Spectrum Spark

The recent Audit Scotland report on Additional Support for Learning (ASL) has brought to light critical issues in Scotland’s education system, particularly regarding the provision of support for pupils with additional support needs (ASN). The report highlights a staggering increase in the number of pupils requiring additional support, with 40% of Scottish school children—approximately 285,000—now identified as having ASN. This eightfold rise since 2004 raises pressing concerns about how the Scottish Government and local authorities are responding to the needs of these pupils.

Key Findings of the Report: A System in Crisis

The key findings of the report paint an alarming picture. The statistics reveal a system that is failing the very pupils it claims to support:

• Attainment Gap: Pupils receiving ASL support face a 20% attainment gap compared to their non-ASN peers.
• Post-School Destinations: Those with ASN are less likely to move on to positive post-school destinations such as further education, employment, or training.
• Exclusion Rates: ASN pupils are five times more likely to face school exclusion, further compounding their educational and social disadvantages.

These figures are not just disappointing—they are unacceptable. Where is the so-called inclusive education Scotland claims to champion? The government has repeatedly pledged commitment to supporting ASN pupils, yet the reality on the ground tells a very different story. Schools are stretched thin, teachers lack training, and funding does not appear to be making a tangible difference where it matters most.

A major concern raised by the audit is the lack of visible impact from the funding allocated to ASN services. Despite financial investment in additional support for learning, the outcomes for ASN pupils remain dire. Parents, educators, and advocacy groups have long argued that resources are not reaching the students who need them most.

A Scottish Government Spokesperson said:

“Since the ASL (Scotland) Act was enacted in 2004 the number of pupils in schools with ASN has increased to 40 per cent, which does present challenges. That’s why the 2025-26 budget includes an additional £29 million for ASN, building on the record investment of over £1 billion spent by local authorities in the last year alone.”

While these figures may sound impressive, this audit makes it clear that money is not being spent where it is most needed. Schools report chronic understaffing, insufficient training, and inadequate specialist support—so where is the money going?

Without proper oversight and accountability, ASN pupils will continue to bear the brunt of a broken system that is failing to deliver on its promises.

One of the fundamental flaws in Scotland’s education system is the way achievement and success are measured. The current model is heavily focused on standardised academic outcomes such as exam results, university placements, and workforce entry. This narrow definition of success fails to account for the diverse strengths, talents, and learning profiles of ASN pupils.

For many ASN students, traditional assessments do not reflect their true capabilities or potential. Success should not be defined solely by high grades or conventional academic milestones but should include personal growth, development of independence, social engagement, and progress based on individual needs and abilities. A rigid, one-size-fits-all approach disadvantages those whose strengths lie outside standard academic measures and reinforces the attainment gap highlighted in the Audit Scotland report.

A truly inclusive education system must adopt a broader, more flexible definition of achievement that values:

• Personalised Learning Journeys: Recognising and celebrating progress made at an individual level rather than comparing students against arbitrary national benchmarks.
• Skill Development Beyond Academics: Encouraging and validating success in practical skills, creative abilities, problem-solving, and emotional wellbeing.
• Alternative Pathways to Success: Supporting pupils into meaningful futures, whether through vocational training, supported employment, apprenticeships, or alternative learning routes.
• Mental Health and Wellbeing Outcomes: Measuring success by how well an education system supports students’ emotional and social development, not just their exam results.

Inclusive education is essential for ensuring that every child, regardless of their additional support needs, has equal access to high-quality learning. It fosters a more accepting and diverse educational environment where all pupils can thrive. However, for inclusion to be meaningful rather than merely symbolic, it must be properly resourced. Too often, inclusion is interpreted as placing ASN pupils in mainstream classrooms without the necessary support structures in place, leaving them struggling and unsupported. Genuine inclusion means adapting teaching approaches, ensuring adequate staffing, and creating environments where all pupils can engage fully in learning.

The Need for Better Teacher Training

One of the critical issues highlighted by the Audit Scotland report is the lack of sufficient training for teachers in supporting ASN pupils. Many educators feel ill-equipped to manage the diverse needs of their classrooms, leading to frustration for both staff and students. Compulsory, ongoing professional development is necessary to ensure that all teachers understand how to effectively support autistic students, those with ADHD, dyslexia, mental health conditions, and other additional needs. Training should include:

• Strategies for differentiated teaching to accommodate diverse learning styles.
• Techniques for managing sensory sensitivities and processing differences.
• Guidance on implementing communication supports for non-speaking or minimally speaking pupils.
• Methods for supporting students experiencing anxiety or executive function challenges.
• Strategies for fostering an inclusive environment where every child is accepted and empowered.

