School uniform and clothing: Guidance for schools and education authorities

Key considerations

Summary

Pupils’ comfort, happiness and freedom to learn and play should be at the centre of considerations about school uniform and clothing, alongside a focus on removing barriers to participation in school education. School uniform and clothing policies should be informed by the key principles of this guidance and in the context of existing policy and legislation.

Schools should consult with pupils, parents and carers, and teachers and school staff to put in place affordable and sustainable polices that support an inclusive and equitable culture which recognises and celebrates difference and promotes a welcoming and comfortable environment for their pupils.

Schools are expected to consider and respond to three key areas in the design and implementation of their uniform and clothing policy. These are set out below alongside the key measures that schools should consider.

This is aligned to the School Clothing: Framework for Action which further highlights key considerations and presents challenge questions on each of these areas and includes links to further reading, research, and guidance.

Equality, Diversity and Inclusion

Flexible policies to help everyone feel comfortable and included at school

• Prioritise the comfort and wellbeing of pupils.
• Take a proportionate approach that avoids specifying the style of items unless there is a practical reason which supports safety, health or wellbeing.
• Recognise and support pupil individuality and choice.
• Include gender neutral options and give pupils a choice about what they wear.
• Identify and address barriers to participation and attendance, such as those arising from interrupted learning, additional support needs, health or disability, or socio-economic issues.
• Ensure compliance with legal obligations under the Equality Act 2010.
• Consider suitability for different weather and seasons and promote outdoor learning and active travel.

Affordability

Flexible policies that limit costs for parents and carers

• Adopt policies that mean all items needed for the school year, plus a reasonable number of spares or replacements, can be bought within the amount provided by the School Clothing Grant.
• Include generic items that can be bought from a range of suppliers.
• Use generic colours that are easily available from a range of suppliers.
• Branded items of uniform and blazers should not be compulsory, nor promoted or encouraged by schools.
• Promote uptake of the School Clothing Grant among all eligible families.
• Promote pre-loved clothing as the preferred option.
• Avoid specifying the style of items unless there is a practical reason which supports safety, health or wellbeing.
• Reduce number of items required during the school day or week.
• Consider low-cost options to differentiate between pupil groups where required.
• Adopt a policy that does not change too often and only following robust evaluation and consultation.

Sustainability

Flexible policies that reduce waste and promote the reuse of clothing

• Reduce number of items needed during the school day or week
• Avoid including items that need frequent washing or are difficult to wash or dry.
• Increase opportunities for items to be reused by including:
• generic items and colours
• gender neutral items
• no compulsory branded items or blazers
• limited variation across year or pupil groups
• Promote the use of sustainable and ethical items
• Promote and support arrangements for families to access pre-loved clothing.
• Support opportunities for pupils to be involved in sustainable clothing initiatives.
• Take actions to protect clothing and footwear to extend its life.

The following sections set out further detail on these key considerations. It should be recognised that these matters overlap and intersect. The three key strands should be considered as equally important, with decisions about school uniform and clothing policies taken holistically to achieve a balanced and integrated approach that addresses the needs, circumstances and identities of the school community and reflects the wider values of Scottish education.

These matters also interact with other important considerations, such as weather and seasonal suitability and clothing for special occasions and school trips. Guidance on these matters is set out in later sections of this guidance.

It is important that schools have robust arrangements in place to regularly review their uniform and clothing policies to ensure that they continue to meet the needs of pupils and the school community and align to broader policies which support action to tackle child poverty and achieve the aims of Net Zero.

Equality, Diversity and Inclusion

Schools should eliminate unnecessary barriers to participation and engagement in school education for all pupils. To achieve this, schools are expected to design and implement inclusive and equitable uniform and clothing policies, underpinned by a rights-based approach. These policies should promote equality and protect pupils from discrimination, victimisation or harassment while advancing equality of opportunity and fostering good relations between all pupils.

Schools should work with pupils, parents and carers, and teachers and school staff to design and implement uniform and clothing policies across the whole school which are flexible, practical and responsive to the needs, circumstances and identity of all pupils. This includes a flexible and simple approach to clothing and footwear for Physical Education (PE) which prioritises comfort and safety and does not create barriers to participation for pupils.

Inclusion

The comfort and wellbeing of pupils should be a priority in school uniform and clothing policies. This should be underpinned by an inclusive approach which embeds the four key features of inclusion – present, participating, supported and achieving.

There may be particular barriers to participation related to clothing and uniform for some pupils. This could include pupils from low-income households, those who have healthcare needs, those who have a disability, pupils who have periods of interrupted learning, young women and girls, or those belonging to a particular ethnic group or religion. It may also include children and young people with additional support needs.^[7] There may also be barriers faced by these or other pupils in relation to particular activities, such as PE. Schools should be aware that these barriers may arise in relation to a particular activity, such as swimming. Schools should respond to these issues sensitively and ensure their approach is flexible, inclusive and supports equality and pupil choice. Schools should consider all these aspects within the context of their wider education duties including their duties under the Education (Additional Support for Learning) (Scotland) Act 2004 (“the 2004 Act”). As part of this, schools should ensure ongoing engagement with pupils to ensure that any barriers faced by them in relation to clothing or uniform can be identified and addressed as part of an inclusive and equitable culture.

