On Monday, 27th January, we were delighted to welcome Pam Duncan-Glancy MSP to our Glasgow National Office to meet with and hear directly from children and young people supported by includem, with particular focus on their experiences in education.
Over the past year, education has been a major topic of public discussion. We’ve heard about the experiences of teachers working in under-resourced schools and dealing with escalating levels of violence. We’ve heard about the widening poverty-related attainment gap and the increase in school absences. The number of pupils with additional support needs (ASN) in Scotland continues to rise, while resources diminish. Just last week, we learned that Glasgow has cut funding for its ADHD assessment and support service by £1.5 million and yesterday, Glasgow teachers voted to strike in protest at cuts to education services.
Background
We first contacted Pam following Scottish Labour’s announcement at their Party Conference last year of a zero-tolerance approach to violence in schools. We were concerned that this could lead to increased exclusions and further school absences. Pam, in her role as Shadow Cabinet Secretary for Education and Skills, reassured us that their policy is actually a zero-tolerance approach to the causes of violence in schools, which include:
During our discussions, we emphasised the crucial role that third-sector organisations play in bridging the gap between home and school. The children and young people we support often face significant barriers to education, including mental health challenges (their own or their caregivers’), experiences of poverty, and growing up in or on the edges of care. Many of these issues have been exacerbated by COVID-19.
What Young People Told Us
Our Youth Inspire Group (formerly the Youth Advisory Group) attended to share why young people’s involvement in includem’s work matters to them and to express their hopes for the future of education. They spoke about the importance of good teachers and the negative impact of large class sizes, which make it difficult for teachers to provide the individual support they need.
“They send me to the deputy head’s office and sometimes I just sit there for hours.”
One of the most striking messages from young people was how challenging it can be when school does not understand what’s happening at home. One young person shared:
“When things are bad at home… I had all that going on, and then I would go to school, and it felt like they were laying another brick on my back.”
One young person highlighted the value of third-sector support, comparing includem’s role to organisations like MCR Pathways. These workers build strong relationships with young people, offering guidance and respite during the school day. However, cuts to these programmes mean that young people who once relied on this support now feel increasingly isolated, leading to absences and in some instances, behaviour that leads to exclusions.
Young people also spoke about inconsistent experiences with school exclusions. While some schools focus on attendance over uniform policy, others strictly enforce rules to the detriment of students. One young person shared that they were sent home for wearing the wrong trainers at a time when they were already struggling to attend school.
The Role of Third Sector Organisations
Third-sector workers also act as advocates for children and young people. One includem colleague shared the story of a family struggling to move their child to a new school. The worker assisted by identifying schools within the catchment area, gathering references, and supporting the application process—significantly reducing the burden on the family, who were also dealing with poor housing conditions and mental health challenges.
Another case involved a young person who was experiencing severe bullying at school. They were repeatedly moved between classes, rather than the perpetrators being held accountable. includem colleagues supported the young person to have their views heard, ensuring that they were able to remain in classes with their friends, and not moved to accommodate the children who were bullying them.
At includem, we know that something as simple as supporting families with the school run can make a difference. For some families, establishing morning routines can be a challenge, and our workers help ensure children they get to school. Not only does this support attendance, but workers are able to identify additional challenges that families may be facing and support them with these. For example, our dedicated Young Person’s Fund has been accessed on occasion to buy essential school items for families struggling to meet these costs.
Relationships Matter
We know that relationships are key to helping young people feel that they belong. However, many young people feel that schools are looking for reasons to exclude them, rather than understanding their challenges. While we recognise the immense pressures on schools, these exclusions send dangerous messages to young people at a critical stage in their lives. The breakdown of relationships between students and schools can have devastating long-term consequences.
Young people also emphasised the importance of early intervention and how trusted relationships can help identify patterns in their behaviour that may indicate a need for additional support.
Once again, young people spoke about how difficult it is to return to school after an exclusion. They described feeling unwelcome, intensely scrutinised, and constantly reminded of past mistakes. In our view, greater emphasis should be placed on restorative practices to repair and improve relationships in schools.
Issues raised by children and young people during the discussion echoed findings from our previous research into the school experiences of young people before & during Covid-19.
Looking Ahead
Scotland has made a commitment to upholding children’s rights, particularly through the UNCRC (Incorporation) (Scotland) Act 2024. In practice, however, children and young people’s access to education is threatened every day. Urgent action is needed if we want to see children and young people remain in – and engage with – education.
I am incredibly grateful to the young people who bravely shared their experiences and to Pam Duncan-Glancy MSP for taking the time to engage meaningfully with these issues. By amplifying the voices of children and young people, we hope to drive forward change that ensures education is accessible, inclusive, and supportive for all.
