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Education Scotland Inclusion, wellbeing and equalities resources

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Education Scotland Inclusion, wellbeing and equalities resources

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Welcome to the Inclusion, Wellbeing & Equalities Wakelet. This Wakelet is a collection of links to materials stored online that can be used to support inclusive education and learner wellbeing. These links could take you to the National Improvement Hub, Glow, Websites or YouTube. Please check which…

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Produced by members of the Gypsy/Traveller community, these videos forefront personal experiences and human stories about accessing the Scottish school system. By sharing challenges and proven strategies, these parents and young people hope to empower other families with the knowledge and confidence to make informed choices about their children's education. We are deeply grateful to the community members who made this project possible. Our thanks go to interviewer, Tommy Bennett, for guiding these vital conversations. Together, your voices offer a powerful roadmap for other Gypsy/Traveller to navigate their own educational journeys.

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Produced by members of the Gypsy/Traveller community, these videos forefront personal experiences and human stories about accessing the Scottish school system. By sharing challenges and proven strategies, these parents and young people hope to empower other families with the knowledge and confidence to make informed choices about their children's education.

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STEP Community Survey on Educational Experiences (2023)

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STEP Community Survey on Educational Experiences (2023)

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This survey of ~100 Gypsy/Traveller children and adults reveals bullying and racism as major barriers, with low secondary engagement due to irrelevance. It recommends culturally sustaining curricula and parent consultations. In Scottish education, these insights underscore the need for co-produced resources to rebuild trust and belonging.

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A survey of the educational experiences and views of children and adults from the Gypsy Traveller communities in Scotland - STEP

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Education and change for mobile cultures

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Hear from young community members about their experiences of education

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Hear from young community members about their experiences of education

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Gypsy, Roma and Traveller Inclusion Toolkit | Diverse Educators

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Gypsy, Roma and Traveller communities are a connected but distinct collection of ethnic groups who share similar historical themes and traditions with nomadism.

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The Gypsy/Traveller and Roma School Pledge (Scotland)

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The Gypsy/Traveller and Roma School Pledge (Scotland)

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Developed by STEP as part of the Scottish Government's National Action Plan, Improving the lives of Gypsy/Travellers, the Gypsy/Traveller and Roma School Pledge is a commitment by schools to undertake certain steps to support access, retention and outcomes in education for pupils from Gypsy/Traveller and Roma communities.

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Education and change for mobile cultures

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Young people reflect on the UNCRC and discrimination in education

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Young people reflect on the UNCRC and discrimination in education

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Children and young people's rights and education - STEP

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All children have rights under the United Nations Convention on the Rights of the Child (UNCRC). Below you can find the rights that relate to your child's human right to an education (Article 28). For more information watch the video on children rights and view or download the UNCRC poster here.

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Supporting Gypsy Travellers in Education Booklet (2021)

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Supporting Gypsy Travellers in Education Booklet (2021)

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Produced by Education Scotland, this resource offers exemplars, professional learning links, and self-reflection prompts for inclusive practices. It covers transitions, cultural relevance, and partnerships with TENET. For teachers, it's an essential guide to creating welcoming environments where Gypsy/Traveller pupils experience belonging through represented identities and positive relationships.

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TENET (Scotland) is professional network of 32 Scottish authorities sharing best practices for traditionally nomadic communities, including Gypsy/Travellers and Roma. Coordinated by STEP, TENET facilitates training, case studies, and the delivery of STEP education intervention and social impact programmes such as Starter Sack home-play programme and Digital Transitions Programme. As part of broader inclusion efforts, TENET promotes and helps schools respond to nomadic needs, enhancing feelings of community and belonging in the education system.

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Education and change for mobile cultures

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Improving the Lives of Scotland’s Gypsy/Travellers 2: Action Plan 2024-2026

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Improving the Lives of Scotland’s Gypsy/Travellers 2: Action Plan 2024-2026

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This joint Scottish Government and COSLA action plan builds on previous efforts to address educational disparities for Gypsy/Travellers. It includes objectives for interagency collaboration, staff development through STEP, improved transitions under the Education (Additional Support for Learning) Act 2004, cultural integration into curricula, and expansion of the School Pledge scheme. Key focuses: anti-bullying updates in 'Respect for All' (2024), community involvement, and rights-based approaches aligned with UNCRC Articles 2, 8, 12, 30. Funding supports STEP with £234,837 in 2025-26. As a teacher in Scotland, I emphasise how these plans foster belonging by promoting culturally sustaining education and challenging discrimination.