Pupils who are care experienced^[8] may be more at risk of facing barriers to participation in education. This could be for a range of reasons, including poverty, stigma or periods of interrupted learning. Some education authorities have taken steps to strengthen protections for care experienced pupils by regarding care experience in a similar way to a ‘protected characteristic’ as a way to protect pupils from discrimination and harassment they may face because of their care experience^[9] Schools should ensure that their clothing and uniform policies support care experienced pupils to participate fully at school and take action to address particular barriers that these pupils may face in accessing uniform or clothing. This should be considered within the context of responsibilities placed on local authorities as ‘corporate parents’^[10] and actions to Keep the Promise.

In respect of all pupils, schools should always be proactive in their approach and develop inclusive clothing and uniform policies that prioritise comfort and practicality and are flexible to meet the needs of all pupils. Schools should give careful consideration to items that some pupils may find restrictive, difficult to wear or to take on and off during the school day. This may include ties or clothing made of more rigid material, such as formal trousers or skirts. Schools should be flexible in their approach to the wearing of these items and consider appropriate alternatives that support pupils’ comfort and wellbeing.

Schools should not include branded items of uniform as a compulsory part of their policy nor should they specify the style of items of uniform, clothing, or footwear, unless there is a practical reason to do so which would protect the health, safety or wellbeing of pupils and staff. Focus should instead be on the practicality and suitability of these items to allow pupils to actively and safely participate in a range of learning activities, including PE and sport.

Schools should support an inclusive approach that takes account of the particular needs, circumstances and identity of their pupils. This approach should recognise seasonal and weather changes and discourage the wearing of expensive designer items and football colours. It should also actively promote a culture of gender equality which avoids gendered assumptions about what type of clothing is preferred and supports pupils to choose the items they prefer to wear.

Schools should consider issues such as hair and the wearing of items such as jewellery, medical bracelets, religious items, nails and sensory aids and whether these would present a safety risk to pupils or staff. This is particularly important for PE and other practical subjects. Where appropriate, schools should carry out risk assessments to support identification and management of these risks. Importantly, when doing this, schools must recognise their obligations under the Equality Act 2010 (“the 2010 Act”) and ensure that their approach does not discriminate against pupils on the basis of their protected characteristics and considers their Public Sector Equality Duty to advance equality of opportunity and foster good relations between all pupils.

Education Scotland has a range of resources for teachers and school staff on how they can support and promote an inclusive approach in their schools. This includes free, online professional learning on inclusive education and a national framework for support staff. Enquire also has a range of resources for professionals to support an inclusive approach. These are available here: Resources for professionals - Enquire

A flexible and inclusive approach to uniform and clothing will also support pupils who are moving from other schools, either at the start of the school year or part-way through. Schools should bear in mind that there may be many reasons why a pupil may move schools, including where the pupil is care experienced, from an Armed Forces family or belongs to the Gypsy/Traveller community. The inclusion of simple, generic, non-branded items of uniform and clothing will allow pupils to continue to wear items that they wore at their previous school, supporting them to feel included while minimising costs for parents and carers. Schools should ensure that pupils and their parents and carers are given appropriate support to access school uniform and clothing in these circumstances.

Equality and Diversity

The Equality and Human Rights Commission (EHRC) has produced technical guidance for schools in Scotland to support schools to carry out the legal duties placed upon them by the 2010 Act. This guidance includes advice relevant to clothing and uniform policies in the context of the 2010 Act. In relation to uniform generally, this guidance states:

EHRC – Technical guidance for schools in Scotland

“Setting different rules for different categories of pupil might result in discrimination…. Also, applying the policy rigidly without allowing flexibility for certain pupils might result in discrimination. Examples of policies that might be discriminatory are:

• a general rule of no headgear in school, which requires a Sikh pupil to remove his turban;
• not making reasonable adjustments to school uniform requirements for disabled pupils who require them, for example not allowing a disabled child who is allergic to the regulation nylon trousers to wear cotton ones; or
• requiring pupils to dress (or not to dress) in a way that conflicts with a genuine religious requirement of their religion or belief.

Being flexible about how such policies are applied is likely to avoid discrimination.

Assessing how the uniform policy affects pupils with different protected characteristics and consulting with parents about the policy will also help a school to avoid discrimination.”

It is important that schools take account of the technical guidance in their considerations to support a flexible and proportionate approach to clothing and uniform. Some further considerations, aligned to the protected characteristics are set out below. It should be noted that these considerations may intersect, and some pupils will be shaped by more than one of their protected characteristics, for example if they are both minority ethnic and disabled.

Race and ethnicity

It is important that schools recognise and understand in both their uniform or clothing policy and the application of this guidance, the different needs and circumstances of pupils from all ethnic groups who belong to their school community. Schools should take action to ensure that their uniform and clothing policy does not discriminate on the basis of race or ethnicity and enables cultural expression. In doing this, schools should ensure that their approach includes measures to prevent and tackle stigma, bullying, discrimination or prejudice against all pupils.

Teachers and school staff should be supported to access appropriate training and resources to support them to understand and respond to the needs of pupils from all ethnic groups with respect to uniform and clothing policy, and to consider how a whole-school approach to anti-racism will apply to uniform.

The Scottish Government is clear that there is no place for racism in our schools. The Anti Racism in Education Programme is leading work to strengthen support for schools in tackling racist incidents and racism, while enhancing professional learning and leadership, diversifying the education workforce and reforming the curriculum.

