All Learners in Scotland Matter - national discussion on education: final report

5.0 Learners

5.01 The National Discussion is fundamentally about learners and putting their needs and ambitions at the heart of the Scottish education system. Consideration of our future learners is central throughout this report. In this section, we focus on three aspects specifically concerning learners and their learning conditions, opportunities, experiences, and outcomes: Learning, Inclusivity and Diversity, and Health and Wellbeing.

5.1 Learning

What We Heard

5.1.1 At its core, education is about learning. Therefore, it is no surprise that a future Scottish education system where all learners matter requires ensuring the highest quality content and approaches to learning to support all learners to fulfil their potential and ambitions. The most frequent topics in survey responses and open submissions to the National Discussion concerned learning, broadly defined, and the curriculum required for future learners in Scotland.

5.1.2 While there were wide-ranging views on which topics, subjects, and skills were important and needed, a main theme in responses to the National Discussion was that literacy and numeracy continue to be fundamental for children and young people's learning and success. However, there were concerns not to overly focus on the assessment of literacy and numeracy to the detriment of a broader focus on children and young people's development and achievements.

5.1.3 There was a strong consensus about the importance of the Scottish education system continuing to value a broad-based education intended to develop well-rounded people who are confident and capable of contributing in their lives, societies, and economies. It was also stressed that a rights-based education was important, including future learning experiences that uphold the United Nations Conventions for the Rights of the Child (UNCRC), for example all children's rights to an education which supports them to develop their talents and abilities, to understand their rights and appreciate the rights of all people, value diversity, live peacefully, and to care for the planet and environmental sustainability.

“I think we should learn maths so you know how to count. It is important when l grow up and want to be a doctor. I will need to count my patients so l know how many l need to see in a day or the amount of medicine to give to help people feel better” (Peel Primary School, Health and Wellbeing Mini Champs)

“To stop seeing children as data associated with literacy and numeracy and realise that the aim of our curriculum is to produce well rounded, successful and responsible learners and citizens.” (Teacher)

“Learners would prefer to have access to a much broader general education, so they have the basics covered, and then be allowed to choose specialist subjects that they are interested in afterwards.” (Scottish Youth Parliament)

5.1.4 There was a consensus that children and young people should experience a broad range of subjects and skills development to assist with what they know, understand, and can do in and beyond their formal education, including to support post-school transitions, future careers, and being confident and contributing citizens in their communities and wider world^[5]. It was proposed that all children and young people could have access to subject choices that interested them and there is a need to address current inconsistencies in learning opportunities between schools and local authorities.

5.1.5 The importance of skills development was frequently mentioned, this included life skills, such as financial literacy and home economics, skills for work and career success, including vocational education and practical learning, interpersonal and social skills such as team working, positive relationships and caring for others, critical thinking skills and creativity to adapt to the changing world and to evaluate information and its sources, and technological skills and digital literacy. Children and young people emphasised the importance of learning practical skills that would help them in their lives.

5.1.6 We also heard about the importance of cultivating positive values and attitudes. Respondents spoke of supporting children and young people to be happy, confident, resilient, engaged, motivated, ambitious, social, caring, empathetic, reflective, and independent. Learners spoke of wanting to learn things they enjoy, and young children responded about liking learning that was "fun". We heard about the importance of the joy of learning and igniting a love of learning for children and young people to be creative, curious lifelong learners.

5.1.7 The development of academic achievements and of social, emotional, vocational, and life skills to prepare learners to be successful in their post-school destinations, including their future work, was a key theme in responses. The purpose of education emerging from the National Discussion includes equipping children and young people to be capable in what they know and can do to achieve their full potential and personal ambitions, to be happy and healthy, to be technologically savvy and flexible to adapt to and lead changes, to be contribute to the world including in their careers, and to be understanding and caring towards people and the planet.

“More lessons on things that will affect us in the real world so we will be ready.” – Learner

“Helping to grow a generation of caring, humble, fulfilled people who will help to create a better world” – Parent

“Prepare children to make the most of their talents and interests and to be ready to contribute to society (including challenging the status quo and being able to think for themselves).” – Parent

“A nation of innovators, a proud heritage of creativity. Let’s look at the world as problemsolvers.” - NASUWT Black members’ focus group

“In building a new vision of Scottish Education, the EIS believes that creativity and enjoyment should be central to the learning experience. By providing time and space for learners to explore aspects of learning and for teachers to reflect and extend the learning opportunities in creative ways, which capture the imagination of the learner, the richness of the experience will be enhanced, resulting in greater breadth, depth and enjoyment of learning.” – EIS

5.1.8 The need for a variety of teaching strategies and resources to meet individual learners' needs, for example neurodiversity, was proposed. Children and young people spoke about liking group work, practical learning, and projects, and disliking lots of classroom time involving memorisation, retrieval of information, and "jotter work".