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Improving the Lives of Scotland’s Gypsy/Travellers 2: action plan 2024-2026

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Second joint action plan by the Scottish Government and the Convention of Scottish Local Authorities (COSLA).

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Improving Educational Outcomes for Children and Young People from Travelling Cultures: Guidance (2018, updated)

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Improving Educational Outcomes for Children and Young People from Travelling Cultures: Guidance (2018, updated)

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This guidance supports schools in addressing barriers like low attendance, high exclusions, and poor transitions for Gypsy/Traveller pupils. It promotes inclusive ethos via Curriculum for Excellence, GIRFEC, and HGIOS4 self-evaluation. Recommendations include flexible learning for nomadic lifestyles, family engagement, and anti-racism training. In my UK teaching experience, embedding this guidance helps build trust and a sense of belonging, countering historical distrust from past assimilation policies.

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Section 1: Introduction
Guidance purpose and development
The purpose of this document is to provide guidance about supporting Traveller children and young people and their families to engage in education so as to improve their life outcomes. It:

sets out the context for supporting Traveller children and young people and their families

encourages an understanding of the challenges they might face in engaging with the education system, and therefore

supports schools, local authorities and other stakeholders to offer effective, inclusive educational approaches

Why is guidance necessary?

This guidance has been developed as a direct response to the very real concerns about the achievement of educational outcomes, and therefore life outcomes, by some Traveller children and young people. As is evidenced within this document, some Traveller children and young people's educational outcomes are among the worst in Scotland. The Scottish Government is committed to enabling all children and young people to reach their full potential and this guidance is intended to support those working with Traveller children and young people in Scotland's schools and communities in improving educational outcomes over time.
Who is this guidance for?
While primarily aimed at schools, ELC settings and local authorities, the guidance may also be useful to a range of stakeholders who have a role in supporting Traveller families such as: health and social care practitioners; those who can support transitions from school into further and higher education or employment; CLD (Community Learning and Development) teams; and adult and family learning providers. The guidance will also be of use to local authorities when developing their Traveller Education strategies. Traveller families living in Scotland, as well as regular seasonal Travellers to Scotland, may also find it helpful in providing clarity on Scottish education and to understand how they can best support their children throughout their education.
How to use this guidance
This document is divided into four sections:

Section 1 provides an introduction which sets the context and provides evidence of the educational outcomes and educational experience of some Traveller children and young people in Scotland.

Sections 2 and 3 focus on areas which are most likely to be relevant to improving outcomes for Travellers. The information is loosely based around two of the categories for quality indicators used in How Good is Our School 4 (HGIOS4) and How Good is Our Early learning and Childcare (HGIOELC):

Leadership and Management - in schools and classrooms, and also in the wider local authority.

Learning Provision - focussed on educational approaches, as well as the importance of family engagement.

Section 4 comprises annexes, including a summary of the legislative and policy context and information on further resources.

Inevitably, there is overlap between the sections and subsections and because of this, some repetition. References, including references to online material or other parts of the guidance, aid further exploration of points of interest.
How this guidance was developed
The guidance was developed by a diverse working group comprising representatives from local authorities who support Traveller families, including an EAL (English as an additional language) expert, a teacher of Travellers, a headteacher and headteacher representatives, as well as a health practitioner, and a third sector representative. The group was able to bring a range of perspectives to the guidance, and drew on their wide experience of engaging with different groups of Travellers in many different settings. A wider range of perspectives was captured through a public consultation. The guidance recognises that the contexts for delivering services for Travellers will vary widely between practitioners, schools, and local authorities and therefore signposts to many other sources of guidance and support.
Terms used in this Guidance
'Traveller/s' is used to refer to a number of different groups and communities with a mobile lifestyle and/or culture, when it would be onerous, or not possible, to list them individually. The intention is not to disregard the diversity in the history, culture and lifestyles of different Traveller groups (see the Scotland's Travellers subsection below), or suggest that all Travellers share the same experience of education and barriers to learning. Practitioners should always seek to understand individual circumstances.

