more passes at National Courses and Highers, as well as their equivalent vocational and technical qualifications, has increased over the past year.

A record high of 68.6% of young people left school with five or more qualifications at SCQF Level  5 (National 5 equivalent), according to the School Leaver Attainment and Initial Destination statistics 2024-25 published today. Those leaving with five or more passes at SCQF level 6 (Higher equivalent) rose to 40.8%. The gap between those from the most and least deprived areas leaving with five or more qualifications narrowed at Level 5.

Nine out of ten young people (95.7%) were in positive destinations – such as work, training, college or university – three months after leaving school. This is the same level as 2023-24 and the second highest on record.

There has also been a fall in the number of young people leaving school at S4, down by 544 pupils to 7,540, and in S5 (down 370), with more pupils (732) staying on until S6. This starts to reverse the trend seen in the immediate post-COVID period.

Education Secretary Jenny Gilruth said: “An increasing number of young people are leaving school with five qualifications or more at SCQF Level 5 or better, including National 5s and Highers.

“This underlines the strong recovery we are seeing in education, following the pandemic and the importance of the breadth of choice schools offer to young people in the senior phase.

“It shows the hard work of learners, teachers and parents and carers and comes after we saw record levels of literacy and numeracy in Scotland’s schools in the recent ACEL statistics  

“The Scottish Government has invested £1.75 billion in the Scottish Attainment Challenge over the past decade helping improve outcomes for children and young people impacted by poverty – and, while this latest data shows there is more to do, we remain determined to address this.

“The proportion of Scotland’s young people in positive destinations remains at a near record high. The welcome increase among those going on to Higher  Education underlines the importance of our commitment to free tuition, ensuring in Scotland education is based on the ability to learn, not pay.

“The recently passed Tertiary Education and Training Bill will also put apprenticeships on a statutory footing for the first time, creating parity with other post-school routes to provide more choices for young people.” 

destinations and attainment of 2024-25 leavers

Literacy and numeracy standards reach record high – gov.scot

Choudhury calls for clarity on anti-racist resources in schools

Following enquiries from concerned local teachers seeking clarity on funding for anti-racist curriculum resources, Lothian MSP Foysol Choudhury raised the matter with the Scottish Government in Parliament last Thursday. 

During Portfolio Questions, Mr Choudhury asked the Cabinet Secretary: “What specific funding allocations will be made to support participative curriculum resourcing in anti-racist materials, and how will schools be supported to access high-quality materials to ensure racist incidents are handled effectively to prevent far-right narratives from filling the gaps?” 

In response, Cabinet Secretary Jenny Gilruth outlined funding already available to support anti-racism work in schools, noting that two additional funding streams are also in place. She confirmed she would write to Mr Choudhury with further details, and he said he looks forward to receiving that information. 

As MSP for the Lothian region and a lifelong equality campaigner, Mr Choudhury has repeatedly raised issues around racism in schools, including funding for anti-racism education, improving reporting of racist incidents, and ensuring inclusive curriculum reform.  

He has also been a leading voice on equality throughout his career, including serving as Chair of the Edinburgh and Lothians Regional Equality Council and supporting minority ethnic communities and anti-racism initiatives across Scotland. 

In previous parliamentary questions, he sought clarity on government funding for anti-racism education initiatives, including programmes delivered through organisations such as Education Scotland and Intercultural Youth Scotland as part of the wider Anti-Racism in Education Programme. 

Mr Choudhury said: “Our schools must be places where every child feels safe, respected, and represented. Teachers who contacted me were keen to ensure they have the right resources to support their pupils, and well-supported anti-racism programmes are an important part of that work.” 

He added that he will continue working constructively with teachers, parents, young people and anti-racism organisations to understand what support schools need and to follow up with ministers as further information becomes available.