Tag: schools

Edinburgh secondary schools can fundraise to feed hungry children

Secondary schools in Edinburgh can fundraise to feed an entire school of hungry children by signing up for a charity’s life-changing Feed A School initiative. 

Mary’s Meals provides meals to more than 3 million children every school day in some of the world’s poorest communities across 16 countries. The promise of a nutritious meal at school attracts these children into the classroom, where they can gain an education that can be their ladder out of poverty. Yet millions of children still miss out on going to school due to hunger.  

Through Feed A School, secondary schools can ensure every pupil at a school in Malawi or Zambia receives a nutritious meal every day for a full school year.

The initiative is a transformative way to give hundreds of vulnerable children hope for a better future. Providing healthy meals for a whole school has a huge impact not only on the children, but also on their families and the wider community. 

Feeding an entire school for a year is more achievable than many realise – with Mary’s Meals, it costs just 10p a day to provide a child with a nutritious school meal. Whether schools choose to fundraise on their own, or join with others in the area, they will develop a real sense of connection to their chosen school and to the children they are helping, with updates from the feeding programme and a final report from the Malawian or Zambian school at the end of the year. 

A school’s support can bring hope to more children like Sean, aged 12, from Mbayani Primary School in Malawi. Hunger is a daily struggle for Sean and his classmates, but with Mary’s Meals, they have a chance at a brighter future.

He says: “Mostly there is no money, and we don’t eat at home, but I know I will get porridge at school. I am happy at school and I want to be a scientist. Porridge will help me take the next steps.” 

Schools that choose to fundraise won’t be doing it alone. Mary’s Meals will be there to support schools throughout their fundraising year – and each participating school will be joining others up and down the country who agree that in this world of plenty, no child should miss school because they are too hungry to learn. 

Every year since 2017, pupils at St Andrew’s and St Bride’s High School in East Kilbride have organised a five day ‘porridge pledge’ to raise funds to feed all 288 children at Damu Primary School in Malawi for a full school year with Mary’s Meals.

During the pledge, the pupils eat only plain foods, like porridge, rice and toast – sacrificing their favourite foods so their friends at Damu can enjoy school meals for a whole year. In 2025, they surpassed their £5,515.20 target, raising an incredible total of more than £11,000.

Religion Moral Citizenship Education (RMCE) teacher, Jacqueline Nelson, says: “I can honestly say Feed A School with Mary’s Meals is one of the best things that we have ever done in our school.

“Through Feed A School, we live what we teach – we directly help our global brothers and sisters, those who we will never meet yet still love and it allows us to place the needs of some of the most vulnerable people in the world first. It’s beautiful. It brings true joy.” 

Claire Benjamin, Director of Supporter Engagement for Mary’s Meals UK, adds: “Choose to Feed A School and you will make a lasting difference to children, their families and their whole communities.

“We serve children in schools of many different sizes, which means Feed A School offers a wide range of fundraising targets to suit every school community. Schools can sign up to Feed A School in Malawi or Zambia today and turn a year of school meals into a lifetime of impact.”  

Find out more at www.marysmeals.org.uk/feed-a-school

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.”

Tree-plantings create a living heritage at Cramond

After four years of tree-planting, the “Cramond Commemorates” project culminated on Friday (20 March) with a celebration event for everyone who donated and dedicated a tree.

The project came about as the world emerged from the Covid19 pandemic when so much had been lost. It quickly developed into a commemoration, not only of experiences missed, but also of loved ones who died.

Some 58 trees were planted in four locations: Cramond Hall grounds, Cramond House parkland, Cramond Walled Garden and Cramond Primary School grounds.  

All the plantings have been carefully recorded and mapped, and appear with their individual dedications on a website that showcases the project https://www.cramondcommemorates.com

Rev Ian Gilmour, who came up with the tree planting idea, said: “Dedicating a tree to someone whom you’ve loved and lost can be a means of having a tangible reminder of their presence and a focal point for remembrance. 

“The Cramond Commemorates plantings represent a living heritage of people with a connection to the area or to Cramond Kirk.  

“As well as enhancing the environment and the beauty of the area, these trees are symbols of renewal and a reassurance that life goes on.”