Building a System that Supports Teachers

For inclusive education to be effective, teachers must be supported within a system that acknowledges their workload and provides them with the resources necessary to meet the needs of all pupils. The current education system places immense pressure on teachers to balance academic performance metrics with the realities of diverse classroom needs. To alleviate this pressure, the government must:

1. Increase Specialist Support Staff: Schools need more educational psychologists, additional support assistants, and speech and language therapists to provide targeted interventions.
2. Improve Class Sizes: Reducing pupil-to-teacher ratios allows educators to provide more individualised attention to those who need it most.
3. Provide Clearer Policies and Guidelines: Many teachers report confusion around how to access ASL resources and support services. Clearer, well-communicated policies can ensure that no child falls through the cracks.
4. Strengthen Peer and Mentoring Support for Educators: Creating networks for teachers to share strategies and receive guidance can improve confidence and competence in delivering inclusive education.

It is also time that we recognised that teachers have needs too: Just as students require support, disabled teachers must also receive tailored accommodations. Too often, schools fail to acknowledge or adequately support teachers with support needs, despite the immense value they bring to the learning environment. A disabled teacher can be a vital role model for ASN pupil or any pupil, demonstrating that success and leadership in education are possible for people with additional needs. However, without workplace adjustments and an acceptance of their own needs, many struggle unnecessarily, often facing burnout or workplace discrimination. Schools must implement support strategies that allow Neurodivergent and disabled educators to thrive, ensuring that inclusion is not just for students but for staff as well.

Stephen Boyle, Auditor General for Scotland, said:

“The Scottish Government has failed to plan effectively for its inclusive approach to additional support for learning. Current gaps in data mean it is unclear whether all children’s right to have an education that fully develops their personality, talents and abilities is being met.

The Scottish Government and councils urgently need better quality data to understand pupils’ additional support needs and the resources required to provide support to enable all pupils to reach their full potential.”

What the Government Must Do

The Scottish Government has committed to an inclusive education model, yet this report reveals significant shortcomings in how that model is being implemented. To address these issues effectively, the government must:

1. Increase Funding and Resources: Schools require dedicated funding to ensure ASN pupils receive appropriate support, whether through additional staff, specialist training, or tailored educational materials.
2. Improve Teacher Training: All educators should receive comprehensive training on supporting ASN pupils, including neurodivergent-friendly teaching methods and strategies for inclusive learning.
3. Review and Reform Policy Implementation: While the principles of inclusive education are well-intended, they must be backed by a realistic, well-funded strategy that ensures no child is left behind due to lack of support.
4. Enhance Accountability and Monitoring: The government should introduce more robust monitoring to ensure local authorities are effectively implementing ASL strategies and that pupils’ needs are being met.

It is vital that decision makers Engage with the ASN Community: Policymakers must actively involve ASN students, disabled adults, parents, teachers, and advocacy organisations in decision-making. Lived experience must shape reforms to ensure that policies reflect the real needs of those they aim to support. Transparent communication, accessible consultation processes, and meaningful co-production with the ASN community are essential for creating an education system that truly works for all.

The Audit Scotland report serves as a wake-up call for urgent reform in how ASN pupils are supported in Scottish schools. If we fail to act, the consequences will be severe. Children with ASN will continue to face systemic disadvantages, widening the attainment gap and reducing their chances of reaching their full potential. Teachers will remain underprepared and unsupported, leading to increased stress and burnout. Families will continue to fight for resources that should already be in place.

If we do not change how we educate children with ASN and if we do not shift our rigid expectations of achievement, we will continue to fail an entire generation of pupils. Inclusive education must not be an afterthought—it must be embedded in every aspect of Scotland’s education system.

The government must commit to real, measurable change by properly funding ASN services, reforming how we define success, and ensuring that teachers and pupils alike are supported.

Only then can Scotland claim to truly provide inclusive education for all.

Feature Image Credit: AuditScotland