5.1.9 The importance of play-based learning, especially but not exclusively, in the early years was a theme in responses. Scotland's approach to play-based learning in the early years has gained international reputation. Supporters of play-based learning identified benefits for children's nurture, socialisation, learning, skills, wellbeing, health, and cognitive and physical development. A range of forms of play/activity were considered important, including play-based pedagogy in the early years and the importance of sports, arts, extracurricular activities, school trips, and outdoor learning throughout children and young people's education. An important condition for the expansion of learning opportunities was that these should be available for free to all children and young people.

5.1.10 The importance of education within and outside schools was stressed. Outdoor learning is another important feature of Scottish education and something respondents felt should be expanded. Proposed benefits from outdoor learning include improved health and wellbeing, understanding of the planet and environment, and skills development. Importantly, several responses from learners emphasised that they liked learning outdoors (as well as in classrooms).

"Make the vision more than just about education being in school. If not, you will already lose young people to education.” (Muirhouse Youth Development Group)

“I prefer to learn by doing practical things. Using real objects makes things stick in my memory for longer. I love Science because it’s very practical and fun.” (Adoption UK Scotland)

“MSYPs in our national discussion workshops agreed that the current ‘knowledgebased system’ encouraged young people to remember specific information to pass exams. The young people we represent think the system should do more to help develop the skills young people will keep throughout their lives.” (Scottish Youth Parliament)

“One size does not fit all... I have a son with suspected dyspraxia. He is very bright, loves to read and learn but currently struggles with the "core" subjects... I fear in high school he will get lost, but I know he would thrive in a practical environment, doing trade style courses, cooking, first aid. I just hope his high school can see his potential, even if not in core subjects and be able to provide him with what he needs.” (Parent)

“Children all thought there should be a bigger focus on outdoor learning and less time spent in a classroom. They felt that schools in the future should take into account different ways to learn and not put such a heavy emphasis on writing in jotters. Learning should be more about doing.” (Children and young people group)

“I like to learn outside because I get a good breeze like learning at the park with my friends / I like learning at the park with my friends / I like to learn outside. We can learn and play / I like learning at the pond, we can count and learn about the creatures there / I like learning outside because there are lots of fun activities to do / I like learning in the woods because it's fun / I like to learn outside because it's busy / I like learning at the community garden.” (Port Ellen Primary School P1/2)

5.1.11 The need for up-to-date curricula to incorporate emerging priority topics was suggested. Developing partnerships with schools, colleges, universities, businesses, third sector, charities, communities, and local organisations were mentioned as important to enabling all children and young people to have practical learning opportunities and supporting their future career ambitions and contributions as citizens. Initiatives like the Developing the Young Workforce (DYW) programme and the importance of access to quality careers' education and guidance were identified.

5.1.12 The importance of flexible pathways to support the learner's journey and appropriate to their development and interests was a theme in responses, this included moving away from schooling structured around age and stage to a more flexible and responsive learning experience. We heard responses explaining the value of early years education and the importance of implementing Realising the Ambition^[6]. We also heard about interest in reviewing the appropriate age for staring formal schooling, ensuring all parents were aware of options for delaying the start of schooling and/or the movement to kindergarten stage prior to primary one.

5.1.13 As will be discussed further in the education professionals section of this report, to realise the above ideas for the future of Scottish education, we heard about the importance of developing a high-quality early years and education workforce.

5.1.14 In summary, key themes concerning learning were:

• Literacy and numeracy continue to be fundamental for learners combined with a broad-based education with every child and young person having access to subject choices and skills development that reflect their interests and personal ambitions and will equip them in their lives, work, and world.
• Cultivating joy and the love of learning where learning takes place in a range of settings and approaches, including the importance of play and outdoor learning for all ages.
• The need for a shift from progression based on age and stage of schooling to flexible pathways and supported transitions to meet the developmental needs and interests of children and young school throughout their early years and school experiences.