'School/s' should be considered to include primary, secondary and special schools and units, unless otherwise specified.

'ELC' or 'early learning and childcare setting' encompasses settings previously known as nursery classes, pre-school centres, day nurseries, community nurseries, nursery schools etc. and also now includes childminders.

'Parent/s' has been used to mean mothers, fathers, carers, and others with responsibility for caring for a child or young person.
Scotland's Travellers The diversity of mobile communities' culture, history and lifestyles
Travelling communities in Scotland are not a single group. There are many different groups. Each is defined by its own history, culture and lifestyle. While each group is made up of extensive family networks, these may have little or no connection with other Traveller groups. Central to each community is its right to self-identity, and to be recognised and respected by the society it lives in. The different groups may have very different educational experiences and outcomes but what they do share is family lifestyles, which are essentially built around a mobile tradition.

Some Traveller groups, such as Scottish Gypsy/Travellers and European Roma, will be recognised in law as minority ethnic groups and are therefore afforded legal protection from discrimination on grounds of race under the Equality Act 2010.

When there is concern about use of terminology, or uncertainty about the Traveller group to which a family identifies, it is important to gain information through the family. Written references to Traveller groups should always capitalise the first letter, e.g. 'Gypsy/Traveller', 'Roma', 'Traveller' or 'Showpeople'.

Further information on the most common Traveller groups in Scotland is provided below. In addition, there are also regular seasonal Travellers in Scotland, such as Irish Travellers, who could also benefit from this guidance.

European Roma - The recent enlargement of the European Union enabled the Roma to come to the UK from many new European Union countries such as the Czech Republic, Hungary, Estonia, Lithuania, Latvia, Poland, Slovenia, Slovakia, Romania and Bulgaria. Importantly, families will generally identify themselves first in national terms and then as Roma e.g. Slovak Roma or Romanian Roma.

Most families have travelled with the aim of finding work and to seek a good education for their children. The majority also seek to escape violence, racism and discrimination in their countries of origin. Roma are the most impoverished and marginalised ethnic minority in Europe with an estimated population of between
10 and 14 million. They are a very diverse group with many different national and ethnic subgroups.

Roma settle in large groups of extended family networks. Group pride is strongly related to the traditions that arise from specific trades such as horse traders and basket weavers. Key to any Roma family's economic and social survival is its strong sense of responsibility for all family members.

In the UK, Roma tend to be drawn to specific areas. For many families, being able to access better education for their children is one of the factors in the decision to migrate. They often have negative experiences of education in their home countries. Scotland's more inclusive system means they often find education a positive experience and therefore Roma children are more likely to attend school in Scotland.

Scottish Gypsy/Travellers identify themselves variously as Gypsy/Travellers, Gypsies, or simply as Travellers. Regardless of whether families currently live a mobile lifestyle or are 'settled' in a house, they continue to identify with the travelling community and have a strong commitment to the maintenance and development of their Traveller identity, lifestyle and culture.

Young people become part of the extended working families from an early age and assume adult roles and responsibilities. Gypsy/Traveller young people, therefore, may not easily adapt to the stark contrast of age-specific grouping in schools.

Scottish Gypsy/Travellers share many cultural features with European Roma communities, such as a belief in the importance of extended family bonds and family descent, a preference for self-employment, and a strong commitment to a nomadic lifestyle. Other cultural practices, such as the common preference to marry within the community, a choice many families make to withdraw children from school at an early age, or not engaging with formal education at all, were and are ways of maintaining their cultures and lifestyles as different from non-Traveller settled communities.

Showpeople bring fairgrounds to locations across the UK. Many Showpeople also travel further afield to attend European fairs. Wherever they travel there is an expectation that the whole family will contribute towards the life of the fair. Showpeople make up a business/cultural community who self-define in terms of their livelihoods. Showpeople's distinctive identity is built on their tradition of bringing entertainment and other services to local communities. Scottish Showpeople share in this strong cultural identity and have a long, proud history of living and working in Scotland. Much of this business could not be conducted without a general education which explains why education has always been valued by the community and why Showpeople have such a long history of engagement with the Scottish education system. Nowadays, most families live on permanent yards, with many more or less commuting to fairs. For those that do travel during the summer months, the stable and predictable pattern of travel means that school attendance can be managed.
Social attitudes towards Gypsy/Travellers
I know Travellers who have ...completely disassociated themselves with the culture entirely because they're terrified that they won't be allowed to get a job, they won't get into school. There's a huge issue of people not looking at other cultures, not looking at other ways of 'being'.

