Teachers' Resource Spring / Summer 2025

SPRING / SUMMER 2025

teachersresource.co.uk

IN THE CLASSROOM • PROFESSIONAL LEARNING • PUPIL SUPPORT • AFTER HOURS

SUMMER RESET

Your guide to unwinding and making the most of summer

BEYOND THE BOOKS

Helping pupils stay calm and exam-ready

EQUITY IN EDUCATION Closing the gap that still divides classrooms

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Editor’s Letter

Spring / Summer 2025

As the school year winds down, it’s time for students to reflect on their progress and prepare for what comes next. Whether they’re gearing up for exams or planning for life beyond school, your support will be invaluable.

In this issue, we explore how you can support your pupils both in and out of the classroom. From helping young carers balance their responsibilities to navigating the impact of mobile phone policies, we

PUBLISHER

cover the key topics currently affecting students today. We also take a closer look at equity in education, Gaelic learning, and how tracking student progress data can make a difference.

Beyond the classroom, we’re helping you invest in your own development and wellbeing. Inside, you’ll find expert tips and advice on managing workload, avoiding burnout, and making the most of your summer break.

Resource

Denise Connelly

denise@dcpublishing.co.uk

STAFF WRITER Kate Stevenson DESIGN AND PRODUCTION Lucy Baillie

lucy.baillie@dcpublishing.co.uk

SALES Marian Mathieson

marian.mathieson@dcpublishing.co.uk

What’s Inside Pupil support

04 DATES FOR YOUR DIARY Stay on track with our helpful Calendar.

26

10 YOUNG CARERS: HOW SCHOOLS CAN MAKE A DIFFERENCE Across Scotland thousands of students balance their studies while providing essential support to their families.

12 BEYOND THE BOOKS Help your students to stay focused, manage stress, and ace their exams.

In the classroom 06 TEACHING IN 2025 We revisit the challenges facing Scotland’s teachers to find out what’s changed, and what still needs to.

DC Publishing Ltd, 198 Bath Street, Glasgow, G2 4HG Tel: 0844 249 9007 ©DC Publishing Ltd 2025. All rights reserved.

No part of this publication may be reproduced or used in any way without prior written permission from the publisher. The views expressed in this magazine are not necessarily those of DC Publishing Ltd. The publisher takes no responsibility for claims made by advertisers within the publication. Every effort has been made to ensure that information is accurate; while dates and prices are correct at time of going to print, DC Publishing Ltd takes no responsibility for omissions and errors.

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14 MOBILE PHONES IN THE CLASSROOM: WHO SETS THE RULES? Everything you need to know about the latest guidance on mobile phone use in schools.

16 CLOSING THE EQUITY GAP Gavin Yates, Executive Director of Connect Scotland, explains why equity in education matters.

19 GAELIC EDUCATION: A COMMITMENT TO CULTURE Gaelic education teacher Ishbal Macleod discusses the importance of preserving the language.

24 TEACHER WELLBEING: CREATING HEALTHIER CLASSROOMS Mental health charity Mind highlights how teacher wellbeing affects students.

After hours 26 SUMMER RESET Get inspired with our top tips for making the most of your break.

29 STRIKING THE BALANCE Our guide to managing your workload and avoiding burnout.

30 LISTEN IN Treat yourself (and your ears) to one of our podcast recommendations.

Professional learning 8 CONTINUED LEARNING Advance your skills on a CPD course.

Showcase 21 TRACKING FOR SUCCESS Douglas Academy in East Dunbartonshire has introduced a new approach to tracking student progress, and it’s making a real difference.

www.teachersresource.co.uk

3

PUPIL SUPPORT

DATES FOR YOUR DIARY

Support your pupils and plan ahead with our helpful calendar

APRIL

JUNE

28

25

It’s time to support pupils as they begin the exam diet for 2025.

Enjoy some well-deserved time off and discover how to fill your time on page 26.

START OF THE SQA EXAM TIMETABLE

MAY

SCHOOL’S OUT FOR SUMMER

Get inspiredll on how to fi e your free tim r this summe 6 on page 2

5

MAY DAY HOLIDAY

We’re hoping for sunshine during the first May bank holiday.

6

IN-SERVICE DAY

Some schools will have an inservice day to help you prep for the rest of the term.

23-26

MAY WEEKEND HOLIDAY

Some councils around Scotland will be off for the last May bank holiday weekend.

30

5

SQA EXAM RESULTS DAY

Today your pupils will find out how they did in their exams and how that effects their next steps.

12-13

IN-SERVICE DAYS

END OF SQA EXAM DIET

End of SQA exam timetable It’s almost time for the summer holidays and the exams diet is over.

Always double chec term dates fok the council r you live in 4

AUGUST

Head to work and get ready to start a new school year.

14

PUPILS RETURN TO SCHOOL

The new school year is here bringing new classes, new pupils and new opportunities.

and Spot

to Orkney and Shetland Discovering the Northern Isles has never been easier with NorthLink Ferries.

The comfortable and reliable service offers sailings from Aberdeen to Lerwick, Shetland, with regular calls into Orkney’s capital of Kirkwall.

Alternatively travel to Orkney’s port of Stromness from Caithness. This 90 minute journey on MV Hamnavoe is the only sailing to Orkney which passes the iconic sea stack, the Old Man of Hoy. Students in full time education are entitled to a 10% discount on passenger and vehicle fares. northlinkferries.co.uk Operated by

Shetland Orkney

In 2022, we reported that teacher shortages, pay disputes, and burnout were pushing the education sector into crisis. Now, in 2025, have things improved… or have the cracks deepened?

Teaching T in 2025

Signs of change or more of the same 6

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hree years ago, we warned that Scotland’s teaching profession was losing more educators than it was gaining. In 2022, more than 4,300 teachers left the industry, and applications to teacher training courses had dropped by 28% compared to the previous year.

Subjects like maths and physics were hit hardest and struggled to attract enough candidates to fill vacancies.