Learning - Call to Action:

All learners should have equitable access to high-quality learning opportunities and experiences and flexible pathways linked to each learner’s interests, needs, development, and ambitions. Cultivating joy and a love for lifelong learning is important. The expertise and judgement of the education profession, including deep curricular knowledge and access to curriculum-linked resources, working with support staff and specialists is vital to achieving high-quality learning.

5.2 Inclusivity and Diversity

What We Heard

5.2.1 A future where all learners matter in Scotland embedded in values of ambition, inclusivity, and support requires identifying and attending to the needs of each child and young person. A commitment to equality is enshrined in Scottish legislation and there is a long-standing commitment to equity in education. In the National Discussion, a continuing commitment to equity was a central theme, alongside the increasing need to value and appreciate the diversity of Scotland's population, including learners and in the education workforce, and support for but challenges with the current approaches to inclusion.

5.2.2 While Scotland has a long tradition of commitment to equity, initially conceived as meritocracy where a child of humble background could succeed through hard work; we heard that it is now recognised – or needs to be recognised – that fully addressing inequities involves identifying systemic discrimination and structural inequalities. We heard participants call for a shift in from considering equality as everyone being treated the same to an appreciation that equitable education requires also valuing of the diversity of children, young people, and adults and may involve different approaches and supports to meet their individual and group needs. As well as respecting and protecting the different needs of individuals and groups of children and young people, an appreciation of intersectionality recognising the complex and multi-faceted identities of people was also considered important, for example poverty combined with race and gender discrimination.

5.2.3 A broader commitment to inclusivity of recognising and respecting all people's needs, characteristics, identities, talents, and potential was a common theme in responses to the National Discussion. Awareness raising and the development of understanding of all forms of diversity and preventing harassment, discrimination, bullying, and violence are a high priority.

5.2.4 We also heard children and young people's strong commitment to and interest in rights, diversity, equalit, and inclusivity. Responses to the National Discussion included that there was the potential to be at a turning point in Scottish education and society.

5.2.5 While we heard some mixed views about the role of schools in educating about the full range of diversities, overall, there was a concern to ensure that all people were represented in education. This includes addressing stereotyping, racism, gender inequalities, sexism, disabilities, and LGBT+ rights in creating safe and inclusive school cultures. The need to address bullying, name calling, and slurs and to prevent violence were common themes. The importance of embedding representation and understanding of diversity in the curriculum content, teaching resources and assessments, including anti-racist education principles and approaches, was proposed. We also heard about the need to celebrate diversity throughout the school year rather than only on special days or weeks. The importance of respectful relationships was considered paramount, including between and among all learners and educators, and engaging with minority cultures and communities to share their experiences with learners.

5.2.6 We also heard that to achieve these goals of being equal, equitable, inclusive, and valuing diversity required adequate funding and specialist resources. As discussed further in the education professionals section of this report, the second most frequently recurring theme in responses to the National Discuss was the need for more teachers and pupil support staff. To achieve the aspirations of meeting the needs of all children and young people, it was proposed that more teachers were needed to enable smaller class sizes and more capacity for individual support and time with learners. We also heard about the importance of hiring and training more support staff. There were also calls for increasing the number, status, training, and career opportunities for specialist staff, such as Support for Learning teachers, Qualified Teacher of Children and Young People with Vision Impairment (QTVI) and Teacher of Deaf (ToD). We also heard about the importance of diversifying the education workforce, including attention to addressing barriers for the recruitment, retention, and promotion of a diverse workforce.

5.2.7 We heard about the need for professional development and continuing professional learning for existing education and support staff to understand and know how to appropriately work with the full range of children and young people and their needs in schools. Awareness and understanding of neurodiversity and of disabilities was considered essential, as was developing teachers' racial literacy, understanding of anti-racism, and of gender inequities. Of course, schools and teachers should not and cannot be solely responsible to addressing all the needs of children and young people. A commitment to equality, equity and inclusivity requires multi-agency working with relevant agencies, organisations, and specialists.