Young Gypsy/Traveller

The Scottish Government recognises that, as a group, Gypsy/Travellers experience widespread discrimination and marginalisation. The 2015 Scottish Social Attitudes Survey found widespread discriminatory attitudes towards Gypsy/Travellers. Although there were improvements in attitudes compared to previous years (2006 and 2010), Gypsy/Travellers were still subject to higher levels of prejudice than other groups.

The Survey included two sets of detailed questions relating to employment and personal relationships. It showed:

34% of respondents considered that Gypsy/Travellers would be unsuitable as primary school teachers

31% said they would be unhappy if a close relative entered into a long-term relationship with a Gypsy/Traveller

The portrayal of Gypsy/Travellers in the media can provide a stark reflection of the deep-rooted prejudices held towards this community. Amnesty International's research into media reporting of Scottish Gypsy/Travellers found that a significant number of articles, which appear in the print media perpetuate prejudicial views of Scottish Gypsy/Travellers. Similarly, in 2016, Article 12 reported that 'a vast majority [of media articles] fell within the categories of negative, discriminatory and racist'. Such negative views and attitudes inevitably affect a Gypsy/Traveller's decision to self-identify, or not.

The above analysis relates to Gypsy/Travellers only. However, all Travellers, whether or not they are recognised as an ethnic minority in law, may be vulnerable to discrimination on the grounds of their identity or the discriminator's perception of their identity. Some may also experience discrimination related to their skin colour, appearance, language, or other factor.
The educational context
Given the background, context and evidence set out in this Introduction, it is clear that there can be tensions between the maintenance of a mobile tradition and culture and the need to ensure that the children and young people can access education. As mobility is an increasingly common feature in today's society, more and more children and young people are experiencing barriers to learning arising from the challenges associated with being mobile, such as multiple transitions, as well as the cultural differences which may exist between them and settled populations. The impact of such barriers can be heightened when parents have limited educational experience themselves. A partnership approach between families, authorities and agencies is needed to overcome barriers to learning in order that Traveller children's rights, entitlements and potential can be realised.

In some local authorities and schools in Scotland, proactive efforts have been made to engage and support Traveller children and young people and their families, at times through a family learning approach. There is evidence of emerging and established good practice, some of which is included in this guidance. However, overall progress is slow and in some areas activity to support Travellers is limited. Without appropriate engagement and support, starting with our very youngest Traveller children and extending to the parents and family, educational outcomes for many Traveller children are likely to continue to be poor. This guidance is intended as a tool to support that improvement.
Right to education
Like all children and young people in Scotland, Travellers have rights to education under the United Nations Convention on the Rights of the Child ( UNCRC). These rights have been incorporated in Scots Law under section 1 of the Standards in Scotland's Schools etc. Act 2000 which sets out the right of every child of school age to be provided with school education by, or through arrangements made by, an education authority. In carrying out their duty to provide that education, education authorities must under section 2(1) of that same Act secure that the education is directed to the development of the personality, talents and mental and physical abilities of the child or young person to their fullest potential

It should be noted that separately, an education authority has a duty under section 1 of the Education (Scotland) Act 1980 to secure adequate and efficient provision of education in their area, regardless of whether the children are nationals of the UK or some other state. The parents of such children are also under an obligation through section 30 of the same Act to ensure their children are educated (whether at school or otherwise).