SHORTAGES

Fast forward to 2025, and while there have been some efforts, the fundamental issues remain. The Scottish Government’s pledge to

IN THE CLASSROOM

“Fast forward to 2025, and while there have been some efforts, the fundamental issues remain” Education by 11%, and Physics by 8%.

Mike Corbett, NASUWT Scotland National Official, has criticised the employment landscape: “The latest figures from the Scottish Government indicate that just one in 32 local authorities successfully offered more permanent contracts than temporary placements to post-probation teachers last year. This is a failure to invest in the future of the profession,” he argues. “The impact of insecure employment, spiralling workloads, and declining working conditions are playing out in our schools every day as they find it harder and harder to fill vacancies.”

A BATTLE WON… BUT AT WHAT COST?

recruit 3,500 additional teachers over five years has failed to make the intended impact. Instead, reports show that nearly 5,000 teachers are employed on temporary contracts, leaving many struggling for job security. The crisis in STEM subjects still exists, and the Supplementary Statistics for Schools report, produced by the Scottish Government and analysed by the Scottish Liberal Democrats, has revealed that, if anything, things had only worsened. The number of Computing Studies teachers in secondary schools has fallen by 25% since 2008. While other subjects haven’t seen as significant a drop, Maths still fell by 12%, Technical

Back in 2022, teacher pay was one of the sector’s most contentious issues.

After a three-year freeze, unions pushed back against a 3.5% offer from local authorities, describing it as “insulting” and triggering a wave of industrial action.

The good news? In 2024, the negotiations finally led the Convention of Scottish Local Authorities (COSLA) to offer an increased pay rise of 4.27%, which was accepted in September of that year. The Educational Institute of Scotland (EIS) backed the offer, which will conclude at the end of July 2025.

But will it be enough? Many educators argue that while the pay rise was welcomed, it has done little to compensate for years of salary stagnation. For some, the financial boost came too late, after thousands had already left the profession due to burnout or job insecurity.

At this moment, the teaching union haven’t shared anything about another increase from August 2025. But considering that the 4.27% increase fell short of the desired 6.5% increase, it is expected they will release their proposals soon.

STILL AT BREAKING POINT In our 2022 report, we wrote that seven in ten teachers described feeling stressed “frequently or all the time,” and half rated their workplace wellbeing as poor or very poor.

Burnout wasn’t just a buzzword; it was a full-blown crisis.

Unfortunately, the situation in 2025 remains bleak. While precise reports for this year aren’t available yet, evidence from the teaching union suggests that there is still a long way to go. Already, teachers work an extra eleven unpaid hours a week, and the rise in temporary contracts and job uncertainty has only added to their daily stress. Reports of excessive administrative tasks and large class sizes have also left educators feeling unsupported and overwhelmed.

Andrea Bradley, General Secretary of the EIS, has also expressed alarm over the rise of violence and aggression among students. She believes insufficient staffing levels are making the situation worse and are “posing a real threat to the quality of education provision in Scotland and to the safeguarding of health and safety in our schools.”

The sad reality is that until we meaningfully address workload pressures, job security, and class sizes, Scotland’s teachers will continue to struggle with their safety, exhaustion, and feeling undervalued.

WHAT’S NEXT? Looking back at our 2022 report, it’s clear that while some progress has been made, particularly on pay, many issues still persist. Recruitment remains a challenge, retention is an ongoing concern, and burnout continues to drive talented educators out of the profession.

So, what needs to happen? A long-term strategy that goes beyond makeshift measures is essential.

Teachers need not just better pay, but job security, mental health support, and realistic workloads. Without meaningful change, Scotland’s education sector will remain in a cycle of crisis.

For more updates on Scotland’s education sector, visit EIS (eis.org.uk) and NASUWT (nasuwt.org.uk). www.teachersresource.co.uk

7

PROFESSIONAL LEARNING

Enhance your skills

Each of these CPD opportunities is designed to help teachers expand their skills, stay ahead of trends, and make a lasting impact in their schools. Which one excites you the most?

C

ontinuing Professional Development, or CPD, is the foundation of every teacher’s journey toward excellence. In the ever-changing world of education, CPD will help you stay up-to-date with new teaching strategies, curriculum developments, and emerging technologies. It’s more than just attending workshops or ticking boxes— it’s about lifelong learning and finding ways to stay inspired.

LEAD TEACHER IN OUTDOOR LEARNING

22–23 April 2025, Stirling University Innovation Park ltl.org.uk Outdoor learning offers a great way to engage students, boost wellbeing, and bring lessons to life. This twoday course, run by Learning through Landscapes, explores practical strategies and innovative ways to integrate outdoor learning into everyday teaching.

You’ll explore risk management, creative lesson ideas, and ways to use natural spaces to support subjects like STEM, literacy, and mental wellbeing.

Whether you’re new to outdoor learning or looking to build on existing skills, this hands-on course will help you to make the most of Scotland’s natural classroom.

“CPD will help you to stay up to date with new teaching strategies, curriculum developments, and emerging technologies” 8

www.teachersresource.co.uk

EIS PROFESSIONAL LEARNING: EXPLORING NEW POSSIBILITIES IN PROFESSIONAL IDENTITY

28 April 2025, Online eis.org.uk Teaching is constantly evolving, and so is what it means to be a teacher. This interactive online session from the Educational Institute of Scotland (EIS) invites educators to reflect on their professional identity and the changing landscape of Scottish education.

Through thought-provoking discussions and practical activities, you’ll explore how professional learning can shape your career, improve classroom practice, and enhance student outcomes. Connect with fellow teachers, share experiences, and discover new opportunities in your industry.

AI: BEST PRACTICE FOR EDUCATORS

23 April 2025, Online worldskillsuk.org Artificial intelligence isn’t just a buzzword now—it’s shaping the future of education. Join the AI: Best Practice for Educators online session to unlock the potential of AI in the classroom. This online workshop not only offers an introduction to AI technology, but it will teach you more about its future role in education.

Discover how to use AI to enhance learning experiences, streamline your workload, and engage students.

