School uniform and clothing: Guidance for schools and education authorities

Other considerations

In addition to the key considerations set out in previous sections, schools should also take account of the following issues in the development and implementation of their school uniform and clothing policies.

Weather and seasonal suitability

To support pupils to be comfortable and ready to learn and play, schools should have a flexible uniform, clothing and footwear policy that takes account of seasonal or weather changes.

Schools should consider including items in their policy which will help pupils stay warm in colder months and cool in warmer months. This could include items such as shorts, leggings, hoodies, or jumpers. Schools should take a flexible approach which promotes gender equality and avoids gendered assumptions about what type of clothing or uniform is preferred. Pupils should be encouraged to make their own choices for example whether they would prefer to wear skirts or trousers.

In colder and wetter months, schools should be mindful of financial or other barriers that families may experience in accessing appropriate items of clothing and footwear and possible challenges of washing and drying uniform and clothing. Schools should consider a more relaxed approach that is flexible and supportive to ensure that pupils are warm, dry, and comfortable during these periods and can participate fully at school.

Schools should ensure that their policy supports pupils to be suitably dressed and protected from the elements throughout the year when travelling to and from school and learning or playing outside. Schools should have a flexible policy in relation to outdoor clothing and footwear which promotes comfort, safety, practicality and active travel. Again, schools should be mindful of potential challenges faced by families in accessing suitable outdoor clothing and footwear and provide appropriate support to families, including signposting to pre-loved uniform initiatives or other types of provision where appropriate.

Schools should avoid specifying particular styles or colours of coats or jackets and discourage the use of expensive designer items and football colours. Schools should take steps to ensure that pupils know how to be safe when travelling to and from school and recognise the dangers of wearing outdoor clothing that makes it more difficult for them to be seen. This is particularly important in autumn and winter months when it may be dark when pupils are travelling to and from school. Where schools have a policy that includes an optional school blazer, flexibility is expected at times of the year when the weather is either very cold or very hot.

Outdoor learning

Schools should consider opportunities for outdoor learning within the context of Learning for Sustainability and its associated action plan. A summary of resources for outdoor learning is available here: A summary of outdoor learning resources | Resources | Education Scotland.

Schools should ensure that pupils have appropriate clothing and footwear to enable them to be warm, dry and comfortable when participating in outdoor learning activities. Pupils, parents and carers should be given as much notice as possible when outdoor learning is planned. Schools should consider whether support is available from within the school or local community to support pupils to access clothing to participate and engage with outdoor learning. Some examples of how schools might do this are available within Outdoor Learning: Practical guidance, ideas and support for teachers and practitioners in Scotland.

Special occasions

There are many times during a pupil’s school life, where they will come together to celebrate achievements or mark important occasions. This may include events that take place during a school day, such as celebrating religious festivals, for example, Christmas, Eid-ul-Fitr or Diwali or participating in charitable events, such as Children in Need or World Book Day. This may also include occasions that take place outwith normal school hours, in the evenings or at weekends, and may include events to mark leaving secondary school or moving on from primary school.

These occasions are an important part of a pupil’s school journey, and many children and young people look forward to particular events throughout the school year. However, schools should recognise that there may be barriers to participation in these occasions. This could include the need to buy extra or additional clothing to participate which may create additional financial pressures for parents and carers. Pupils may also experience social or other pressures in relation to these special occasions which could cause pupils to feel excluded or embarrassed and could in some instances lead to bullying. As set out in the key considerations section, schools should do all that they can to ensure that these occasions are inclusive, non-discriminatory, sustainable and affordable for all pupils.

For all special occasions or events, schools should work with teachers and school staff to consider the number of events that take place during the school year and whether these can be limited or spaced out to avoid multiple occasions occurring close together. Schools should consider alternative ways to mark these days and occasions that do not put financial pressure on families and risk non-participation for some pupils. Pupils, parents and carers should be given as much notice as possible. Where appropriate, schools should work with any Parent Council and the local community to consider opportunities for a whole school-community approach to mark special occasions.

Further information for schools highlighting these issues and suggesting ways that they can be navigated sensitively in the maximum interests of equity and inclusion is available in the EIS Briefing on the Equity Impact of School Activities. Information about the cost of having fun at school and ideas and good practice to make these more inclusive is also available in the Child Poverty Action Group’s report which is available here – The Cost of Having Fun at School | CPAG.