Further, in Scotland, education authorities are required to provide up to 600 hours of funded early learning and childcare for all children from three years old, and in some cases from two years old. This is to expand to 1140 hours per year by August 2020.
Entitlements
Within Scotland's inclusive education framework, Traveller children, young people and their families have entitlements under:

Curriculum for Excellence which provides the flexible framework to meet the needs of all learners

A legislative framework of additional support for learning to help overcome barriers to learning

'Getting it right for every child' (GIRFEC), the national approach based on children's and young people's rights which through partnership working supports the wellbeing of children and young people

The Scottish Schools (Parental Involvement) Act 2006 which provides a range of duties on local authorities and schools to involve parents in their child's education and in the life and work of their children's school

The new health and social care standards which describe what to expect when accessing health and social care services, and apply to ELC settings. Each of the standards are based on the same set of "principles" which are: dignity and respect; compassion; be included; responsive care and support; wellbeing.

Practitioner responsibilities
One young Traveller said that when he went to secondary school his father told him to do everything he could to hide his Traveller identity. "That was really hard for me at school. Travellers are really proud people and trying to keep that hidden is horrendous."

All teachers in local authority schools and grant-aided schools, and new teachers in independent schools, must be registered with the General Teaching Council for Scotland ( GTCS). Also, from 1 October 2020, all existing teachers in independent schools must be registered with the GTCS. The GTCS Professional Standards for Teachers place Professional Values and Personal Commitment at their core. The first of these is Social Justice, which is particularly relevant as it involves:

committing to the principles of democracy and social justice through fair, transparent, inclusive and sustainable policy and practices in relation to all protected characteristics, including race, and ethnicity

valuing as well as respecting social, cultural and ecological diversity and promoting the principles of local and global citizenship for all learners

Standard 3.1.4 'Have high expectations of all learners' under Professional Skills and Abilities is also pertinent.

Headteachers also have specific responsibilities in relation to parental involvement, as set out in the Scottish Schools (Parental Involvement) Act 2006.

The Scottish Social Services Council ( SSSC) registers staff working in ELC services and regulates their learning and development. Registration with the SSSC places a requirement on workers, and employers, to abide by the Code of Practice. The Code sets out clear standards of conduct and practice expected of workers in ELC including support workers, practitioners and managers/lead practitioners. It embeds the values of promoting diversity, respecting other cultures and non-discriminatory practice, and is a tool for workers and employers to use to help continually improve their practice. The Code lets people who use social services and carers know what they can expect from the workers who support them.
Parental responsibilities
Under section 30 of the Education (Scotland) Act 1980, parents and carers of school age children have a legal duty to provide their child with an "efficient education" which is "suitable to the age, ability and aptitude" of the child. In securing such an education, parents have a right to choose whether to send their child to school (whether a public or independent school) or to home educate. They should have regard to the child's views, as well as any additional support needs they may have, when making this decision. Parents will require consent to withdraw a child from school in order to home educate if the child is in attendance already. Parents should expect to be informed and involved in their child's education under the provisions within the Scottish Schools (Parental Involvement) Act 2006.

Parents are not required to educate their children before they reach school age and early learning and childcare is an entitlement, not an obligation. Parents can decide whether or not to take up their 600 (soon to be 1140) hours, or how much of the entitlement they take up.
A partnership approach to education
All partners should have high expectations that all Traveller children and young people receive an education, enter the senior phase of the curriculum, achieve the four capacities, and go on to realise positive, sustained destinations. Partnership and collaboration are key to achieving improvements and realising this aim. A commitment to improving educational outcomes for this group extends to the Scottish Government, local authorities and schools. Partners, communities and families, working with a range of education providers, also have an important role to play in bringing about improvements. A range of partnership work, for example work set out in the Child Poverty Delivery Plan and Learning Together: A National Action Plan on Parental Involvement, Parental Engagement, Family Learning and Learning at Home, will be relevant here.
The educational experience - some evidence
This subsection presents evidence which demonstrates that some Travellers have poor outcomes and experiences in Scottish education. This data is for Gypsy/Travellers specifically, for the reasons explained below. However, we know from anecdotal evidence and wider research that some other Traveller groups may be similarly disadvantaged. However, we also know that some children and young people from other Traveller groups may have significantly better educational experience and outcomes than this evidence suggests.
A note about statistical evidence
The Scottish Government captures statistics for the ethnic group 'White Gypsy/Traveller'. In the analysis below, these statistics have been used to give an indicative picture of numbers of Gypsy/Traveller children in schools, their educational outcomes and other related factors. However, it is important to note that:

There are many Travellers who attend school who, while fitting the description for the White Gypsy/Traveller ethnic group, would choose not to disclose themselves as such, to a greater degree than is common with other groupings.