“Scotland needs to be brave – our system is currently good but doesn’t fit all and it will be a brave move to alter it to make it truly socially just” (Anonymous group)

“If the foundational structure of Scottish education is one in which learners are placed at its heart, that must include all learners and all schools; and recognise each learner as an individual with their own experience, background, and future.” (TIE)

“We’re at a turning point where the views/prejudices of my parents’ generation can be leap frogged, so they don’t exist. Where I had to unlearn lots of things or learn new things about racism etc hopefully [diversity] will just be the norm for our children.” (Parent)

“We need to see and value for their own purposes the diverse children and families who are in our schools. Too often LGBTQ+ visibility is ignored in schools, race is seen as a tick box exercise, disability as the child's problem.” (Parent)

“anti-racism should be a leadership priority and we must have accessible professional learning opportunities, informed by the lived experience of educators and young people, which build racial literacy and support leadership at all levels.” (NASWUT)

“Every child in Scotland deserves the right to access a safe, well-informed and holistic education system by suitably trained and experienced teachers. The framework must allow for every child to begin their education on the ‘same footing’ but also has the ability to support pupils of all abilities: those who benefit from additional support and encouragement and those who develop at a faster rate than their peers. Essentially, the system must be equal, agile and ultimately aspirational. World leading!” (Parent)

5.2.8 A major area of concern in responses to the National Discussion was ensuring children and young people with Additional Support Needs (ASN) receive the individual support that they need. With Scotland's commitment to Getting It Right for Every Child (GIRFEC)^[7] by ensuring the right provision of the right support at the right time, the importance of supporting all children and young people achieve their full potential is engrained in policy and intended to be implemented in practice. The Morgan Review of Additional Support for Learning (SfL) Implementation^[8], published in 2020, identified a wide range of experiences for children and young people identified as having ASN with the need for further attention to quality implementation of needed supports. Three years after the Morgan consultation and coming out of a global pandemic, we heard a wide range of experiences and views about ASN in the National Discussion.

5.2.9 While there was broad support for the importance of diversity and inclusivity, there were mixed views specifically on the presumption of mainstreaming for inclusion of pupils in schools. There were two main strands of responses. One was that the current approaches to inclusion were failing children and young people with identified ASN as there were insufficient resources and supports to enable their effective integration in the academic and social life of mainstream schools. Another response was that current approaches to inclusion were failing the children and young people in classrooms who did not have an ASN as teachers' time was stretched with meeting the needs of learners with complex needs and there could be disruptive behaviour.

5.2.10 We heard of children whose needs were being addressed and Support for Learning teachers, teachers in general, and support and specialist staff who were doing their very best. However, we also heard concerning and troubling experiences from parents about their child not receiving timely or necessary supports and sometimes inappropriate use of exclusions and other sanctions. The need for timely attention to, and resourcing for, appropriate ASN provision is now urgent.

5.2.11 The proportion of school-age pupils identified as having an ASN has grown significantly over the past decade. In 2022, over a third of pupils (34.2%)^[9] in Scotland were identified as having an ASN. There are a couple of important factors to contextualize this figure - the definition of ASN is very wide and all-encompassing to identify as many potential "additional" needs as possible to ensure that all children who require support receive this^[10], and with improvements in awareness and identification, the increasing proportion of ASN may reflect more children being identified sooner. That said, when over a third of the school-age population have an "additional" need, it no longer becomes something "additional" to the education system and children's experiences, it is a central feature of Scotland's school population.

5.2.12 We heard that identifying children requiring support as early as possible and provision of linked early interventions is essential. The need for appropriate assessments both to identify ASN and to enable identified pupils demonstrate their learning and skills was proposed, as was the importance of individualised teaching and supports for each child and young person to achieve their full potential.

5.2.13 The remit for the Morgan review of the implementation of Additional Support for Learning did not include reviewing resources. However, responses from the National Discussion were clear that there were currently insufficient appropriate resources, including staffing and specialists, to fully support all children and young people's individual needs. For example, we visited a school where the majority of young people had an identified ASN. An innovative approach to Support for Learning was being implemented through welcomed Pupil Equity Funding (PEF), but there were concerns as PEF is temporary and time limited funding. While there are current budget constraint and austerity, there is an urgent need to review and improve approaches to ensuring adequate, secure, and sustainable funding to provide staffing, specialists, and necessary resources to fully achieve the aspirations of meeting individual needs and an inclusive system.