To find out more about CPD courses in your area, visit freecoursesinscotland.co.uk

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Practice Workbooks Practice questions on every topic and a practice exam paper

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Contact your local rep to find out more: Claire (East Scotland schools): 07557 188 154 or claire.mcauley@harpercollins.co.uk Christine (West Scotland schools): 07825 116 401 or christine.stein@harpercollins.co.uk

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PUPIL SUPPORT

For many young people, school is just one of the responsibilities they juggle. Across Scotland, thousands of students are also young carers, providing essential support to their family members

YOUNG CARERS: How schools can make a difference A

young carer is a child or young person who helps look after a family member with a disability, illness, mental health condition, or addiction. Their responsibilities can include household chores, emotional support, and personal care.

While a young carer’s commitment to their family is admirable, the demands of caregiving can impact their education, well-being, and social life.

That’s why schools and teachers play a crucial role in providing the support these students need to thrive.

IDENTIFYING YOUNG CARERS Young carers often don’t recognise themselves as such, and many may feel reluctant to talk about their situation.

However, certain signs can indicate a student is balancing school with significant caring responsibilities.

These signs include frequent lateness or absences, tiredness and difficulty concentrating, missed homework or incomplete assignments, emotional distress or anxiety, and limited participation in extracurricular activities.

10 www.teachersresource.co.uk

If you notice a student struggling with any of these things you could pull them aside for a quick conversation to help determine if they’re a young carer. If you’ve identified that your student is a young carer, small but meaningful adjustments can help them succeed academically and emotionally.

FLEXIBLE DEADLINES AND ATTENDANCE POLICIES

Young carers often have unpredictable schedules, and on average they can miss up to 27 school days per year due to their responsibilities. Offering extensions on homework, allowing flexible deadlines, or providing catch-up opportunities ensures they don’t fall behind due to circumstances beyond their control.

CREATE SAFE SPACES

Half of young carers feel they miss out on friendships, and one in five believe their caregiving responsibilities negatively affect their education. Some schools have found young carer support groups can help reduce this isolation.

A young carer should also have access to a trusted teacher or staff

member who understands their situation. Establishing a safe, nonjudgmental environment where they can talk openly will help to ease their emotional burden.

PROVIDE EMOTIONAL SUPPORT

Balancing school and caring duties is stressful. Encourage young carers to access your school’s counsellors or well-being resources that will give much-needed relief. Regular check-ins will help reassure them they are not alone.

EXTERNAL SUPPORT

Teachers and schools act as key links between young carers, their families, and external support networks. It’s important to encourage families to communicate openly with the school, so that young carers receive a consistent support system both at home and in the classroom.

For further support and advice on how to support young carers in the classroom, visit Carers Trust Scotland (carers.org).

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Beyond the Books Help your students study smarter, manage stress, and stay motivated through exam season

E

xams are a stressful time for students, filled with anxiety, pressure, and high expectations. As a teacher, you play a crucial role in not only delivering the curriculum but in providing emotional and practical support for your pupils. With the right guidance, you can help students study effectively, manage stress, and perform to the best of their ability.

ENCOURAGEMENT All students will need some reassurance from time to time, with a little extra praise to keep them motivated. Many students struggle with self-doubt and fear of failure, which can hold them back from studying effectively. You can support them by encouraging them to focus on a growth mindset, where effort and perseverance lead to progress.

Open up to them by sharing the challenges that you faced as a learner and help students understand that mistakes are learning opportunities.

By shifting their perspective on failure, your students will become more resilient, more engaged and better equipped to push through difficult times.

STUDY TECHNIQUES Many students don’t know how to study properly and will resort to last-minute cramming sessions or passive reading. Both strategies are ineffective and will leave students feeling defeated when they can’t recall information during their exams.

It’s important to teach your pupils early on about different evidencebased study methods, like the ones below, to help them succeed.

Active Recall encourages students 12 www.teachersresource.co.uk

to test themselves regularly rather than just reading and highlighting notes. Flashcards, quizzes, and trying to summarise topics from memory can help with retention.

Spaced Repetition proposes that students review material over time rather than cramming the night before. You can help by structuring revision schedules and providing regular quizzes at the end of lessons or before the start of a new topic.

The Pomodoro Technique suggests that student’s study in focused 25-minute sessions, then take a short break. Research into the technique has proven that it helps maintain concentration and prevents burnout.

Dual Coding combines verbal and visual information such as mind maps, diagrams, or flowcharts to reinforce learning. The theory behind it is that information is better retained when you present it both visually and verbally because of the cognitive brain processes.

STRUCTURE REVISION A lot of students struggle with revision because they either leave it too late or don’t know where to start.

You can help them make the most of their study time by providing them with structure and guidance.

Remind them to start early (revision should begin months before the exam, not the day before), break subjects

“Structured revision boosts confidence and reduces stress”

into topics, prioritise weaker areas, create a study schedule and mix their subjects throughout the day to keep their brain engaged. Encouraging them to structure their revision will boost their confidence, reduce last-minute stress, and improve their performance on exam day.

EMOTIONAL SUPPORT Even the calmest students feel exam stress. Creating an open and supportive classroom allows them to discuss their feelings without judgment. Teaching simple relaxation techniques, breathing exercises or mindfulness, can help.

Exam stress is normal, but students

PUPIL SUPPORT

should not become physically ill over it. If one of your pupils appears particularly anxious, check in with them, if necessary, refer them to additional support, such as a school counsellor.

PARENTAL SUPPORT Many parents want to help but aren’t sure how. You can offer practical guidance through emails or parents’ evenings.

Encourage them to create a calm study space, limit distractions like phones or TV and help the student set a realistic revision schedule. Parents can get involved by testing them with flashcards, asking them to explain key concepts or breaking topics into manageable chunks.

HEALTHY HABITS

POST-EXAM SUPPORT

How your pupils feel mentally and physically will impact their ability to focus and retain information.

Highlight the importance of sleep, healthy eating, and regular physical activity to support their overall wellbeing.