There will be many Travellers attending school who belong to a distinct Traveller group which cannot be identified through these statistics. For example it is impossible to identify Roma children and young people as a separate group through these statistics.

Fluctuations in population and small numbers mean that year on year comparisons for the White Gypsy/Traveller ethnic group may not be fully reliable.

Anecdotally, we know that some Traveller children and young people never attend school, but we have no statistics to measure this.

Ethnicity data is not currently collected in ELC statistics, although plans for an individual child level data collection should mean that this will become possible in future years.

Scotland's White Gypsy/Travellers
Sources: (Adult Qualifications) Scotland's Census 2011; (School Leavers and Positive Destinations) Summary statistics for attainment, leaver destinations and healthy living, No. 7: 2017 Edition; (ASN) Summary Statistics for Schools in Scotland, No: 8-2017; (Attendance and Exclusions) Attendance and Absence in Scottish Schools 2016/17
Achievement and attainment
"There are no inherent reasons why a child from a Gypsy, Roma or Traveller community should not achieve as well as any other child"

As a group, Gypsy/Travellers' educational outcomes in terms of attainment and positive destinations are among the worst in Scottish education. A two year average from the 2014/15 and 2015/16 leavers' data, shows that:

74.6% of leavers recorded as 'White - Gypsy/Traveller' were in a positive follow-up destination, compared to 91.7% for all publicly funded secondary school leavers.

23.9% of leavers recorded as 'White - Gypsy/Traveller' left school with no qualifications at SCQF level 3 or higher, compared to 2.1% for all publicly funded secondary school leavers.

43.3% of leavers recorded as 'White - Gypsy/Traveller' left school with 1 or more qualifications at SCQF level 5, compared to 85.4% for all secondary school leavers.

An analysis of 2011 Scotland's Census data presents some important education variables for Gypsy/Travellers age 16 plus compared to the general population:

50% of Gypsy/Travellers aged 16 and over had no qualifications compared to 27% of the population as a whole.

Only 16% of Gypsy/Travellers held Level 4 or above (degree) qualifications compared to 26% of the population as a whole

38% of Gypsy/Travellers age 16-24 were full-time students compared to 46% of the general population in this age group.

Transitions and retention

Although it is not possible to obtain from published statistics the actual number of Travellers attending school (see 'a note about statistical evidence' above), the following table shows that the numbers of children and young people who are ascribed to the ethnic group 'White Gypsy/Traveller' enrolled in schools has increased since 2011.

It is not known whether the increase is due to a growth in the Gypsy/Traveller population in Scotland, or increased engagement with school education, or both.

Many Gypsy/Traveller children in school do not complete the broad general education ( BGE) or progress to senior stage but are withdrawn at the end of primary school. Annex E provides transitions data for White Gypsy/Traveller pupils in publicly funded primary and secondary schools in Scotland. It includes data on changes in cohort size from P7 to S1 and through secondary school. It suggests a high drop-out rate between primary and secondary school, and that the decrease in cohort size between S3 and S5/6 is much bigger for Gypsy/Traveller pupils than for all pupils.

Anecdotal evidence also indicates that there are many Gypsy/Traveller children who do not attend school, either because they have been withdrawn to be home educated or because they have always been home educated. However, data which would allow us to assess the extent of home schooling for Gypsy/Travellers, or any Travellers, is not collected nationally.
Attendance
There is a correlation between attendance and attainment. Pupils with the lowest rates of attendance demonstrate the highest rates of underachievement.

