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.”
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.”
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.”
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.
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.”
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.
Schools will now need to inform pupils when a request is made by a parent or carer to withdraw them from religious observance and to consider any objection the young person may have, under legislation backed by MSPs.
The Children (Withdrawal from Religious Education and Amendment of UNCRC Compatibility Duty) (Scotland) Bill was passed in a final Stage 3 vote in the Scottish Parliament.
The Bill was introduced to Parliament to clarify the legal position around the withdrawal of pupils from religious observance in schools.
The changes will align legislation with existing guidance on religious observance to strengthen alignment with the United Nations Convention on the Rights of the Child (UNCRC) in its international form.
Once brought into effect, the legislation will strengthen pupil’s rights in relation to religious observance and religious and moral education.
Legislation which will clarify the law on religious observance in school has been passed by @ScotParl
The changes will strengthen alignment with the United Nations Convention on the Rights of the Child (UNCRC)
Education Secretary Jenny Gilruth said: “This Bill strengthens the protection and promotion of children’s rights in education, as well as those of their parents and carers. It builds on the wider progress we have made around the human rights of children and young people, while also ensuring parents continue to have a say on the religious elements of their child’s education.
“I recognise the wide range of views heard as the Bill has proceeded through the Parliamentary process. We will continue to adopt a collegiate and inclusive approach as these changes are implemented, including in the development of the new statutory guidance to accompany the legislation.“
Lovell has opened its South Queensferry development to local young people, recently welcoming 51 pupils from Echline Primary School to the site and supporting work experience opportunities. The education project gives young people a hands-on introduction to construction and the wide range of careers involved in building new homes.
The Crossings is a major mixed-tenure development that will deliver 398 homes, including 100 for social rent in partnership with Sanctuary Scotland, 185 homes for private rent through Sigma Simple Life, 113 private homes for sale by Lovell Homes and 14 commercial units. The development will also support more than 300 local jobs.
The education activity forms part of the ongoing commitment by Lovell to deliver social value in communities where it builds, helping to create opportunities for young people and strengthen pathways into employment.
It comes at a time when attracting new talent to the construction sector is increasingly important, with the Construction Industry Training Board (CITB) estimating that Scotland will need to recruit 26,100 additional construction workers by 2028 to meet future demand.
Tony Rankin, Regional Managing Director at Lovell, said: “Construction offers a huge range of opportunities, but too often young people only know about a few job roles in the industry. Opening up our sites like this is about showing them the bigger picture and helping them understand the many different career routes available.
“With Scotland needing to attract thousands of additional workers to the construction sector over the coming years, it’s vital we support the next generation to see the possibilities and feel confident that there is a place for them in the industry.”
As part of the programme, P7 pupils from Echline Primary School were guided through a series of live demonstrations by Site Manager Kevin Kelly from Lovell, including broadband installation, underground pipework and the various stages involved in completing new homes.
The groups also visited a nearly completed home, where they learned about painting and had the chance to try it for themselves.
The tour concluded with a discussion about the wide range of roles involved in delivering new homes, from trades and engineering through to design, planning and project management.
Laura Marshall, P7 teacher at Echline Primary School, said: “This was a fantastic experience for our pupils. Seeing a live site and speaking directly with the team helped them understand how homes are built and how many different roles are involved.
“It’s important that young people are given opportunities like this to explore career paths they might not have considered and it was very inspiring for the children.”
The visit is part of a wider programme of activity by Lovell that engages local schools and young people in South Queensferry. Lovell teams have interacted with hundreds of pupils from Echline Primary School and Queensferry High School through site visits, workshops and career sessions. Additionally, 15 surveying graduates from Hardies, the employer’s agent on the development, visited to learn more about construction operations and live-site working.
Lovell has also supported work experience opportunities at The Crossings, offering real-world experience and helping participants build confidence for future employment.
The experience was delivered in collaboration with Positive Qualities and its Construction Skills Academy, which supports young people in developing essential workplace skills. Through the Academy, participants successfully completed three SQA units ahead of their placement, including the Construction Skills Certification Scheme (CSCS) Health and Safety certificate.
Lovell site teams worked alongside supply chain partners R&M Contractors and Ramsey Electrical to support placements and provide young people with meaningful experiences across various trades.
Conor Watt, Development Manager at Sanctuary, said: “Creating great places to live is about more than building new homes. It’s also about supporting the communities around them and investing in opportunities for local people to ensure the benefits are shared and long-lasting.
!We’re proud to work alongside Lovell on initiatives that inspire young people and help them imagine a future career in construction.”
Post work placement surveys highlighted the real value of the live-site experience and showed measurable impact, including increased workplace confidence and improved understanding of the range of opportunities available within construction. Both work experience participants have since progressed to further education, moving on to college courses following their time at the South Queensferry development.
Sean Siala, work experience student, said: “It was great working on-site, especially gaining practical, hands-on knowledge.
“I really enjoyed the camaraderie. I loved chatting with the electricians and learning from their experience.”
Heriot-Watt University has appointed Professor Nola Hewitt-Dundas as its next Principal and Vice-Chancellor.
Professor Hewitt-Dundas joins Heriot-Watt from Queen’s University Belfast, where she serves as Pro Vice-Chancellor (Transnational Education) and Professor of Innovation Management and Policy. She is also an internationally recognised academic in innovation and science policy and currently serves as a non-executive Board member of UK Research and Innovation (UKRI).
Professor Hewitt-Dundas will join the University on 1 September 2026, with Professor Richard A. Williams remaining in post as Principal and Vice-Chancellor until the end of September ensuring a smooth and effective transition.
Bruce Pritchard, Chair of Court at Heriot-Watt University, said: “I am thrilled to welcome Professor Hewitt-Dundas to the Heriot-Watt community. She is joining at an exciting time, as we embark on the realisation of Strategy 2035.
“Nola brings the vision, drive and leadership experience needed to lead Heriot-Watt into this next chapter. Her academic credentials, a strong alignment with our University’s values and a track record of delivering transformational change programmes makes her a perfect fit to lead the organisation in the coming years.
“We look forward to working with Professor Hewitt-Dundas to inspire and engage our staff, students, alumni and partners, and to shape a bold, sustainable and globally connected future for the University. I would also like once again to thank and pay tribute to Professor Richard Williams, who is leaving us at the end of September after a very successful 11 years in the role.”
Commenting on her appointment, Professor Hewitt-Dundas said: “I am honoured to be appointed as the next Principal and Vice-Chancellor of Heriot-Watt University. Heriot-Watt is a distinctive global university, renowned for its excellence in science, engineering and business, its strong industry connections, and its international reach.
“I look forward to engaging with colleagues across the University’s campuses to support our staff and students, deliver Strategy 2035, and build a sustainable and successful future together.”
Heriot-Watt University is a global institution with campuses in Scotland, Dubai and Malaysia, as well as a growing cohort of online learners.
The University is internationally recognised for its industry-focused education, research excellence, and real-world impact across science, engineering, business and the built environment.
Professor Hewitt-Dundas was appointed following a highly competitive international search. She brings extensive experience in senior university leadership, global engagement, governance, innovation and research.
She will be the first woman to serve as Principal and Vice-Chancellor of Heriot-Watt University, marking a significant milestone as the University celebrates the 60th anniversary of its Royal Charter.