Small changes like going to bed earlier, reducing caffeine intake, and going for a walk to get some fresh air will have a positive impact. Limiting screen time before bed can also make a big difference, as blue light from devices disrupts sleep and makes it harder to unwind. Regular practice of these simple habits can help pupils manage exam pressure more effectively.

Once exams are over, students may feel relieved but also anxious about results. Remind them that exams are a learning experience and do not define their potential.

When the results do come through, celebrate their effort and acknowledge their hard work, regardless of their grades. If things don’t go as planned, offer guidance on the next steps, such as resits or alternative learning paths.

These platforms offer students revision guides, study planners, and interactive learning tools, BBC Bitesize bbc.co.uk/bitesize and Get Revising getrevising.co.uk www.teachersresource.co.uk 13

IN THE CLASSROOM

Mobile Phones in the classroom:

Who sets the rules?

T

he Scottish Government released updated guidance in August 2024 that allows headteachers to implement restrictions tailored to their school’s specific needs. They hope that a decentralised approach will empower individual schools to set their own guidelines.

Education Secretary Jenny Gilruth said: “The Scottish Government does not intend to dictate approaches to our head teachers; they know better than anyone the specific approach which will work best in their school.

“Our headteachers are empowered to take action up to and including whole school bans.”

THE DEBATE

The decision to hand control over to schools has been met with both support and criticism. Supporters argue that it allows schools to address specific issues related to mobile phone usage without imposing unnecessary restrictions on

institutions where it’s not a problem.

However, critics feel that the lack of a uniform policy may lead to confusion among students and parents.

Some Scottish schools have already enforced stricter mobile phone policies.

Gordonstoun, a private boarding school, banned mobile phones in 2017.

Headteacher Simon Cane-Hardy said he observed significant benefits, noting: “We know from our own experience that supporting teachers on limiting the use of mobiles improves pupils’ behaviour and contributes towards improved academic performance.”

“Our headteachers are empowered to take action up to and including whole school bans”

In recent years, the debate over mobile phone usage in Scottish schools has intensified, prompting educators and policymakers to reassess their policies THE LEARNING ENVIRONMENT

The impact of mobile phone usage on student learning continues to be a major point of the discussion. A 2015 study by the London School of Economics found that banning mobile phones in schools led to improved academic performance, particularly among low-achieving students. The research suggested that removing the distraction of mobile phones allowed students to focus better during lessons and enhanced their learning outcomes.

Similarly, the Scottish Secondary Teachers’ Association conducted a survey revealing that 71% of its members believed the misuse of mobile phones was harmful to pupil behaviour and learning. Over 90% reported that their lessons were interrupted by asking students to put away their phones, with three-quarters indicating it disrupted nearly all of their lessons.

THE BOTTOM LINE

The question of who should set mobile phone policies in schools remains a contentious and evolving issue.

Despite the absence of a national ban, the government advises schools to collaborate with their communities to develop appropriate policies. The guidance states that “Policies on respectful and responsible use of mobile phones should be built with the whole-school community—pupils, staff, parents, and carers” in mind.

As technology continues to evolve, schools must navigate the challenge of managing mobile phone use while integrating digital tools effectively. The debate over who should control mobile phone bans is unlikely to fade but it raises the question of how schools can set policies that support learning while tackling digital distractions.

Information and guidance on banning mobile phones in the classroom is available at gov.scot 14 www.teachersresource.co.uk

Teachers' Resource - DFS Final.pdf 1 31/03/2025 15:28:14

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Get in touch with us

digimap.schools@ed.ac.uk +44 0131 650 3302 Follow us on Social Media Scan the QR code to visit our website

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Closing the Equity Gap Equity in education is a term often used in discussions about national education policy, but what does it mean, and why is it so critical for Scotland’s schools? Gavin Yates, Executive Director of Connect Scotland, a national parent-teacher organisation, explains why equity is important

A

common misconception is cleared up at the start of our interview: equity is about ensuring every child gets the specific support they need to succeed.

“It’s not about treating everybody the same,” Gavin explains. “It’s about giving everybody what they need to be able to take part, and that applies to teachers as well as kids.”

He emphasises this by referencing the 2024 summary statistics for schools in Scotland which found that 40% of students have an additional learning need: “For these young people, accessing every aspect of education requires more support.”

BARRIERS TO EQUITY

So, what is the Scottish Government doing to uphold the principle of equity?

They have long recognised the need to close the educational attainment gap between the most and least advantaged students. The government has introduced policies like the Scottish Attainment Challenge and the Pupil Equity Fund (PEF) to address the disparities.

However, Gavin says the gap remains persistent: “Every government since devolution in 1999 has said closing the opportunity gap is a priority. Yet if anything, it’s probably got worse over the last decade.”

He argues that poverty and the failure to properly resource ASN are two of the most significant barriers.

“If young people with additional support needs don’t get the support they require, they won’t achieve their full potential.” Shaking his head, he continues: “And poverty? Well, that’s the biggest barrier to effective teaching 16 www.teachersresource.co.uk

and learning. There’s no doubt about it.”

Economic disadvantage is often “baked” into a child’s educational experience. “If kids are born in less advantaged areas, they face a significant disadvantage compared to their peers,” explains Gavin. “And teachers see it every day. They see the difference between well-off young people and those who hardly have anything at all.”

The reality of these barriers is felt not just by pupils but by educators as well. “Imagine if you’re a teacher, and half your class needs extra support,” he continues. “But you don’t have the resources to share the load. How do you cope with that?”

THE WIDER COMMUNITY

One of the most effective ways to support equity in education is through family and community involvement.

Gavin admits we owe a lot to “the wonderful mums, dads and carers who raise funds for schools.”

But even these volunteer-led initiatives face challenges. A new government proposal is seeking to introduce charges for Protecting

“Equity is about giving everybody what they need to be able to take part”

Vulnerable Groups (PVG) checks, which are required for volunteers working with children, which Gavin finds particularly concerning. “It’s absolutely bonkers,” he says, reminding me these charges would disproportionately affect disadvantaged communities.