This work is underpinned by the Race equality framework for Scotland 2016 to 2030 which sets out the approach to promoting race equality and tackling racism and inequality.

Guidance and resources around race equality and anti-racist education can be found on Education Scotland’s National Improvement Hub and Glow Blog.

Sex

It is important for schools to recognise and understand that there may be issues related to clothing and uniform which have a greater impact on some pupils more than others, or in relation to particular activities. For example, young women and girls can often experience societal pressure to look or dress in a certain way. This can have an impact on their comfort and body image and may make them feel more self-conscious or anxious about attending school or participating in certain activities, such as PE. There may also be a perception that school uniform policies, and their implementation, can produce sexist double standards; for example, with girls and young women being held to stricter standards than boys and young men.^[11] Research^[12] also suggests that the cost of school uniform and clothing can be higher for girls and young women than it is for boys and young men.

Under the 2010 Act, schools must ensure that their uniform or clothing policies do not discriminate against pupils on the basis of their sex. Schools should design and implement gender neutral clothing and uniform policies that support participation and inclusion for all pupils. These policies should recognise and challenge the impact of harmful gender stereotypes, avoid gendered assumptions about the type of uniform that is preferred and promote flexibility and pupil choice.

Schools should avoid categorising items of clothing or uniform as suitable for a particular sex or gender and instead include a range of comfortable and practical, gender neutral options to support all pupils to participate fully in all subjects and activities. Schools should be mindful of language used when implementing uniform policy with individual students. For example, schools should avoid using language such as “modest” or “decent” as these terms are stigmatising and often only applied to girls and young woman. Schools should ensure that when supporting and encouraging pupils to observe their uniform or clothing policy, their approach promotes gender equality, does not respond differently to pupils because of their sex or gender and supports pupils’ freedom to express their gender identity.

Teachers and school staff should be supported to access appropriate training and resources to recognise and respond to gender-based issues and promote a culture of gender equality in their school. The Gender Based Violence Working Group has developed the Preventing and responding to gender based violence: a whole school framework. This resource will support those working with and in schools to develop and strengthen universal and targeted approaches to gender-based violence within the context of the Getting it right for every child (GIRFEC) approach.

Sexual Orientation and Gender Re-assignment

It is important that school uniform and clothing policies recognise and respond to the needs and identities of lesbian, gay, bisexual, transgender, queer/questioning and intersex plus (LGBTQI+) pupils. Schools should develop and implement flexible and inclusive policies which take a proactive approach to address stereotypes and stigma which can often lead to prejudice or bullying experienced by pupils who are LGBTQI+. Under the 2010 Act, schools must ensure that their uniform and clothing policies do not discriminate on the basis of sex, sexual orientation or gender re-assignment.

The Scottish Government supported development of Guidance on supporting transgender young people in Scottish schools. The guidance is underpinned by the duties placed on education providers by the 2010 Act and provides advice on the practical application of those duties in a school setting. The guidance includes advice on school uniform. While this is in the context of supporting transgender pupils in schools, the principle can also apply to all pupils. The guidance says:

Supporting Transgender Pupils in Schools: Guidance for Scottish Schools

…forcing transgender young people to wear clothes which do not match their gender identity can be distressing for them, and may constitute discrimination under the Equality Act 2010.

If your school has a uniform, the school uniform policy should include a range of options to accommodate the needs of girls and boys and these should also accommodate the needs of transgender young people through gender-neutral options; this can be helpful for many young people. This approach should allow all young people to wear the school uniform they feel most comfortable in.

Schools should not exclude transgender young people because of how they dress, unless it breaches health and safety regulations.

If your school doesn't have a school uniform, it should be clear that young people can wear what they want, including skirts, trousers, shorts, regardless of gender identity, as long as this complies with school guidelines.

This guidance also provides advice on clothing for transgender young people participating in PE and highlights some examples of good practice. This includes allowing transgender young people to wear sportswear which matches their expressed gender identity and considering alternative options for swimming. Again, while this advice is provided within the context of supporting transgender young people, taking a flexible and informed approach will support participation and engagement for all pupils.

In addition, teachers and school staff should be supported to access appropriate training and resources to support a whole school approach to implementation of ‘LGBT Inclusive Education.’ The Scottish Government has worked with partners to develop a national platform to support teachers and school staff across Scotland to tackle prejudice through education. These resources can be accessed here: LGBT Inclusive Education | National Platform.

Disability

Children and young people who have a disability^[13] are to be supported to fully participate in school life. It is important for schools to recognise the individual needs of pupils within their school community and the impact that clothing and uniform policies may have on their participation and engagement. For example, some children and young people who have a disability may have to wear specific items of clothing or footwear to help them to fully participate at school. Others may be unable to wear particular items of clothing or footwear. This could include children and young people who experience discomfort when wearing clothing made of a certain material or that is of a particular style, or pupils whose participation is restricted by wearing certain items.

