- Higher entries rising but still below pre-pandemic levels: Higher entries in French, German and Spanish have risen for the second consecutive year, 5,885 to 6,110, (4 per cent) but remain 16 per cent below 2019 levels, with French down 31 per cent and German down 24 per cent
- Strong foundations at primary and S1: 99 per cent of primary schools are now teaching languages and the proportion of S1 learners studying more than one language has jumped from 52 per cent to 63 per cent over the last year
- Multilingual classrooms: Teachers reported over 100 different home and heritage languages spoken in responding secondary schools, from Polish and Ukrainian to Arabic and Urdu, while home and heritage language exam provision has increased from 29 per cent in 2024 to 36 per cent in 2025
- Spanish retains top spot: Spanish remains the most popular language for qualification across the senior phase in Scotland
- Structural barriers increasing: Classes do not run in 59 per cent of responding local authority secondary schools if numbers are too low (up from 52 per cent last year), with over a third of the secondary schools (35 per cent) now requiring a minimum of 10 pupils (up from 25 per cent).
- Uneven access: Over 70 per cent of schools in the most deprived areas report classes not running due to low numbers, compared to 50 per cent in the most affluent areas
Scotland has the foundations for a multilingual success story, but a new British Council report published today (Thursday 5 February) warns that growing barriers in secondary schools could threaten future progress.
The new Language Trends Scotland report highlights strong language teaching in primary schools and rising numbers of senior pupils sitting language exams. But it reveals that structural barriers from minimum class sizes to timetabling constraints are increasing at secondary level.
Conducted by Queen’s University Belfast, the report surveyed 169 local authority primary schools, 114 local authority secondary schools and 12 independent schools across 29 of Scotland’s 32 local authorities.
At primary level, 99 per cent of responding schools are teaching languages, with one in five embedding language learning into daily classroom routines. This could reflect the impact of Scottish Government’s 1+2 language policy, which aims to give all children the opportunity to learn two languages in addition to their mother tongue, starting from Primary 1. Teachers say the two biggest challenges for primary languages remain teacher confidence and finding time in the curriculum.
The vast majority of responding primary schools (89 per cent) have learners for whom English is an Additional Language. Primary schools report that home and heritage languages are actively included and celebrated through cultural events, language ambassador programmes, and multilingual books in classrooms and libraries.
In the early years of secondary, the proportion of S1 learners studying more than one language has increased from 52 per cent in 2024 to 63 per cent this year. French is taught to all learners in 81 per cent of responding schools at S1, and Spanish to all learners in 49 per cent of schools.
There are also positive signs at S4, when pupils start to make choices about subjects and typically sit National 5 qualifications, with fewer schools reporting a declining uptake: 22 per cent compared to 35 per cent last year.
Entries for French and Spanish have increased at National level, with Spanish retaining its position as Scotland’s most popular language for qualification. However, German entries have declined by nine per cent since last year. For Highers, exam entries in French, German and Spanish all increased, with combined entries up four per cent since 2024 (from 5,885 to 6,110).
However, this growth is from a low base. Higher entries in modern languages remain 16 per cent below pre-pandemic levels (7,255 in 2019 compared to 6,110 in 2025). Advanced Higher entries are down 25 per cent over the same period (1,200 in 2019 compared to 895 in 2025).
Despite rising entries, structural barriers are increasing, the report finds that classes do not run in 59 per cent of responding local authority secondary schools if there are not enough learners, up from 52 per cent last year. Over a third (35 per cent) of schools now require a minimum of 10 pupils for a class to go ahead, up from a quarter (25 per cent) last year.
Teachers described timetabling constraints and finding time within a crowded curriculum as key challenges to providing high-quality language learning. In 54 per cent of responding secondary schools, timetabling prevents some learners from taking a language. Over a third (36 per cent) of responding secondary schools report that recruitment of qualified language teachers is an issue, though this has improved from 41 per cent last year.
These barriers are not evenly distributed. Over 70 per cent of schools in the most deprived areas report classes not running due to low numbers, compared to 50 per cent of schools in the most affluent areas. Schools in more affluent areas are also more likely to offer German at qualification level, of the 35 schools offering National 5 German, 24 are in the two most affluent quintiles.
Where schools struggle to maintain languages at senior phase, some are turning to further education partnerships. Learners in 38 per cent of local authority secondary schools with Higher and/or Advanced Higher provision are taking Edinburgh College classes online to access language qualifications their own school cannot offer.
Provision for heritage language qualifications has increased at secondary level, with 36 per cent of local authority secondary schools now facilitating exams in home or community languages, up from 29 per cent last year.
A further 19 per cent enable pupils to sit these exams elsewhere. Schools collectively offer qualifications in Arabic, Cantonese, Mandarin, Polish, Russian and Urdu alongside the main European languages.
The findings come as the Scottish Parliament unanimously passed the Scottish Languages Bill in June 2025, giving Gaelic and Scots official status. Higher entries for Gaelic (Learners) increased this year from 50 to 70 entries.
For the first time, the report explores the use of AI and apps in language teaching. In secondary schools, 8 per cent of responding teachers use AI regularly for lesson preparation, assessment and class activities, with a further 58 per cent using it occasionally.
At primary level, adoption is lower, with 47 per cent of teachers reporting they do not yet use AI, being unsure of what it can do. Teachers describe AI use as exploratory, using it to create texts and comprehension questions.
According to the survey, 66 per cent of responding secondary schools plan international trips, and the proportion of schools with international partner schools has increased to 28 per cent, up from 23 per cent last year, while over a third of schools engage with cultural institutes including the Confucius Institute, Goethe-Institut and Institut français.
Claire de Braekeleer, Director of British Council Scotland, said: “At a time of global uncertainty, language skills are not a luxury, they are an essential. Learning a language opens doors, builds bridges, and fosters the kind of cultural understanding that our world urgently needs.
“This report shows we have strong foundations in Scotland to build on. At the British Council we are committed to working with education and public sector partners to address barriers, champion language learning, and equip the next generation with the skills to connect, collaborate, and compete globally.”
Dr Ian Collen, who co-led the research at Queen’s University Belfast, added: “As AI accelerates, human language becomes indispensable.
“Machines can automate, but they can’t create the cultural understanding or human connection that languages ignite. For Scotland’s young people, languages are gateways to opportunity and a voice in our fast-changing world.”
Language Trends Scotland forms part of the wider Language Trends series which covers all UK nations. The series began in 2002 with Language Trends England, with annual surveys in Wales since 2015, biennial surveys in Northern Ireland since 2019, and annually in Scotland since 2024.
The report is being launched at the Institut Français d’Écosse on 5 February as part of Languages Week Scotland, bringing together educators, policy makers and practitioners to discuss the findings and share examples of good practice from schools across Scotland.