In Scotland, overall, school attendance rates have remained relatively stable in the last few years, increasing from 93.1 to 93.7 per cent between 2010/11 and 2014/15 then decreasing to 93.3 per cent in 2016/17. However, White Gypsy/Traveller pupils enrolled in school continue to have the lowest attendance rates of any ethnic group at 78.8% in 2016/17 compared to the 93.3% Scotland average. It follows that Gypsy/Traveller children and young people, and other mobile children whose attendance is irregular, are missing out on time in education compared to other children.
Bullying
Scotland's anti-bullying service, respect me, report that Gypsy/Traveller children and young people are a particularly discriminated against and marginalised group and concerns about bullying are especially acute for secondary schools. Perceived risks about bullying and parents' own experiences of discriminatory behaviour may lead to low levels of enrolment and poor attendance for Gypsy/Traveller children and young people, as well as early exit from formal education. Other Traveller families, such as Roma, may have similar concerns.
Exclusions
In Scotland the rate of exclusions continues to fall for all local authority pupils - from 33 per 1,000 in 2012/13 to 27 per 1,000 in 2016/17. While exclusions for Gypsy/Travellers have also fallen over the same period, from 58 to 53 per 1,000 pupils, they remain higher than the overall Scotland figure. Research in England reported that "Gypsy/Roma boys and girls of Irish Traveller heritage were the ethnic groups most likely to experience exclusion from school, and boys in these groups were twice as likely as girls to be excluded".
Additional Support for Learning
2017 data shows a relatively high percentage of Gypsy/Travellers recorded as receiving additional support for learning at 54% of pupils compared to 27% for all other ethnicities combined. This compares to 51% and 25% respectively in 2016.
Rates of additional support needs (per 1,000 pupils) for most common reasons for support
Source: Summary Statistics for Schools in Scotland, No: 8-2017

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Improving educational outcomes for children and young people from travelling cultures: guidance

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Guidance for local authorities, schools, early learning and childcare settings, and other stakeholders to help support children and young people and their families to engage in education.

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Respect for All: National Anti-Bullying Guidance (updated 2024)

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Respect for All: National Anti-Bullying Guidance (updated 2024)

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Updated to explicitly address racist incidents and harassment faced by Gypsy/Travellers, this policy is a cornerstone for inclusion. It encourages proactive school environments where pupils feel safe and valued. Bullying remains a primary barrier to attendance and belonging; as educators, we must integrate this with STEP resources for training. From a Scottish perspective, this aligns with the Race Equality Framework (2016-2030).

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Respect for All: national approach to anti-bullying

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The approach aims to build capacity, resilience and skills in children and young people to prevent and deal with bullying.

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Acknowledging and integrating Gypsy/Traveller and Roma culture through representative resources and cultural iconography validates pupils' identities. Staff showing an understanding and respecting cultural values and traditions, can enhance feelings of belonging and engagement within the school and educational environment.

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Local Exemplars: South Lanarkshire Gypsy Traveller Education Group

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Local Exemplars: South Lanarkshire Gypsy Traveller Education Group

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This group provides bespoke S1-S6 interventions, pop-up provisions, and family trust-building. Flexible attendance and cultural packs increase participation, exemplifying how targeted support enhances belonging for Traveller youth in Scotland.

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​How to use this exemplar to improve practice?

Consider the diverse parent community in your catchment area e.g. non-resident parents, refugees, kinship carers, adoptive parents, young parents, gypsy traveller parents, parents whose first language is not English, service families, disabled parents, parents whose partner is in prison. Make a list.

Reflective questions:

​Which diverse parent community are you trying to increase parental involvement or engagement with?

Are there specific barriers preventing this diverse parent community from engaging with the setting/school?

Which local and/or national partners can help take this forward?

​How effectively do we support parents and families to participate in, contribute to and understand their child's learning?

Explore this exemplar

What was done?​

The Gypsy Traveller Education Group (GTEG) runs 3 days a week, from a Youth Family and Community Learning Centre, catering for the needs of S1 to S6 pupils engaging in GTEG. For the past two years they have also offered Pop-Up venues for young people of secondary school age from Gypsy/Travelling communities. These are held at Rutherglen, East Kilbride and Larkhall Academy. Parents are involved and engaged initially in their child's learning through home visits. Help with homework is provided for parents where necessary through non-judgemental, easy to understand approaches.

GTEG offers an individual learning programme across both the Broad General Education and Senior Phase. The programme provides a curriculum offer in Literacy, Numeracy, Health and Wellbeing and employability. Young people have access to qualifications to develop their skills for learning, further education, life and work.

Work is ongoing to build upon the existing offer and enable young people to access more qualifications through a wider range of Scottish Qualification Awards. More assessment is being built in to benchmark literacy and numeracy.