“If we don’t get volunteers because they can’t afford to pay the fee, what happens then? The leavers don’t get their hoodies. The school disco doesn’t happen. The breakfast club dies.”

REFORM

While funding and resources are crucial, concerns remain about the structure of Scotland’s education system itself, which Gavin echoes. “We have an examination system which advantages middle-class kids,” he states. “A lot of passing NAT 5s and Highers is about how you answer the question, not just what you know.”

To punctuate his point, he talks about his twins in S3: “One of my boys did a NAT 5 history paper and got 29 out of 29 marks. Why? Because he’s really good at understanding systems. It’s not because he’s an expert on the First World War.” The Hayward Review, which suggested reforms to Scotland’s assessment system, proposed a shift towards recognising students’ practical skills and abilities. “We need to assess not just knowledge but the application of that knowledge,” insists Gavin.

“Otherwise, we’re baking in failure for poor kids, and that’s unacceptable.

IN THE CLASSROOM

Another issue is the disparity in subject choice between afluent and disadvantaged schools. “If you’re in a wealthier area, you’re more likely to have access to specialist subjects like computer studies or advanced languages,” says Gavin. “But in less affluent areas, those choices are narrowed. How do you get to university if you can’t even study the subject you love?”

SHARED RESPONSIBILITY

Education is a collective effort,and as Gavin emphasises, teachers, parents, and communities must work together to ensure all young people in Scotland have equal opportunities.

“We all want the best for our children and other people’s children,” he adds. “But achieving equity requires systemic change, targeted funding, and a commitment to addressing the root causes of inequality.”

WHAT NEEDS TO CHANGE?

To create a truly equitable education system in Scotland, Gavin says several key changes are needed: 1. More funding for ASN: “We need more staff and resources to ensure every child with additional needs gets the support they deserve.”

2. Targeted anti-poverty measures: “We need to find new ways to get money flowing into schools and used for anti-poverty measures.”

3. Greater parental involvement: “Parent councils are an incubator

for voluntary action. We need to encourage and support their work, not make it harder.”

4. Assessment reform: We need an exam system that assesses real skills and knowledge, not just how well you can follow a marking scheme.”

5. Increased subject availability: “Every child should have access to a full range of subjects, no matter where they live.”

For more on how Connect Scotland supports equity in education, visit connect.scot www.teachersresource.co.uk 17

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IN THE CLASSROOM

Gaelic Education A commitment to culture A bheil Gàidhlig na h-Alba a’ fàs? Edinburgh’s first Gaelic Medium Education school opened last year, and the language is on the rise across the central belt. Gaelic education teacher Ishbal Macleod tells us why it’s important we preserve the language

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aelic might not be the first thing that comes to mind when you think of Scotland today, but for centuries, it was the heart of our country’s culture and identity. Now, thanks to dedicated Gaelic Medium Education (GME) programmes, the language is making a comeback one classroom at a time.

HERITAGE

Ishbal Macleod is the Principal Teacher of Gaelic at Bishopbriggs Academy.

She says it’s important we preserve the language as it belongs to a rich part of our culture and history: “Education is a huge part of keeping Gaelic alive. If we didn’t have Gaelic medium schools, many young people wouldn’t have the chance to learn the language at all.”

More Gaelic medium schools, where pupils are taught entirely in Gaelic,

are popping up across Scotland and students from non-Gaelic-speaking homes are starting to attend them too.

Pupils in GME programmes study all subjects in Gaelic, just as their peers would in English. Ishbal believes it allows her students to achieve fluency naturally. “The way we teach is through immersion,” she explains. “The idea is that children pick up the language naturally through conversation. By the time they reach secondary school, they can write and understand their

“It connects them to Scotland in a way that not everyone else has”

subjects in Gaelic and English. It doesn’t hold them back academically, in fact, it enhances their skills.”

This kind of bilingual learning has huge benefits, and research shows that speaking multiple languages improves memory, problem-solving, and even job opportunities later in life. But more importantly, Gaelic gives young people a stronger sense of identity.

“I asked my pupils if they think Gaelic gives them a sense of belonging, and most of them say yes,” reveals Ishbal. “It’s their language, their culture, and their heritage. It connects them to Scotland in a way that not everyone else has.”

GENERATIONAL

Despite its successes, Gaelic education faces challenges, particularly in staffing and resources. There’s a shortage of teachers, and resources often need to be translated into Gaelic, which takes extra time and effort.

Outside of school, opportunities to use Gaelic can also be limited.

“For a lot of our pupils, school is the only place they speak Gaelic,” admits Ishbal. “That’s why it’s so important we normalise the language and create more spaces where people can use it in everyday life.”

Despite these hurdles, Gaelic education is making a difference. More young people than ever are learning the language, and with continued support, it’s clear that Gaelic has a strong future in Scotland.

“It’s not just another subject – it’s a way of thinking and understanding the world,” explains Ishbal. “And if we can keep passing that on, then we’re doing something really special.”

Visit www.gaidhlig.scot for more information about GME in Scotland. www.teachersresource.co.uk 19

# DèanDiofar #DèanDiofar

SHOWCASE

Tracking for Success

Douglas Academy has introduced a new system to track the achievements of young people which has helped to maximise their students’ successes. Jamie McManus, HM Chief Inspector of Education, explains why this new approach may be of interest to other schools www.teachersresource.co.uk 21

SHOWCASE

A

t Douglas Academy in East Dunbartonshire, a fresh approach to tracking student progress is making a real difference. Recently they have begun monitoring the achievements of young people which they say has helped to remove learning barriers, guide students towards the right courses, and encouraged larger participation in school life.

“The school’s thorough approach to monitoring and tracking pupils’ attainment and achievement allows all staff to use and analyse data more effectively,” explains Jamie.

“As a result, their interventions are purposeful, timely, and evidencedriven.”

But what makes Douglas Academy’s system so effective? And how do teachers balance data analysis with an already demanding workload?