Under the 2010 Act, schools must ensure that they do not discriminate against children or young people because of their disability. The 2010 Act also sets out the requirements of education authorities, managers of grant-aided schools and proprietors of independent schools to provide reasonable adjustments for disabled pupils.^[14] As set out in the EHRC’s Technical Guidance, schools are required “to take positive steps to ensure that disabled pupils can fully participate in the education provided by the school, and that they can enjoy the other benefits, facilities and services that the school provides for pupils.”^[15] It is also important to note that this duty is anticipatory therefore schools “need to think in advance about what disabled pupils might require and what adjustments might need to be made for them.”^[16]

The requirement to provide reasonable adjustments must be considered within the context of protecting the health and safety of pupils and staff. The EHRC’s Technical Guidance provides further advice to schools on how to ensure that suitable, sufficient and ongoing risk assessments are undertaken to identify and minimise risks for disabled children and young people.

Some pupils may have an additional support need^[17] arising from a disability and may be receiving additional support in school in accordance with the 2004 Act. However, it is important to note that not all children and young people with a disability will have an additional support need and vice-versa. Regardless of whether a disabled pupil has an additional support need, schools are required to consider the requirement to provide reasonable adjustments under the 2010 Act. This may be in addition to any support that pupils are already receiving at school. Further information is provided in the Supporting Learners’ Code of Practice.

Religion or belief

School uniform and clothing policies should recognise all different religions and beliefs within the school community.

Under the 2010 Act, schools must ensure that their uniform or clothing policy does not discriminate against pupils on the basis of their religion or belief. As noted above, a policy that requires pupils to dress or not to dress in a way that conflicts with their religion or belief, could be discriminatory. It is important to recognise that pupils may wear certain clothing or other items, such as jewellery, as part of their religion or belief. Schools should ensure that they have a flexible policy that considers the circumstances of individual pupils to ensure that they are protected from discrimination. The EHRC’s technical guidance for schools in Scotland may provide some helpful examples for schools in this respect:

EHRC – Technical guidance for schools in Scotland

Example: A school requires male pupils to wear a cap as part of the school uniform. Although this requirement is applied equally to all pupils, it has the effect of excluding Sikh boys, whose religion requires them to wear a turban. This would be indirect discrimination based on religion and belief because it is unlikely that the school would be able to justify this action.

Example: A school instigates a policy that no jewellery should be worn. A young woman of the Sikh religion is asked to remove her Kara bangle in line with this policy, although the young woman explains that she is required by her religion to wear the bangle. This could be indirect discrimination on the grounds of religion and belief.

Pregnancy and maternity

Every pregnant pupil and young parent should be supported to stay in school if they choose to do so. Under the 2010 Act, schools must not discriminate against a pupil because of pregnancy or maternity, or because of breastfeeding. Schools should have a flexible clothing and uniform policy that supports pupils as their pregnancy progresses and when they return to school following the birth of their child. Further information and support for schools is available at: “Someone to talk to and Someone to listen” – Supporting young pregnant women and young parents in school . Information for young people is available at: Pregnancy and parenthood while you are in school or education: leaflet

Preventing hair discrimination

Pupils may have different hairstyles dependent on their cultural, family or social customs or because their hair type requires it, which could fall under the protected characteristic of race in terms of the 2010 Act. Other pupils may wear certain types of head coverings because of their cultural background, religion or disability which are all protected characteristics under the 2010 Act.

Not all schools will have a policy for hair, hairstyles or head coverings, but where they do, this policy should be flexible, inclusive and support the needs, circumstances and identities of all pupils. It should be gender neutral, support pupils to feel comfortable with their natural hair and respect their right to express themselves through their choice of hairstyle. Where a policy is in place, it must take account of the requirements of the 2010 Act and not discriminate against pupils on the basis of their protected characteristics. In relation to hair, hairstyles and headgear, the EHRC’s technical guidance for schools in Scotland states:

EHRC – Technical guidance for schools in Scotland

“A school policy that bans certain hairstyles adopted by specific racial or religious groups, without the possibility of any exceptions on racial or religious grounds, is likely to constitute unlawful indirect race or religion or belief discrimination.

If your school’s policy bans headgear, make sure it has exceptions on the grounds of:

• race (for example, for Black pupils or pupils with a mixed ethnic background who wear African heritage head wraps)
• religion or belief (for example, for Muslim pupils who cover their hair)
• disability (for example, pupils undergoing cancer treatment who wear wigs, scarves or hats).

Without such exceptions your policy is likely to be unlawful on the grounds of indirect discrimination based on race, religion or belief or disability.”

It is important that teachers and school staff are supported to recognise and understand the links between different hair types and styles, race and cultural identity and the potential for hair discrimination in uniform policies. It is good practice for schools to provide training for staff on the need to foster good relations and eliminate unlawful discrimination and harassment related to hair as part of public and grant-aided schools’ obligations under the Public Sector Equality Duty. Schools could also support this by organising activities to promote equality and diversity, for example, activities that include Black role models and that celebrate Afro-textured hair.^[18]

Further resources to support schools to design and implement policies which prevent hair discrimination and foster an inclusive environment are available here: Preventing hair discrimination in schools | EHRC (equalityhumanrights.com). This includes a decision-making tool for schools to use when creating or reviewing uniform policies.

Affordability

Alongside equality, inclusion and diversity, the affordability of school uniform and clothing is vital in supporting the removal of unnecessary barriers to pupils’ participation and engagement in school education and addressing stigma and disadvantage.