Non-uniform and dress-down days

Schools should be aware that pupils may feel anxious or embarrassed about non-uniform or dress-down days. They may be worried about standing out, their appearance or the additional stress these events might cause their parents or carers. These events can also have an impact on pupil attendance.^[27] Pupils’ concerns about events could be founded on fears around bullying or racism or other forms of discrimination. Therefore, alongside an inclusive and supportive approach to these occasions, it is essential that schools have robust policies and procedures in place to respond effectively to these issues.

Schools should carefully consider their approach to these events. This includes consideration of how to minimise or avoid costs for parents and carers, reduce pressures on pupils and promote sustainability. Schools should consider limiting the number of events and explore opportunities to celebrate them in a different way. This could include encouraging the wearing of items that pupils already have at home or that can be created or reused in school. This could also include arranging appropriate learning activities related to a particular theme, such as creating artwork, designing publicity materials, or decorating an item of clothing. Schools should consider asking parents and carers who are able, to donate clothing or items that they no longer need to be used or repurposed for these events. Where schools ask for a donation for these events, this should be minimal and always optional.

Schools should consider how to ensure equal participation for all pupils. This includes those who may need additional support to participate. Where appropriate, schools should ensure that this support is provided in line with their duties under the 2004 Act, the 2010 Act and in the context of the key principles of inclusion.

Some examples of different approaches to these special events are included below.

Case Study: World Book Week tents

In 2020 Dundee City Council asked all schools to come up with ways of celebrating World Book Day in the most inclusive way possible, with little or zero cost to families. Downfield Primary School put on a week of events centred around two ‘reading tents’ to make sure everyone had the chance to enjoy books with their friends. The school also ran a book swap, and invited guest readers to the tent.

Case study: Stress-free Halloween celebrations at school

Miller Primary School’s approach to Halloween is designed to take the pressure off parents and make sure the children have a great time.

“Our Halloween parties are always set during the school day. The reasons behind that is we want to take the pressure off them having them after school. We want to make sure that the parents don’t feel that they have to go over the top with costumes, that they have to pay a lot of money for costumes. When it’s run during the day we can make sure that every child has a costume, that they can participate. We can provide the games and the food, and we just feel it’s a much calmer experience.”

Occasions outside of normal school hours

For occasions that take place outwith normal school hours, schools should listen to pupils and include them, their parents and carers, and teachers and school staff in the planning of special occasions. Pupils, parents and carers, and teachers and school staff should be given as much notice as possible and provided opportunities to share any concerns they may have about the affordability or inclusiveness of an event. Particular consideration should be given to events or occasions where there is an additional cost to attend, such as end of year proms. These costs should be minimised, and information should be made available to pupils, parents and carers at the earliest possible opportunity with options provided to spread the cost over a period of time.

Schools should consider if there are any local initiatives which may help pupils to access clothing and footwear for these occasions or, in consultation with pupils, they could explore opportunities to hold events at a lower cost.

Case study: Pre-loved prom initiative

Auchenharvie Academy has developed a new initiative to remove costs associated with attending their prom for their senior pupils. The school has collected a large number of donated new and pre-loved prom dresses, suits, shoes, accessories and organised special events to showcase these to their senior pupils. The events will provide the opportunity for pupils to try on outfits and choose their prom outfit with friends and family.

The initiative has received incredible support from the local community and local businesses. Pupils are keen to ensure that dresses can be reused to support the next year of senior pupils to attend their prom and continue the initiative at Auchenharvie Academy.

School trips

School trips are important in supporting pupils to engage with the curriculum. Many trips that take place during the school day will not require additional items of clothing or footwear. When planning school trips, schools should consider whether any additional clothing or footwear is necessary to ensure that pupils are comfortable and suitably dressed to participate. It is important for schools to consider the impact of any additional requirements on pupils, parents and carers and consider action to minimise additional costs. Where additional items are required, information about this should be provided to pupils, parents, and carers at the earliest opportunity and where appropriate, support identified to access any additional items through pre-loved uniform initiatives or other types of provision. Schools should consider whether any additional actions are necessary to support the safeguarding and easy identification of pupils when they are attending school trips. Suggestions to promote an affordable and inclusive approach to these trips is also available in EIS Briefing on the Equity Impact of School Activities.

In the case of residential experiences, schools should carefully consider the cost of clothing required within the context of the overall cost of the trip and consider actions to minimise costs to ensure that all pupils can fully participate. Information about any specific requirements for clothing and footwear should be provided to pupils, parents and carers at the earliest point and where appropriate, support identified to access these items though pre-loved initiatives or other types of provision. Further information and practical advice about residential trips is available in Education Scotland’s Practical Guidance on Outdoor Learning.