The first tree, a Sessile Oak, was planted in November 2021 by pupils from Cramond Primary and Cargilfield Schools.  Other varieties include Beech, Maple, Silver Birch, Rowan and Sycamore, as well as a number of fruit trees.

John Naylor chose a James Grieve apple tree in memory of his wife Margery who died in 2022. He said:  “Margery was a lover of trees and of Cramond. She was Secretary, then President, of the Cramond Association and a great supporter of the Woodland Group.

“What better way of celebrating and remembering her life well lived.”

Christine Roy dedicated a Wheelers Russet apple tree to her late husband, Jim. She said:  “Jim loved his garden, trees and everything outdoors in nature.

“My sons and I thought it would be a lovely way to remember him. Somewhere that we and the grandchildren could go and see the tree grow over time in a woodland setting. We have planted bulbs around it, and had a little plaque made.”

Lending itself to an obvious choice of memorial tree, the song ‘O Rowan Tree’ was a favourite of Dorothy Spence’s grandmother, a member of Cramond Kirk from 1882 till 1958, now buried in the Kirkyard with her husband and two sons.  

The event was attended by many of the tree donors and organisations involved in supporting the project: Cramond Association’s Woodland Group, Cramond Estate, local poet David Bleiman, Edinburgh Council’s Parks and Greenspaces.

Many of the Cramond Community became involved in clearing and preparing ground for tree plantings. 

When new trees required watering in their early days, local schoolchildren, Cubs and Scouts saved the day by forming bucket chains to areas which hose-pipes could not reach!

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.”

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. 

EIS Formally Issues Industrial Action Notice in Teacher Workload Dispute

The EIS has issued formal 10-day notice of its intention to call its members to take industrial action over workload. 

The industrial action will include national days of strike action, additional days of strike action in key target areas, and an ongoing national programme of Action Short of Strike (ASOS).

The issuing of 10-day notice is a legal requirement, and must be issued before any industrial action can commence. The issuing of notice does not compel the EIS to undertake strike action, but enables it to call its members out should a resolution to the dispute not be achieved within the next 10 days. 

Whilst the EIS recognises the progress in negotiations made in the last 24 hours, following this week’s EIS statutory ballot result, a firm agreement from the Scottish Government and COSLA to work together to deliver past promises on teacher workload and jobs, has not been forthcoming.

Commenting, EIS General Secretary Andrea Bradley said, “In issuing these formal notices of the intent to commence industrial action, the EIS is complying with the legal requirement to give notice of such action.

“This allows us to keep our options open, within the confines of current trade union law, and retain the option to call on our members to take industrial action, should it be required to ensure a resolution to this long-running dispute.

“Some progress has been made in the past 24 hours but so far, we have nothing in writing to reflect the commitment of the Scottish Government and COSLA to deliver on past promises.”

Ms Bradley continued, “The EIS remains fully committed to seeking a negotiated solution to this dispute, and will remain available in the coming days and before the closing of this 10-day window for meaningful discussion with the Scottish Government and local authority employers, through COSLA.

“We would urge those other parties to use this window wisely, and to move swiftly to ensure that an agreement can be reached to end this dispute, in the best interests of learners and teachers across Scotland.”

Ms Bradley added, “What we need to see from the Scottish Government and COSLA is surety over what they are offering to teachers. “After five years of waiting, and more than a year in dispute, Scotland’s teachers and the EIS will expect to see a firm and binding commitment, in writing and signed by all parties, before we are willing to remove the prospect of industrial action being undertaken in Scotland’s schools.”

Further information on the specific planned dates for industrial action will be issued next week. 

Responding to the EIS announcement that the teachers’ union has received a mandate for industrial action over teacher workload, Cllr Ricky Bell, COSLA Resources Spokesperson said: “COSLA notes the outcome of the EIS ballot for industrial action about reducing the weekly time teachers spend delivering lessons. With Scottish Government, COSLA continue to engage with the unions on the subject.

“Industrial action is in nobody’s interests, and we urge unions to work with COSLA and Scottish Government to find a solution all parties can agree rather that threaten to disrupt education at this crucial time of year.

“We recognise that supporting teachers is essential. However, this needs to be facilitated in a way that ensures a positive impact on outcomes for children and young people.

“COSLA remains committed to constructive engagement with the Scottish Government and teaching unions through the Scottish Negotiating Committee for Teachers (SNCT) on the implementation of the Ministerial commitment to reduce class contact time.