We know that many families are currently facing real hardship as a result of the cost-of-living crisis^[19]. We also know that these circumstances affect some households more than others with evidence identifying six priority family types as being at highest risk of child poverty: lone parent families, minority ethnic families, families with a disabled adult or child, families with a younger mother (under 25), families with a child under one, and larger families (three or more children)^[20]. It is estimated that 24% of children (250,000 children each year) were living in relative poverty after housing costs in 2019-22.^[21] This guidance should be considered as part of a range of measures aimed at supporting families during these challenging times, addressing child poverty, and supporting delivery of the ambitious targets^[22] set by the Child Poverty (Scotland) Act 2017.

For many families, the cost of school uniform, clothing and footwear can present a significant barrier to pupils’ participation and attendance at school. This can have a considerable impact on pupils’ wellbeing and may have a negative effect on their experience and achievements.

It is important for schools to consider how they can best achieve the benefits of a shared uniform or clothing, without creating unnecessary financial or other barriers for families. Therefore, schools are expected to do all that they can to minimise the cost for parents and carers of school uniform and clothing. Schools should ensure that they have a flexible policy that recognises and meets the needs of individual pupils, promotes affordability and sustainability and eliminates unnecessary clothing costs or burdens for parents and carers. Schools should also be mindful of these factors when planning special occasions and school trips. Further consideration of this is included in this section of the guidance.

Schools should be mindful that the cost of uniform and clothing is more acute for some families^[23] and consider measures to mitigate this. Schools should actively promote the availability of the school clothing grant and where appropriate, offer support to families to access it. Schools are expected to ensure there are appropriate arrangements in place for parents and carers to access uniform and clothing items through pre-loved initiatives and through other types of provision where this is necessary.

To support all families with the cost of clothing and uniform, schools should consider their policies within the context of national minimum amounts available for school clothing grants. Schools should design uniform and clothing policies on the basis that families can buy all items needed for the school year, plus a reasonable number of spares or replacements, within this budget.

Some further detail is provided below on the measures that schools should consider as part of their commitment to limit the cost to parents and carers of providing school uniform, clothing and footwear for their children.

• Schools should have simple policies which only specify basic, generic items and colours, for example, dark trousers, dark footwear, to allow parents and carers to purchase items from a range of retailers at a reasonable price.
• Specific consideration should be taken by schools in rural areas to enable parents and carers to source items locally or online at a reasonable cost.
• Schools should consider the availability of non-standard sizes of uniform, clothing and footwear included within their policies to ensure that all pupils, regardless of their age or build, are able to access comfortable and practical clothing and footwear at a reasonable cost.
• Schools should take action to limit the number of items required during the school day or week.
• Schools should promote, and support access to pre-loved uniform and clothing.
• Schools should not include branded items that are only available from a specialist supplier as a compulsory part of their uniform or clothing policy. Further information is provided in the section below.
• Where schools include generic items such as jumpers or cardigans in their school colours, these items should be easily available from a range of retailers.
• Schools should avoid specifying the style of items of uniform, clothing or footwear, including outdoor items, unless there is a practical reason to do so which focuses on the practicality and suitability of these items to allow pupils to safely participate in a particular learning activity. This should take account of seasonal and weather changes and discourage the wearing of expensive, designer items.
• Schools should avoid variation in colours and items, such as ties, across different year or pupil groups to allow these items to be passed on to siblings and avoid the need to buy new items for a particular year group.
• Schools should consider the cost of washing and drying items of uniform and avoid items, such as some types of blazers or ties which require specialist cleaning or are difficult to dry.
• Schools should encourage pupils to wear protective items, such as aprons or wellies, when they are participating in activities that may cause their clothes or footwear to become dirty. Schools should consider having a supply of spares to give to pupils who need them.
• Secondary schools should explore with their associated primary schools, the feasibility of aligning aspects of their school uniform and clothing policy. They may consider similar core uniform items, for example, shirts, polo shirts, trousers, and skirts, to allow these to continue to be used by pupils in secondary schools to reduce costs for parents and carers.
• Schools should limit the frequency of changes to their uniform policy and where changes are made, consider whether items from the previous policy can be incorporated into the new policy, provided that they are in line with the principles set out in this guidance. Where changes are made, a transition period should be included. Further information on this is included in the consultation section.

Some examples of approaches to designing affordable uniform and clothing policies are provided below. Further examples are available at the Cost of the School Day Ideas Bank.

Case study – Affordable uniform policy

Buckie Community High School consulted pupils and families about school uniform, and how policy might change to make it more affordable for all.

Pupils at Buckie believed that uniform was important to reduce bullying but also felt that it could be simpler and more easily afforded. Pupils also discussed the challenges of the school blazer being mandatory for Prefects and suggested that this could be off-putting for some pupils who may be discouraged from applying for a Prefect position if there was an additional cost attached. The school has now taken steps to ensure that their uniform policy is simple and actively promotes plain black non-logoed items as acceptable uniform. The school now also clearly states on their uniform flyer that support is available with accessing a blazer for any pupil who may wish to become a Prefect.

Case Study - Simple, affordable and inclusive uniform policy

Keith Grammar School found that the best uniform policy is one developed in collaboration with the whole school. To reduce costs, the school changed their policy to specify black jumpers for all years rather than having a colour change for senior phase. They also decided to remove the need for logos on school jumpers to reduce cost pressures even further.

Keith Grammar took other steps to reduce costs to families, including suppling ties to students, using Pupil Equity Funding to provide jumpers and shirts for anyone who needs those items, and referring families to Moray School Bank.