“In my class of 30, 4 have ASD (one also has ADHD and depression), 3 have longstanding separation anxiety difficulties (CCH/CAMHS involved), one has been adopted, one has a difficult home life and experiencing a form of trauma, one is a young carer, 2 others have severe learning difficulties (not including the 8 with 'normal' behind-track difficulties). There is only one of me - I can't give those 12 children enough of my attention to support their wellbeing, never mind their and the other 18 children's learning needs...We have got to have smaller class sizes to have a hope of meeting the children's basic rights/needs and to then also help them to progress in their learning. I know exactly what support each child needs but can't split myself 30 ways to give them the individual attention they all need to be able to thrive.” (Individual)

““Inclusion must be discussed and looked at for the future of our children and teachers. Inclusion seems to exclude more than it includes at the moment. Inclusion for one child is NOT a 32 person classroom at National 5 as not all learners flourish in this environment. It is so unkind to young people to force this and our children are not flourishing. This is not GIRFEC. Specialist provisions should remain and be celebrated.” (GTCS hosted National Discussion group)

“Embrace diversity including neurodevelopmental differences such as autism and ADHD. Don’t send those kids away. They can be creative, inventive and an asset to your school if provided the right support. This goes for all flavours of diversity.” (Parent)

“Scotland will have to work harder to provide the resources to ensure all children – particularly those with additional learning needs – receive their right to education. At present, there are too many examples where schools do not seem to have the correct resources to help young people with additional needs and behavioural issues can often see young people excluded from the classroom for long periods of the week and denied their opportunities to learn.” (Barnardo’s Scotland)

5.2.14 We also heard about the importance of understanding, valuing, and supporting all forms of physical disabilities and long-term conditions. As well as training for the adults working in and with the education system, the need for engaging learners in understanding about disabilities and conditions is important to valuing diversity and supporting appropriate relationships within schools. Some respondents representing disability groups pointed to the relevance of UNCRC Article 23 (rights of disabled children to get the support they need, including in education) and Article 30 (minority language rights, including in education) for a future Scottish education system.

5.2.15 Responses from organisations representing visually impaired and hearing-impaired children advocated for the importance of communicating in ways that support these children, for example, full implementation of the British Sign Language (BSL) National Plan, modifications to assessments to move away from written exams for visually-impaired learners and incorporation of BSL for hearing-impaired learners, and a commitment to integrate accessibility features as a statutory element of curriculum, including Curriculum for Excellence (CfE).

5.2.16 Respondents commented that buildings and learning experiences needed to be accessible. In one example, we heard of a child with a hearing-impairment who was in an open plan classroom with over 100 primary school children – the auditory experience made learning very difficult. As well as accessibility, having education facilities, including schools, that were fit for purpose was noted.

5.2.17 Several of the suggestions for children and young people with disabilities and long-term conditions also reflected comments made about supporting and valuing all forms of ASN. For example, the importance of therapeutic approaches and trauma-informed teaching for delivering on The Promise Scotland^[11] to support care experienced children and young people. The importance of English as an Additional Language (EAL) and recognition of BSL as medium of education available to every learner that needs this, irrespective of where they live in Scotland or what school they attend, was proposed. The use of interpreters and communication with new immigrant, asylum seeking, and refugee families was proposed to ease the transition of children and young people into education in Scotland. As well as supports for language learners, some young people proposed that they would like to learn a range of languages to communicate with each other in people's languages and to minimise stigma or bullying. The recognition and provision of Gaelic medium Education was also noted.

“An important value is equity (for everyone to have equal access to education). To achieve this we will need to build schools where there are lifts so schools are accessible buildings to meet all learners and schools should have more staff to help the needs of kids with disabilities like dyslexia, autism or down syndrome.” (Baljaffray Primary School, children and young people group)

“The optimal learning environment for Deaf children whose future will have signing at its centre is one in which BSL is the medium of education. Wherever possible, this means a whole school that has BSL at its heart as its primary language in every aspect of operation: signing pupils, signing assistants, signing teachers, signing headteacher, signing administration. We consider this to be the ultimate target and the ideal environment to nurture capable, confident, happy and resilient Deaf lives.” (British Deaf Association Scotland)

5.2.18 A persisting aspect of disadvantage in Scotland is poverty. The current government's commitment to closing the poverty-related attainment gap is seeking to address this issue. We heard support for continuing to address poverty affecting children and young people's educational engagement, opportunities, experiences, and opportunities, while recognising that tackling child poverty requires a wider multi-agency and community strategy beyond schools and education alone. We heard support for targeted funding for schools in the most socio-economically deprived communities, alongside concerns to provide funding and resources to tackle student inequities in all schools. School and community partnerships, for example with Community Learning and Development (CLD) and third sector organisations for home link workers, was mentioned as needed. We heard about the importance of ensuring that all children have free and equitable access to educational opportunities and resources for all aspects of education that they have a right to, for example in the provision of technology, devices, and online learning. It was proposed that there should be no upfront, hidden, or voluntary costs including free school meals, school uniforms/clothing, extra-curricular activities, and school trips.