The curriculum offer has been developed and implemented in line with Curriculum for Excellence to suit individual learners needs whilst respecting culture and traditions of the young people and their families.

​Verbal reports on their child's learning and progress are given to parents twice each term. There are ongoing two-way communications throughout the year between parents and practitioners about their child's learning and other related matters. Contact is also made with other professionals where necessary to ensure easy access and transition to further support.

Advice and support is provided to practitioners across all sectors who support children and young people from a Gypsy/Travelling community who have opted to remain in their own school/setting.​

Why?​

South Lanarkshire Council aims to engage with parents and young people from Gypsy/Travelling communities and improve educational outcomes.

GTEG identified the need to have an alternative education provision that offers bespoke and staged intervention opportunities for Gypsy/Travelling young people and their families.

What was the impact?​​

Close working relationships with parents and families, based on understanding and trust, have been established and maintained. Parents and families are involved and engaged in their child's learning. Two-way communication has strengthened home-school partnership working.​​​

Over the past academic year, 32 young people have engaged in the project.

Senior pupils in the Gypsy Traveller Education Group have achieved qualifications in English, Maths Life Skills, Numeracy, Maths, History, PE and Media, at National 3 and 4 levels, Leadership, Construction and Beauty at National 5. A group of S1/2 pupils achieved the John Muir Award.

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Gypsy Traveller Education Group - South Lanarkshire Council

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Education Scotland is a Scottish Government executive agency responsible for supporting quality and improvement in Scottish education.

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This collection of wakelets signposts educators to a range of websites and resources which promote race equality education and ensure that all learners can flourish in an inclusive environment which actively promotes equality and tackles racism.

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Supporting Gypsy travellers: Oban High School

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Education Scotland is a Scottish Government executive agency responsible for supporting quality and improvement in Scottish education.

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Supporting Gypsy Travellers in Education

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Education Scotland is a Scottish Government executive agency responsible for supporting quality and improvement in Scottish education.

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Best Practices: Cultural Integration and Anti-Bullying

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Best Practices: Cultural Integration and Anti-Bullying

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Embed Gypsy/Traveller history in curricula (e.g., Gypsy, Roma, Traveller History Month in June) and update policies like Respect for All. Trusted adults and family bridges via GRT teaching assistants build relationships. In Scottish schools, these practices counteract racism and promote identity preservation under UNCRC Article 30.

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Challenges: Barriers to Belonging for Nomadic Families

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Challenges: Barriers to Belonging for Nomadic Families

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Key issues include bullying (53 exclusions per 1,000 vs. 27 overall), digital divides, parental distrust from historical policies (e.g., Tinker Experiments), and cultural mismatches. Nomadic mobility disrupts continuity, with only 43.3% achieving SCQF level 5+ vs. 85.4% overall. Progress via STEP pilots shows promise, but gaps in secondary engagement persist.

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Their 'Universal Values' workshops are fantastic for promoting equality and diversity in schools. They offer in-school training and have free downloadable resources that address various forms of discrimination.

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Free Resources for Equality, Diversity and Inclusion in Schools EqualiTeach's free resources have been carefully designed in collaboration with leading partner organisations. A selection of our resources are included below [...]

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Resources to help education professionals challenge discrimination

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Resources to help education professionals challenge discrimination

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Gain further insight into mobile communities through the community produced materials below.

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Schools - addressing racism and racist incidents: guidance

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This guidance has been designed to assist schools to develop and implement a consistent and robust approach to addressing racist incidents experienced or displayed by children and young people in school.

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UNCRC Incorporation in Scotland: Implications for GRT Learners

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UNCRC Incorporation in Scotland: Implications for GRT Learners

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How the United Nations Convention on the Rights of the Child (UNCRC), now incorporated into Scots law, strengthens rights and protections for Gypsy/Traveller and Roma pupils.

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Equity, Diversity and InclusionBooks can be a useful tool for addressing issues around Equity, Diversity… Read more → Equity, Diversity and InclusionBooks can be a useful tool for addressing issues around Equity, Diversity and Inclusion. Browse this bookshelf for some suggested books to use in the classroom Handout: “Critical Questions for Use with Picture Books or Other Texts” Continue Reading →