Branded items of uniform

Branded items^[24] of uniform and PE kit are usually only available to purchase through a specialist supplier and are often more expensive than purchasing generic uniform items. These items may be more difficult to access locally which can create challenges for parents and carers or lead to additional costs.

For these reasons, branded items of uniform, including blazers, should not be compulsory nor promoted or encouraged by schools. Instead, branded items should only be included as an optional alternative to generic items of uniform. Schools should carefully consider the inclusion of optional branded items. These considerations should focus primarily on affordability and sustainability, and also take account of equity, inclusion, pupil comfort and practicality.

Importantly, even when branded items are marked as optional in a uniform policy there is the risk that parents will feel under pressure to afford the ‘better’ more expensive items for their children. Therefore, schools should not promote branded items, including blazers, and be clear in their policies and communications with pupils, parents and carers that these items are not compulsory and that generic items are all that is needed or expected. Communications around this should be part of a supportive and poverty aware culture and aligned to wider efforts to reduce the cost of the school day.

Where schools choose to include optional branded items, they should consider the use of iron-on or sew-on badges as a lower-cost alternative to purchasing branded items of clothing from a specialist supplier. Schools may wish to consider the viability of providing badges at a low cost or other options to limit costs for parents or carers. Where branded items are included as an option, schools should widely promote the availability of support for parents and carers to access these items, for example, through pre-loved uniform initiatives or through other types of provision where necessary.

Blazers

As noted above, schools should not include items such as blazers or other branded outerwear, as a compulsory part of their uniform policy. Schools should give very careful consideration to the inclusion of blazers as an optional item in their uniform policy. Alongside affordability, these considerations should focus on equity, inclusion, pupil comfort and practicality, including seasonal and weather suitability.

Importantly, where schools choose to include blazers as an optional item, they are expected to explore lower-cost alternatives to purchasing blazers from specialist suppliers, such as the use of a generic blazer with a sew-on, iron-on or pin badge. As above, where blazers are included as an optional item, schools should be clear that these are not needed or expected. Where they are included as an option, schools should widely promote the availability of support for parents and carers to access blazers through pre-loved uniform initiatives or other types of provision where appropriate.

Non-uniform items

Branded options for non-uniform items such as bags, lunch boxes or water bottles, should not be compulsory and generic items that are available from a range of retailers should be promoted. Schools should discourage the use of expensive designer items and football colours. Schools should support pupils, parents and carers to consider the environmental impact of these items and promote the use of affordable and sustainable products.

Distinguishing between different pupil groups

Some schools include items in their uniform policy to distinguish between different responsibilities, pupils or groups, for example, to identify pupils in the senior phase, including those in leadership roles, or to recognise different houses within their school. However, this can create additional costs for parents and carers and can limit opportunities to re-use and recycle these items. In the case of leadership roles, a requirement to purchase additional items could also discourage pupils from applying for these roles.

Schools are expected to minimise costs for parents and carers by limiting the number of items required and not creating additional or different requirements for different pupil groups. For example, where schools choose to include a blazer as an optional item, braiding should not be used to distinguish between different year groups or responsibilities in the senior phase. In addition, schools should not use different coloured clothing such as jumpers or polo shirts, to distinguish between different pupil groups.

Where schools have a practical reason to differentiate between pupils or pupil groups, they should consider other low-cost alternatives, such as badges and lanyards, or bibs for PE. Alternatively, schools may want to consider whether other items, such as ties, where these can be sourced at a low cost, could be used as a way to distinguish between pupils or pupil groups. However, schools should carefully consider the impact on pupils’ comfort, alongside the cost and environmental effect of implementing this. This should include thinking about whether this would limit opportunities for items to be reused by siblings or other pupils.

Contracts for branded items

Where a school’s uniform policy includes optional branded items, the school or education authority should ensure a written contract is in place with their supplier for these items.

Schools and education authorities should be able to demonstrate that they have obtained the best value for money from suppliers. Any savings negotiated with suppliers should be passed on to parents and carers. Schools and education authorities should not enter into cashback arrangements. Schools and education authorities should ensure that suppliers continue to provide good value for money throughout the duration of the contract.

Single supplier contracts should be avoided unless regular tendering competitions are run where more than one supplier can compete for the contract and where the best value is secured. This contract should be retendered at least every 5 years. Reviewing a policy does not necessarily have to result in changes being made.

As a general rule, the value of the contract will determine the type of procurement procedure a school needs to undertake. The higher the value of the contract the more rigorous the tender process will need to be. For example, this might range from seeking 3 quotes for low-value contracts to a full tendering exercise for high-value ones.

Compliance with competition law

The Competition and Markets Authority (“CMA”) enforces competition law. It has previously written to schools and school uniform suppliers on the importance of ensuring that schools make sure that parents and carers can benefit from choice which drives down prices.^[25]

Schools should be aware that:

• where schools appoint uniform suppliers or retailers, they, and their uniform suppliers or retailers, their arrangements or conduct may be scrutinised under competition law.
• long term exclusive arrangements between schools and uniform suppliers or retailers may be problematic, especially where these arrangements provide uniform suppliers or retailers with a local monopoly and they abuse that position by, for instance, charging excessive prices.
• these types of arrangement or conduct may break competition law and could be investigated formally by the CMA, particularly where the conduct of suppliers or retailers is suspect. Businesses that are found to have broken competition law can be fined up to 10% of their annual turnover and ordered to change their behaviour.
• where a school sells to pupils and their families, the school should not seek to charge excessive prices and should use its own role as purchaser to drive a better bargain for pupils and their families.