5.2.19 There were also calls to value the diversity of places, while addressing current inconsistencies in resources and opportunities available between schools and local authorities. There was a concern that there all learners, in all schools, in all locations should have access to well-resourced schools and high-quality learning experiences. However, this was not a call for uniform standardization, it was important for schools to be rooted in their local contexts.

5.2.20 We heard about the desire to ensure children and young people in rural, remote, and island school had the same opportunities to thrive with a wide range of subjects, courses, trips and extra-curricular activities, vocational opportunities, work or college placements and/or progression to university, access to technology, and ability to receive specialist supports, such as mental health services. The need to incentivise and retain teachers and head teachers to work in island, remote, and rural schools was identified as requiring attention. We heard about the need to consider the needs of small schools in any policy decisions. Alongside noting challenges, we also heard about the importance of allowing island, rural, and remote schools to develop unique identities linked to strong community connections, including consideration of local career opportunities in the learning provided to young people, development of entrepreneurship skills, and appreciation of place and cultural heritage.

“Children and young people need the kind of education where there are no upfront, hidden, additional or ‘voluntary’ costs related to the curriculum, assessment or wider school life and no expectation that families will fund any aspect of the education to which their children have a right. The removal of practical cost barriers to learning must be consistent in every school across Scotland with widespread recognition that this is essential for children and young people’s wellbeing, attendance, attainment, inclusion, participation and engagement in education.” (Child Poverty Action Group in Scotland)

“Scotland is a very diverse country. The vision for the future of Scottish Education should promote empowerment at all levels within the system. There is not a one size fits all as the geography of Scotland includes urban, rural and island communities. It is important that this is recognised and there is trust and confidence within a clear framework of collective accountability taking into account the unique context of each community and setting.” (Shetland Islands Council)

5.2.21 In summary, responses to the National Discussion concerning inclusivity and diversity included:

• There needs to be early identification of children and young people's needs with provision of adequate supports and resources, including funding, staffing, and accessible buildings.
• Education needs to include learning about all forms of diversity, discrimination, and disadvantage for children and young people and for education workers and support staff, including attention to curriculum, teaching and learning resources, and to diversifying the workforce.
• Accessible buildings, safe, inclusive, and welcoming cultures, and free access to educational opportunities and experiences are vital to include, value and protect all children and young people.
• Recognising that diversity of place, community connections and unique contexts, alongside ensuring equitable educational experiences, must continue to be a central feature of Scottish education.
• Schools alone cannot address systemic and structural inequities and meet the needs of all children and young people, multi-agency, third sector and community working is required.

Inclusivity and Diversity – Call to Action:

There is a need to ensure adequate sustained funding to provide staffing and specialist resources to be able to achieve the commitment to inclusivity and meeting the individual needs of each learner, with a particular urgency for children and young people identified as having Additional Support Needs (ASN).

Learning about and appreciating the diversity of people and places is important and needs to be reflected in curriculum, teaching and learning resources, and represented in the education workforce.

Safe and inclusive cultures that nurture respectful relationships and address discrimination and harassment are imperative.

5.3 Health and Wellbeing

What We Heard

5.3.1 We heard broad support for the importance of health and wellbeing and that this should continue to be core to CfE. Respondents pointed to the connection between children's rights, meeting their needs, and support for their health and wellbeing. Many of the suggestions to advance health and wellbeing for children and young people echo suggestions made for learning and for inclusivity and diversity – the need for more resources and specialist supports, a safe learning environment with a caring ethos, positive and healthy relationships, and multi-agency working and access to external specialists. Achieving the vision of all learners in Scotland matter includes supporting children and young people to be healthy, happy, safe, and cared for.