“Concerns about the financial and practical implications of this policy remain. RCCT cannot be delivered without full funding and a clear understanding of its impact on children and young people.”

Call for greater resourcing as spending to support vulnerable children in Scotland is slashed

  • Spending cut of £1,700 per pupil from 2014/15 for those identified with additional support needs (ASN) – 30.1 per cent cut over a decade.
  • The number of pupils identified with ASN has more than doubled (102 per cent increase) over the same period.
  • A cut of 240 in the number of specialist ASN teachers.

The Scottish Children’s Services Coalition (SCSC), an alliance of leading providers of specialist care and education to vulnerable children and young people, has warned of a potential lost generation of children and young people with ASN, and urged greater resourcing for this group.

ASN includes the likes of autism, dyslexia and mental health problems, and the coalition has urged provision of support for this to be a central issue in the forthcoming Scottish Parliamentary election campaign. 

The call comes as new figures contained in a parliamentary answer to the Cabinet Secretary for Education and Skills, Jenny Gilruth MSP, reveal that average additional support for learning (ASL) spend per pupil has been slashed by nearly a third (30.1 per cent) over the last decade.[1]This comes against a perfect storm of escalating numbers of pupils with ASN and cuts in support.

The SCSC is urging the Scottish Government to work with local authorities to increase funding to support the needs of vulnerable children and young people, including greater provision of specialist ASN teachers, educational psychologists, speech and language therapists, behaviour support staff and classroom assistants.

The figures highlight that average spending per pupil on ASL by local authorities in Scotland (primary, secondary and special education) has fallen from £5,504 in financial year 2014/15 to £3,804 in 2024/25 (based on 2024/5 prices). This amounts to an overall cut in spending of £1,700 per pupil, representing a 30.1 per cent drop.

This funding fall is against the backdrop of a 102 per cent increase over the same period in the number of pupils identified with ASN, from 140,501 to 284,448, amounting to 127,443 individuals. Those with ASNrepresent more than a third of all pupils (36.7 per cent).2

In parallel with this, there has been a cut of 240 in the number of specialists ASN teachers, from 3,077 in 2014 to 2,837 in 2024.3

A report from Audit Scotland has called on the Scottish Government and local authorities to fundamentally rethink how they plan, fund and staff additional support for learning as part of core school education in Scotland.4

In January 2026, the Scottish Government announced a national review into the provision of ASL, led by the former Chief Inspector of Education in Scotland, Janie McManus. This will look at how to strengthen delivery, including provision in schools, and how policy is translating into effective practice.5

A spokesperson for the SCSC commented: “It is deeply concerning to see cuts to spending that support children and young people with ASN. While there is a record amount of spending in support of those with ASN, this is offset by a dramatic increase in the number of pupils affected, meaning that spending per pupil has been slashed.

“We urge all political parties to make provision for this group a central commitment in their election campaigns.

It is vital that the Scottish Government and local authorities increase resources to expand access to the likes of specialist ASN teachers, educational psychologists, and classroom assistants. Without this investment, we risk a lost generation of children with ASN missing out on the care and support they need, when they need.

“Additionally, proper resourcing is essential if we are to achieve genuine classroom inclusion and close the educational attainment gap. We therefore expect that the national review of ASL provision should address the critical issue of sufficient resourcing.

“The Scottish Government and local authorities must work together to ensure properly funded, consistent support across Scotland for children and young people with ASN — some of the most vulnerable members of our society.”

NOTES

[1] Scottish Parliament, Jenny Gilruth MSP Written Answer- S6W-43553, table 5, 20th February 2026. Available at: https://www.parliament.scot/chamber-and-committees/questions-and-answers/question?ref=S6W-43553

2 Scottish Government, Pupil Census 2025 supplementary statistics, table 1.5, 9th December 2025.

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

4 Audit Scotland, Fundamental review needed of planning and resourcing of additional support for learning, 27th February 2025. Available at: https://audit.scot/news/fundamental-review-needed-of-planning-and-resourcing-of-additional-support-for-learning

5 Scottish Government, Delivering Additional Support for Learning, 15th January 2026. Available at: https://www.gov.scot/news/delivering-additional-support-for-learning/

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