Physical education (“PE”), Physical Activity and Sport

Clothing and footwear for PE should be fit for purpose and take account of the learning environment and weather conditions. Thought should be given to the activity taking place and whether pupils need specific clothing, footwear or equipment to participate safely and comfortably. Where additional items are needed, information should be provided to pupils, parents and carers at the earliest point and where appropriate, support identified to access any additional items through pre-loved uniform initiatives or other types of provision.

There should be no expectation for pupils to wear a uniform to participate in PE and branded items of clothing should not be encouraged or promoted by schools. The wearing of expensive, designer clothes and footwear and the wearing of football colours should be discouraged. Pupils should be supported and encouraged to take responsibility for their PE clothing and footwear to minimise items becoming lost or damaged.

Case study: Uniform provision

Mill of Mains Primary offers free pieces of uniform for families when needed.

"We have a new gym hall and so asking for parents to buy gym shoes in the middle of the year is a challenge for some and some children didn’t yet have those. So we have trainers and gym shoes to offer children and these have come from donations and we are able to match up kids with these shoes. There is no fuss and it means that all kids can take part in gym lessons."

Case study: Using PEF for PE kits

Logans Primary School has been using Pupil Equity Funding and school funds to make sure that all children have the right clothing to take part in P.E.

"The school has provided a polo shirt for all pupils to wear on the days when they take part in P.E. This means that there is no need to bring clothes in to the school, everyone has the same shirt and no-one needs to buy a specific shirt for P.E. We have used both PEF and school funds to support this. It also means that no child is taking part in P.E. wearing inappropriate clothes."

As part of action to minimise the number of items required over the course of the school day or week, schools should consider the appropriateness of pupils wearing PE clothes on the days when they have PE. Taking this approach may reduce costs for parents and carers and could support pupils who may find it more challenging to change into their PE kit in school, including younger pupils or those with additional support needs. It may also minimise the risk of items of clothing or footwear becoming damaged or lost. However, it is very important that schools carefully consider, in consultation with pupils, parents and carers, and teachers and school staff, any negative effects this may have on the comfort and hygiene of pupils. Things to think about could include the potential for pupils’ clothing becoming wet or dirty following activities which have taken place outside or in adverse weather or how pupils, particularly those in the later stages of primary school and in secondary school, may be negatively impacted if they are unable to change clothes after a period of exercise.

Pupils who are representing their school competing in organised activities, may be required to have particular clothing, footwear or equipment to take part. The organisers of these activities should consider whether these requirements create barriers for pupils who want to participate and take steps to address them. This could include consideration of the cost of the items required and whether support is available from the school or wider community through donations, pre-loved uniform initiatives or sponsorship. Sportscotland have developed the ‘ Kit for All’ initiative to support those involved in organising sporting activities to work with schools and the community to identify local needs and provide access to recycled and pre-loved sports kit for pupils. Further information about this, including current local initiatives is available here: Kit for All.

Sustainability

In addition to promoting an affordable and inclusive approach, it is vital that schools consider the environmental impact of their uniform and clothing policies and take action to achieve a sustainable approach. Schools are uniquely placed to influence the behaviour of their school community and are expected to commit to measures in their policies and communication that support a reduction in waste and promote the benefits of pre-loved clothing.

Schools should consider their approach to clothing and uniform within the context of Scotland’s wider policy aims of Net Zero and action to address the climate emergency. This includes the rapid transformation required across all sectors of Scotland’s economy and society to meet our national target of achieving net zero emissions of all greenhouse gases by 2045. Further information is available at Net Zero Nation.

Schools should also consider their clothing and uniform policy within the context of Learning for Sustainability (“LfS”). This approach sets out Scotland’s ambition that every 3-18 place of education will become a Sustainable Learning Setting by 2030. Driven by a cross-curricular, whole-setting approach, LfS aims to bring together global citizenship, sustainable development, and outdoor learning to create coherent, rewarding, and transformative learning experiences. Alongside environmental benefits, this approach can also support pupils to understand wider social impacts of sustainable approaches, such as ethical procurement and human rights within supply chains. Further information, including a range of resources for teachers and school staff is available from Education Scotland: A summary of learning for sustainability resources | Resources | Education Scotland.

Many of the measures set out in the affordability section of this guidance are also relevant to achieving a sustainable approach to uniform and clothing. Measures such as limiting the number of items of uniform or clothing required during the school day or week; promoting generic clothing; discouraging the use of branded items; recognising the cost of washing and drying uniform; and actions to protect clothing to extend its lifespan, are all examples of things that schools should consider as part of a sustainable approach to their uniform and clothing policy. Some examples of measures that schools are expected to consider to achieve a sustainable approach to uniform and clothing are listed below.

