How would you improve Scottish education? Replies from 'X'
A couple of weeks ago I tweeted(posted?) a request on X. I was keen to hear from people about what they would do to improve Scottish education and what ‘improvement’ may look like:
The purpose of the post was to generate some ideas and discussion on what practical things need to be done to improve the education system. I expected to get a smattering of interesting replies and a few conversations from it, but was not expecting the scale of response and depth of the engagement. Thank you all, it is tremendous.
Eighty-seven people engaged with the question across replies, Direct Messages, and emails. I have had numerous conversations in person and online as a result, and I’m grateful for the offers from many more that I need to set up. Those getting in touch were teachers, leaders, elected members, parents, students, and ‘laypeople’ who have ideas and an interest (my friend Jason’s term for himself, not mine!)
It was not my intention to write a piece like this from it, but due to the incredible response it seemed a waste of the amount of replies to not try and reflect it in some way. There is a note on the ‘data’ used here in that is of course quite ‘limited’. It is from a self-selected group of respondents who were generous enough to engage with my question. There’s also the fact that replies to a tweet require brevity over detail. I uploaded all responses to Nvivo Qualitative Analysis Software and conducted a brief thematic analysis. The responses directly quoted are due to them being directly illustrative of the theme being discussed.
Key Themes
What was clear is - despite years upon years of continuous top-down reform in Scottish education - there is an appetite for change and the ideas, knowledge, and experience to understand what is needed to make it happen.
There is an extent to which none of these themes are ‘new’, many are well evidenced and well known, but still are in want of action.
These themes relate to the general areas of priority that were raised. I will likely do a second post on specific policy ideas that came from it as well as the specific articles, studies and books that were linked to.
Purpose and Direction
Particularly in relation to ‘what does improvement look like’, replies in relation to the purpose and direction of Scottish education were present and reflected diverse views on what the education system should aim to achieve.
As may be expected these varied from; a focus on knowledge and prioritising subjects, equality and inclusion, that education should go beyond academic achievement to include the holistic development of students, that education should be seen as a means of fostering a sense of community and responsible citizenship, and many more.
What was clear, even among differing views, was there there is a a need for clarity in the direction and purpose of the future of Scottish education, and some saying that the purpose needs to be measurable in some way.
Resources
Many of the responses across themes came down to ‘resources’. There was a general consensus that education requires more financial support to address various systemic issues, but it is important to note that this was often not just a call for ‘more’ or ‘new’ money, but also in the better use of existing resources. A illustrative response was:
“The funding already available needs reprioritised and used to focus on the instructional core in classrooms.”
There was a sense that years of repeated cuts to core funding has had a huge impact:
Elements of this were structural, with inconsistencies in provision across different council areas raised, including calls for more direct funding and autonomy for head teachers for spending in their schools.
Additional Support Needs (ASN) Support and Reform
The rising number of pupils with identified Additional Support Needs and the ways in which these needs are not being met has been of rising and considerable concern for some time in Scottish education. It is well known - or should be well known - to policymakers the seriousness and urgency of the challenge to support young people. This was strongly felt and represented in replies, with a feeling that an overhaul of the support for pupils with ASN is required.
The current support system is seen as completely under-resourced and inadequate and that the situation has been allowed to develop in this way for some time. Replies suggested that increasing funding for ASN was an immediate priority, and in doing so providing more training and support for teachers in this area. Core to this, it was suggested by many, is a need to properly define the role of pupil support staff and ensure they are better supported (their working terms, conditions, and training needs).
Reducing class sizes to allow for more individual attention was another common theme. It was noted that smaller class sizes are directly related to improved educational outcomes. This approach - a focus on reducing numbers - was seen as potentially beneficial for students who may struggle in larger classroom settings.
Supporting Teachers
One reply said with clarity “make sure the teachers and other staff are okay and they'll all look after the children. That's the basics. Put on your own oxygen mask first”.
Teacher workload and wellbeing emerged as a crucial theme. Respondents expressed concerns over the high levels of stress and burnout among teachers, largely due to excessive administrative tasks (‘stuff’ and ‘directives’ that are not classroom teaching), large class sizes, and insufficient non-contact time. The Scottish Government’s currently unmet promise to reduce contact time was an issue which came up.
Further to this, the blog-post reply from Dr. Stuart Farmer focused on this issue (you can read it here). He wrote (alongside much other wisdom):
“Refocus the system on supporting teachers improve their teaching in their classrooms as this will improve the outcomes for children and young people and result in improved system performance by default. This means giving teachers time and trusting them to identify their and their learners needs and providing them with the support they need to address these. A more bottom-up process than we have currently, but with better support from the middle and top.”
This ‘re-framing’ that ‘everything in the middle should support teachers and teaching’ was a common theme, particularly relating to Professional Learning and Development. It was widely suggested that teachers should have access to high-quality, career-long learning opportunities that are aligned with current educational research and practice. This includes training in specific areas such as teaching literacy and numeracy, as well as general pedagogical skills. Core to this, some said, was a sustained focus to create, resource, and empower the ‘space’ for teacher-to teacher and school-to-school collaboration and reflective relationships. Indeed, many respondents criticised the current level of administrative practices within schools and the broader education system. There were points raised regarding reducing bureaucracy, ensuring that teachers have a say in decision-making processes (at a school, local, and national level), and creating a more supportive and less hierarchical work environment. Some also suggested that management should be more in tune with the day-to-day realities of classroom teaching.
The Curriculum
Many noted weaknesses in the implementation of the Curriculum for Excellence, particularly as it relates to ‘core’ skills. These suggestions related to the narrowing of the curriculum, a need for a focus on literacy and numeracy, and addressing the well documented issues in transitional phases.
Many called for a review and update of the curriculum. However, in the vein of creating the space for collaboration between schools, there is a balance between those calling for a new top-down reform and those who believe better curriculum structure can come through schools working together to develop the designs which meet the needs of their pupils. Related to this, was a desire in some replies for a more balanced approach that includes both traditional subjects and modern, relevant skills.
Some respondents stressed the importance of integrating research-informed pedagogies and providing clear, high-quality curriculum guidance and resources. And with regards to a narrowed curriculum, several replies underscored the importance of a well-rounded education that includes the arts, drama, and music.
The delivery of a broad curriculum is dependent on the spaces in which to do it - this is both in terms of timetabling space and the resourcing to ensure a broad offer, and physical spaces. Improving school buildings and facilities was a recurrent theme. Upgrading physical infrastructure, ensuring schools are well-equipped with necessary learning materials and technology, and creating safe, comfortable spaces for students and staff were among the suggestions. There was a strong belief that more investment is needed in educational technology. This includes providing students and teachers with access to modern tools, digital resources, and up-to-date educational software.
The conversation - as always - continues…
Join the conversation by replying to the tweet, or email me on research@barryb.uk.