EXTRACURRICULAR TRACKING One of the school’s key strengths is its focus on tracking extracurricular participation. Many schools measure success through exam results, but Douglas Academy understands that achievement happens in many ways. As a result, young people are developing a wider range of skills and contributing to the wider life of the school and community.

Staff can also identify which students are missing out on opportunities by analysing their involvement in programmes like the Youth Philanthropy Initiative, Young STEM Leaders, and the Duke of Edinburgh Award. Student involvement in these activities is important because research shows that extracurriculars can boost confidence, improve time management, and enhance problemsolving skills, all of which contribute to academic success.

So far, teachers at Douglas Academy have seen positive progress and changes in their students. Jamie says sharing this evidence with other schools can help them to increase student attainment too.

“Through a culture of collaboration, where teachers and schools are able to exchange innovative ideas, we can ensure that the best strategies reach every classroom,” he stresses.

“This not only enhances the learning experience for all children and young people, but it also empowers 22 www.teachersresource.co.uk

“The school has successfully created an environment where all students have the opportunity to succeed” educators to grow and adapt.”

In this case, Douglas Academy’s approach ensures that every student has access to opportunities that develop a wide range of skills. In turn, this creates a more inclusive school environment where grades don’t measure success alone.

WIDENING ACCESS Even the best teaching strategies won’t work if students face barriers to learning. That’s why Douglas Academy is using Pupil Equity Funding to support students most affected by poverty.

Through careful data analysis, staff have introduced literacy and numeracy interventions to close attainment gaps early, and increased learner pathways in the senior phase.

They’ve also tackled financial barriers and ensured that students can access school trips, extracurricular activities, and learning resources at no cost if needed.

By actively removing financial and academic obstacles, the school has successfully created an environment where all students have the opportunity to succeed.

SUBJECT CHOICES Choosing the right subjects is key to all successful education journeys. To ensure students are on courses that match their strengths and interests, Douglas Academy uses a ‘traffic light’ system to highlight those who may struggle at the start of the term.

If a student isn’t well-suited to a subject, early intervention happens.

This intercession isn’t to limit students but instead to guide them toward a better path where they can thrive. Likewise, if students excel in a subject but haven’t considered

taking it further, their teachers will encourage them to.

There is also an ongoing review of National Qualification progression data and Scottish Credit and Qualification Framework level courses. This monitoring ensures that all young people can progress in curriculum subjects linked to their strengths and interests.

FINDING BALANCE One common concern with datadriven approaches is teacher workload. Analysing student performance takes time, and teachers already face significant demands.

To make things more manageable for their teachers, Douglas Academy reduced the number of their tracking periods from four to two and decided to focus on quality over quantity.

The whole school is also involved in analysing the attainment data, and they schedule regular meetings to monitor the progress of departments, subjects, classes and groups of young people. It guarantees that their staff are analysing the data as part of their regular practice rather than as an extra task, which was a worry at the start.

But is it worth the effort?

According to Douglas Academy, the answer is a clear yes. Identifying gaps early on reduces the need for later interventions, saves time and improves student outcomes.

Jamie encourages other schools to visit their website for more examples of effective practice. Their case studies on schools like Douglas Academy can help make a real difference in the quality of education students receive.

“As HM Inspectors, we have the unique position of seeing different examples of effective practice during our inspection visits. We want to share these to as wide an audience as possible to encourage a culture of collaboration, “ he explains. “The case study from Douglas Academy also includes challenge questions to support staff with their selfevaluation activities and professional discussions.”

Visit education.gov.scot for more examples of highly effective practices in schools across Scotland.

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Teacher Wellbeing: Creating Healthier Classrooms Teaching is a rewarding but high-pressure profession. Stephen Buckley, Head of Information at the mental health charity Mind, discusses the challenges teachers face, how their wellbeing affects students, and practical ways to manage stress in schools

T

eaching is a demanding profession—what are some of the biggest challenges teachers face in maintaining their wellbeing?

The job of a teacher is demanding and high-pressure. One challenge that teachers are facing is that more and more young people are experiencing mental health problems, and services are struggling to keep up with demand. This means that teachers have to support young people’s mental health as well as their own and all their other roles and responsibilities.

Other common challenges that affect teacher wellbeing include: having a poor work-life balance, feeling underappreciated, a lack of resources and bad leadership.

Why is tackling mental health stigma in schools so important?

We’ve come a long way in recent years when it comes to changing attitudes around mental health problems, but sadly stigma does still exist. Too often, people find it difficult to talk about their experiences for fear of being judged or discriminated against.

The ultimate consequence is that people do not seek treatment and support, so it’s important to tackle stigma. Employers need to ensure that staff aren’t treated poorly because they’re experiencing mental health problems. As part of this, they should work to create an open and supportive culture where talking about mental health is normalised.

24 www.teachersresource.co.uk

What happens when teacher wellbeing is not prioritised?

Low teacher wellbeing is associated with attrition (teachers leaving the profession) and presenteeism (teachers working when unwell due to high workloads). Teachers who are stressed, overwhelmed and unsupported may struggle to create positive learning environments or cope with challenging behaviour. They may find it challenging to engage with students as fully as they want to, which can impact students’ feelings of belongingness and connectedness with their school.

So, how does a teacher’s wellbeing affect the classroom environment?

The Wellbeing Research Centre’s research into the link between teacher wellbeing and student outcomes highlights the crucial need to support teachers. The relationship between teachers and students is central to students’ school experiences, affecting academic success and classroom behaviour.

“Low teacher wellbeing is associated with teachers leaving the profession”

Can you share examples of issues that impact students’ wellbeing?

We need to look at other factors that shape students’ experiences of education. For example, our Not Making the Grade report demonstrates the impact of racism in school on young people’s mental health. It also highlights the challenges students face when their mental health problems are labelled as “bad behaviour” rather than a sign of need.

Additionally, the Teacher Wellbeing Index shows that many teachers are concerned about the impact of the cost of living crisis on students and their behaviour.

What are some early signs of burnout that teachers should be aware of?