• Schools should promote pre-loved uniform and clothing as the first option and ensure there are appropriate arrangements in place for families to access this. This will reduce demand for new clothing to be purchased and minimise waste.
• Schools should limit the number of items of uniform, clothing or footwear required during the school day or week and ensure a proportionate approach to the number of items required which minimises unnecessary demands on pupils. This should include a flexible, non-prescriptive footwear policy which discourages expensive or designer brands and focuses on comfort and practicality.
• Schools should promote the use of generic clothing and colours and should not include branded items that are only available from a specialist supplier as a compulsory part of their uniform or clothing policy. This will maximise opportunities for the re-use of clothing by other pupils in schools or the local community and mean that clothing can continue to be used where pupils move schools.
• Schools should not include items such as blazers or other branded outerwear, as a compulsory part of their uniform policy, to increase opportunities for these items to be reused.
• Schools should include comfortable, adaptable and gender neutral items within their policies so that items can be worn by all pupils and reused easily. This should include a flexible policy for clothing and footwear for PE to maximise opportunities for these items to be re-used where appropriate.
• Schools should avoid variation in colours and items, such as ties, across different year or pupil groups. This will increase opportunities for these items to be passed on to siblings or other pupils and minimise the number of items that need to be bought new.
• Schools should consider standardised neutral school colours, for example, grey, black or navy, to increase opportunities for these items to be reused.
• To protect and extend the life of items, schools should consider the colour of items included within their policy and avoid using colours that are more likely to become stained or washed out.

It is recognised that a balance is required between implementing a sustainable approach while minimising costs for parents and carers. Lower cost items may be less durable and therefore may last for a shorter time than items that cost more to purchase. This is one of the reasons why it is important that schools limit the number of clothing, uniform and footwear items that are required over the course of the school day or week and take actions to protect clothing and footwear.

Protecting clothing and footwear to keep it in good condition and extend its lifespan will also make it more likely that these items can be re-used by siblings or donated to pre-loved uniform initiatives. Schools should work with parents and carers to promote the long-term benefits of protecting and caring for clothing and footwear. Schools should also consider the materials used in their uniforms and promote and raise awareness of the benefits of clothing made from sustainable materials such as organic cotton and recyclable fabrics.^[26]

Schools should involve pupils in these considerations and consider appropriate learning opportunities to support discussion and activities about the environmental, social and economic benefits of a sustainable approach whilst highlighting the need for appropriate support to access and care for items.

Reusing clothing and pre-loved clothing schemes

Reusing school uniforms is a key part of both a sustainable and affordable approach. It is essential that schools have arrangements in place for parents and carers to access uniform items easily and discreetly through pre-loved uniform initiatives. It is recognised that some parents and carers may feel there is an expectation for them to buy new items of clothing or uniform, rather than accessing these items though pre-loved initiatives. Schools are expected to create a culture that highlights and promotes the environmental benefits of these approaches, alongside their advantages in terms of affordability for all families.

Many schools work closely with their Parent Councils to support the organisation and delivery of pre-loved uniform initiatives. This can include both permanent school uniform stalls and planned sales or swaps at school events. Schools should work with their parents and carers, any Parent Council where applicable and the wider community to consider and agree the approach that would work best for their school community. Schools should also consider involving pupils in these initiatives to help support their understanding of sustainable approaches and minimise any stigma that might be associated with them. This could be delivered through initiatives such as ‘Eco-Schools,’ giving it a strong sustainability branding to offset any stigma surrounding affordability.

Some schools or their Parent Councils also work closely with organisations in the local community to deliver a community-based approach. Schools should explore further opportunities to work with community-based organisations who can often offer advice and signposting to families on other sources of support as well as providing access to pre-loved uniform.

Schools are expected to widely promote pre-loved uniform initiatives to all their parents and carers. Schools may want to consider using social media, the school’s website, or other regular communications, such as a weekly newsletter, to share information on how to access pre-loved items of uniform and clothing. Schools should consider exploring opportunities with parents and carers and the local community for spare clothing or uniform to be donated to be used again by another pupil. As part of this, schools should consider opportunities to donate excess pre-loved, generic items to community-based organisations. This could support the re-use of clothing locally and prevent items being thrown away. Schools should also consider asking for donations of items that are no longer in good condition but can be repurposed and used for example, as protective clothing or during outdoor learning. Schools are best placed to understand the circumstances of families within the school community and how best to approach this.

There are many good examples of different approaches to reusing uniform and clothing across schools in Scotland. Some examples are included below and further examples can be found at the Cost of the School Day Ideas Bank and Connect’s Success Stories.

Case study: Parent-led uniform stall

Giffnock Primary School Parent Equalities Group has been running a monthly Pop-Up Uniform Stall…The group thought carefully about how to make the stall attractive to parents and also remove any stigma that might exist around pre-loved uniform. In the future, the group hopes to tie the pop-up shop in with other school and community events…They would also like to highlight the pop-up shops to parents at key points in the school calendar.

Case Study: Eco Uniform Exchange

“We wanted to offer free school uniform to all Head of Muir Primary and ELCC families through easy access to our Eco Uniform Exchange… The Eco Uniform Exchange solely relies on parent and local community donations to make it work…We recognised that some people may not be able to come into the school, so I created an online Microsoft form that allows for a request for uniform. We want to make sure that everyone can have the same access.”

Case Study: ApparelXchange

ApparelXchange is a pre-loved uniform organisation that collects unwanted uniform and lost property, runs swap and sales events in schools, provides discrete clothing packages for families who need extra support and retails low-cost uniform within their shop and online. It also provides workshops and educational events for parents, teachers and pupils to provide knowledge around clothing supply chain and the social, economic and environmental benefits of reusing, with the intention of motivating behaviour and empowering people to be more sustainable.