5.3.2 The importance of pastoral care was frequently mentioned, including the need for access to guidance counsellors and youth workers where young people could discuss issues with a person they trust. Another prevalent theme concerning wellbeing was the need for funding for more and better access to specialists and services. A wide range of services were mentioned: mental health supports, nurses, counsellors, therapists, education psychologists, social work, Health and Social Care Partnerships, GPs, health visitors and NHS services, Community and Learning Development (CLD) workers, Children and Adolescent Mental Health Services (CAMHS), youth work and third sector organisations, and community police officers. We heard that approaches to joining up and accessing services need to be improved, accessible and available quickly, including addressing current identification, referral, and planning processes which could be cumbersome. The need for children and young people to have an Individual Health Plan that was understood and acted on by all professionals involved was noted.

“changes in Scottish education have been dominated by a focus on curriculum and assessment. Given the recent and dramatic changes in schools’ operational environment, now would be an ideal time to widen the focus of reform to include a re-evaluation of the capacity of schools to provide appropriate pastoral care and support to young people and their families.” (Commission on School Reform)

“Funding and training need to be put into guidance type roles so that every single child has access to someone who can help and more importantly, someone they can relate to and feel comfortable with.” (Parent)

5.3.3 The benefits of whole school approaches to nurture were mentioned by learners, practitioners, and other respondents. We heard about the importance of proactive and holistic whole school mental and emotional health supports, and the need to address sources of stress and anxiety within education, primarily linked to exams, behaviour, and bullying. Children and young people mentioned the importance of learning to understand their mental health. In our visits to secondary schools, students often referred to the importance of Personal and Social Education to support their learning and understanding of a range of issues related to health and wellbeing. It was also important for education professionals to be aware of, and understand, factors affecting their pupils' mental health that may have an impact in school, for example, we heard of concerns that the experiences of young carers and of care experienced youth were not always recognised or understood.

5.3.4 Safe spaces were identified as important by children and young people. As mentioned in the Inclusivity and Diversity section of this report, we heard major concerns about the prevalence of harassment, discrimination, bullying, and violence in schools across Scotland. It was proposed that it was time to revisit and improve the national approach to anti-bullying and for this to be consistently embedded in schools' local anti-bullying approaches and recording of incidents, including racist incidents, gender-based violence, and all forms of harassment for children and young people, including those with protected characteristics.

5.3.5 The need for positive relationships was mentioned, including tackling cyber bullying and other forms of online and in-person harassment. We also heard about the need for learning about healthy relationships in relation to sex education, consent, and gender-based violence.

“Nurture clubs, Worry box, Destress zone, A point in the day for mindfulness colouring and calm music just to relax, Therapy animals” – (P6/7 Currie Primary, children and young people group)

“Have a focus on Health & Wellbeing, making sure that there is a safe space and available staff to support pupils who are struggling. People need a safe place to go and calm down and someone safe to speak to when they are upset, overwhelmed or angry.” (Anonymous children and young people group)

“Better education on mental health. Also having an education that doesn’t overwhelm and cause severe, crippling anxiety for pupils.” (Learner)

“Stronger anti-bullying powers. No workplace would stand for the racism, homophobia, physical, mental torture that school children are put through by their peers.” (Parent)

“Prejudice and bullying exist in every school in Scotland, and the negative outcomes on learners are near universal, but the action in response to reports differs greatly. A cohesive and consistent approach to implementing and streamlining anti-bullying measures locally would support the realisation of national ambitions to help schools effectively respond to bullying and support all teachers to fully understand their professional responsibilities to address all forms of prejudice and bullying.” (TIE)

5.3.6 The need to proactively support physical health was also mentioned. Several respondents spoke of valuing Physical Education (PE) and needing to instil habits of physical activity, this included ensuring sufficient numbers of PE teachers were trained, recruited, and retained. The need for free, nutritious school meals available to all children and young people without stigma was also identified.

5.3.7 In summary, key responses concerning Health and Wellbeing were:

• The importance of a range of pastoral care, whole-school approaches to nurture, attention to mental health, and access to specialist resources and experts is needed.
• Safe, caring spaces and healthy relationships are fundamental, including addressing all forms of bullying, harassment, and violence.
• Attention to children and young people's physical health requires more opportunities for play, physical education and activities, and nutritious school meals for all.

Health and Wellbeing – Call to Action:

There is a continued need to proactively learn about and support mental, emotional, and physical health, and healthy relationships, and to provide whole-school approaches to nurture, safe learning spaces, and anti-bullying practices.