While burnout isn’t a mental health diagnosis in itself, it can happen if

IN THE CLASSROOM

you experience a build-up of stress.

Teachers might want to reach out for some support if they feel completely physically and mentally exhausted, have little motivation, feel irritable or anxious, see a dip in their work performance, experience physical symptoms like headaches or stomach aches, or have trouble sleeping.

What role do schools and employers play in supporting teacher wellbeing?

Employers must support their staff and help them best manage their heavy workloads. Small, inexpensive initiatives such as flexible working, proper breaks, regular catch-ups with managers, and confidential support lines are just some of the things schools should be doing.

It’s also important to acknowledge that workplace stress may be just one

of many things affecting teachers’ wellbeing. Other factors like money worries, physical health problems or discrimination can also have an impact and can be beyond our control. If you face these barriers, this is not your fault. Trying some of our tips won’t take these barriers away, but might make it a little easier to cope with stressful situations.

What can teachers do to model healthy stress management for their students?

We have some tips for managing and getting help for stress on our website, which might be helpful for teachers to try. These tips include speaking to someone you trust, looking for peer support, trying relaxation activities or speaking to your GP. Taking regular breaks and discouraging students from working

long hours are examples of modelling healthy self-care habits.

How can teachers support students who might be struggling with their mental health?

If you’re worried about a student, talk to them. You don’t need to be an expert to be there–listening and not judging are some of the most significant things you can do. Take their lead: show an interest in how they’re doing, but be aware that it can be hard to have conversations about your mental health at school. Be patient, and keep checking in if they aren’t ready to talk yet.

For advice on managing stress and supporting wellbeing at work, visit mind.org.uk www.teachersresource.co.uk 25

SUMMER RESET A

fter a busy school year, the summer break is a chance to step away from the classroom and focus on yourself. Whether you’re planning to travel, try something new, or simply unwind, a bit of forward planning can help make sure your time off feels well spent.

If you already have a holiday booked or plans in place, there’s still time to add something different to your summer. Whether it’s a short trip, a new experience, or just a change of scenery, here are some ideas to help make the most of your well-earned break.

EXPLORE THE UK If you want a change of scenery without the hassle of airports, there are plenty of ways to enjoy a break right here in the UK. From coastal drives

26 www.teachersresource.co.uk

to scenic walking routes, there’s no shortage of options for an adventure closer to home.

If you enjoy a good road trip, the North Coast 500 is a must. This circular route through the Scottish Highlands takes in rugged coastlines, white sandy beaches, and dramatic mountain landscapes. If you’ve already done it, why not try the Cambrian Way in Wales? Running from Cardiff to Llandudno, it’s a stunning journey through Snowdonia and the Brecon Beacons.

Prefer to explore on foot? The South West Coast Path offers breathtaking views along the Devon and Cornwall coastline, while the West Highland Way takes you from the outskirts of Glasgow to the foot of Ben Nevis. Whether you want a week-long trek or just a few days of fresh air and open spaces, there’s a route to suit every pace.

Your well-earned break is just around the corner. Get inspired with our top recommendations for making the most of your summer holiday CHASING THE SUN We’re keeping our fingers crossed for a hot Scottish summer this year, but if you want to relish in the sunshine, this is your chance to book a summer getaway. Find something that suits your budget and taste by using a dedicated company that does most of the planning for you. Companies like TravelPlanners (travelplanners.co.uk) and Trailfinders (trailfinders.com) are great places to start.

If you want to book a trip yourself, don’t forget to take advantage of all of your options. Flexibility is key, consider midweek departures or alternative airports to get better deals. Through discount schemes like Discounts For Teachers (discountsforteachers.co.uk) you could receive money off whole trips or hotels, or receive cashback once you pay in full.

AFTER HOURS

GOING SOLO

LEARN A NEW SKILL

Always wanted to try solo travel but not sure where to start? More people than ever are choosing to go it alone, and there are plenty of companies that cater to solo adventurers. A solo trip can be a great way to take a break, whether you want to explore somewhere new or just enjoy some time to yourself. It doesn’t have to mean travelling completely alone— joining a small group or choosing a destination that’s easy to get around can make the experience even more enjoyable.

Flash Pack (flashpack.com) runs small-group trips where solo travellers can meet like-minded people while still having plenty of independence.

Explore (explore.co.uk) also runs guided tours that bring together independent travellers, with itineraries covering everything from cultural highlights to walking holidays and wildlife adventures.

If you prefer to plan your own itinerary, cities like Budapest, Seville, and Amsterdam are easy to navigate and popular with solo travellers. A bit of forward planning—choosing well-located accommodation and researching transport options—can help make the trip a success.

If summer feels like a good time to try something different, why not use the break to learn a new skill?

Take a look at Not In The Guidebooks (notintheguidebooks.com), who offer hands-on learning holidays in the UK and abroad, covering cooking, wellness, photography, and more, while Oyster Worldwide (oysterworldwide. com) offers volunteering and work placements in 17 countries. These can last from two weeks to a full year, with options to suit different interests and budgets.

For something more flexible, FutureLearn (futurelearn.com) has online courses in subjects like creative writing and psychology, which can be done whenever it suits you.

Whether it’s gaining experience, trying something new, or just doing something for yourself, summer can be the perfect time to focus on something different.

SWITCH OFF AND RECHARGE Slowing down can be just as rewarding as planning a big trip. Whether you want to relax, try something new, or get outdoors more, there are plenty of ways

to make the most of the break.

If you’re looking to unwind, Headspace (headspace.com) offers guided meditation and relaxation techniques, while Yoga Scotland (yogascotland.org.uk) has online and inperson classes, ideal for stretching out after months in the classroom. If you’d rather curl up with a book, Scottish Book Trust (scottishbooktrust.com) has plenty of reading recommendations, from holiday page-turners to inspiring non-fiction.

For something more active, summer is a great time to get outdoors. Paths for All (pathsforall.org.uk) has walking and cycling routes across Scotland, perfect for a gentle stroll or a day out exploring. If you’d rather keep moving with something fun, Parkrun (parkrun. org.uk) hosts free, friendly 5K events in parks across Scotland—you can run, jog, or walk, it’s an easy way to stay active at your own pace.

However you spend your break, the most important thing is to make time for yourself—that could mean heading off on an adventure or simply enjoying a slower start to the day.

For more summer inspiration, visit National Trails (nationaltrail.co.uk), VisitScotland (visitscotland.com) and The Outdoor Guide (theoutdoorguide.co.uk). www.teachersresource.co.uk 27

AFTER HOURS

Striking the balance A

re you passionate about teaching and looking for ways to improve your classroom practice?

Crafting a work-life balance is a delicate art – after all, it’s not always easy to manage your professional responsibilities alongside your personal life without one overwhelming the other. For teachers, achieving this balance is crucial due to the demanding nature of the job, which can extend beyond school hours into evenings and weekends. It’s important to recognise now that maintaining a work-life balance is the first step toward a more fulfilling teaching career.

AVOID BURNOUT Sadly, teachers are at a higher risk of burnout due to the intensive demands of the role. Finding time to complete all your tasks during the school day can be difficult, and most teachers end up lesson planning or grading work from home. Over time, teachers who struggle to separate their professional and personal life may develop physical and mental health issues, which can affect their overall ability to do their job. Keeping a healthy work-life balance helps mitigate these risks, and can enhance your job satisfaction and effectiveness in the classroom. Mind UK (mind.org.uk) provides excellent advice on identifying and managing burnout.

Finding a healthy work-life balance will require careful planning, and changes to both your outlook and everyday routine

STAY ENGAGED

TIME MANAGEMENT

Balancing your work and private life is not just beneficial for your health; it is also important for your professional performance too. Teachers who find a good balance are often more enthusiastic and creative in the classroom. They are more present and engaged during class, which improves their students’ learning experiences and outcomes. For practical strategies, Teacher Toolkit (teachertoolkit.co.uk) offers resources to keep you motivated and engaged.

One of the best ways to stay on top of your workload is to learn how to manage your time more effectively.

Prioritising your tasks and using planning tools will ensure you meet all your targets and check everything off your to-do list. Breaking down tasks into smaller, manageable parts can also help you to feel less overwhelmed and increase productivity. Tools like FocusBox (focusbox.io), an AI-powered task management app that helps you timebox tasks and stay focused, and Google Calendar (calendar.google.com), which allows you to schedule and set reminders, can help streamline your planning process.

SET BOUNDARIES You might not think it at first, but setting clear boundaries for work time is necessary. While it’s very common for teachers to take work home, and you might think doing extra hours will give you a leg up, it can be detrimental to work outside a schedule. This means designating specific times for checking emails or marking assignments and sticking to these schedules to prevent work from spilling over into personal time. TES (Tes.com) provides tips for setting professional boundaries effectively.

SEEK SUPPORT If you’re struggling to maintain a healthy work-life balance, speak to your school head for support. You could also use digital tools like Teaching AI (teachingassistant.co.uk) for lesson planning or Classroomscreen (classroomscreen.com) for classroom management to ease the workload.

If you are struggling with burnout, teachers in Scotland can visit educationsupport.org.uk or call the free confidential helpline on 08000 562 561 for 24/7 support. www.teachersresource.co.uk 29

AFTER HOURS

Listen in

Whether you’re relaxing at home or on the go, why not treat yourself (and your ears) to one of our podcast recommendations below?

No Such Thing as a Fish

Each week, the researchers behind QI sit down to share the most weird and wonderful facts they’ve discovered over the past seven days, from curious moments in history to odd inventions and little-known science. With fast-paced chat and plenty of offbeat humour, it’s an entertaining listen that makes learning feel effortless. Ideal for anyone who loves a good fact.

Off Menu

Comedians Ed Gamble and James Acaster invite guests to their “magical restaurant” where they can choose the meal of their dreams. From their starter, to their main, sides and desserts – each guest picks their favourite dish off the menu. Hilarious, unpredictable, and surprisingly heartfelt, the show combines food talk with personal stories and plenty of laughs.

The High Performance Podcast

Looking to level up your life? Then, this is the podcast for you. Hosted by sports broadcaster Jake Humphrey and professor Damian Hughes, this chart-topping podcast features interviews with world-class performers from the worlds of sports, business, and the arts, offering an intimate glimpse into the lives of high-achieving, successful individuals. Packed with lots of insights and inspiring stories, it’s perfect for anyone looking for motivation or ways to self-improve.

30 www.teachersresource.co.uk

Where There’s a Will, There’s a Wake

If you could plan your perfect death, what would you do?

Hosted by comedian Kathy Burke, this darkly hilarious podcast invites guests to imagine their perfect death, funeral, and afterlife as they plan their final day from dusk to dawn. With a blend of morbid humour and heartfelt moments, this show is both wickedly funny and surprisingly touching.

Real Outlaws

From Billy the Kid to the Kray Twins.

The Peaky Blinders to Anne Bonny. Real outlaws follow the footsteps of the world’s most notorious criminals to find out who

they were before they became household names. From charismatic antiheroes to bloodthirsty villains, what are the true stories behind the myths?

Happy Place

Hosted by broadcaster and author Fearne Cotton, this podcast explores mental health, happiness, and well-being. Each episode, Fearne speaks to inspiring guests, including celebrities, authors, and experts, about what brings them joy and how they cope with life’s challenges.

Dreams, hopes, and fears are all up for discussion, giving listeners the chance to grow and reflect together.

Download each series for free on your favourite podcast app and save to your phone so you can listen on the go.

Become a Cambridge examiner We are expanding our examiner network, and inviting teachers to develop their professional practice by becoming examiners across the range of syllabuses in Cambridge IGCSE, O Level and AS & A Level.

You will gain an insight into the teaching and assessment of Cambridge International Education qualifications, and we offer training and support with freelance opportunities which fit around your existing commitments.

For more details, just visit cambridgeinternational.org/examiners

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