Briefing Document: The Gap in ASN Training for Teachers in Scotland

While Scottish education policy places a clear expectation on teachers to support all learners, including those with Additional Support Needs (ASN), there is mounting evidence that Scotland's teacher education system does not provide meaningful or consistent training in ASN. This briefing highlights the discrepancy between policy rhetoric and actual practice. It draws on statements from universities, GTCS, and the Scottish Government, and contrasts them with evidence from Audit Scotland, teacher unions, and educators themselves. The report also identifies key failings in the Teacher Induction Scheme, local authority CPD, and the unsupported pathway into ASN-specific roles.

1. What Policy Claims

Scottish Government / GTCS:

• The GTCS Standard for Provisional Registration (2021) states that student teachers should "demonstrate awareness of barriers to learning and strategies to overcome them" and by full registration should be able to "identify and respond effectively to all learners' needs."

• The Scottish Government’s 2022 Additional Support for Learning Action Plan claimed: "All ITE programmes include training in inclusive practice and ASN" and that a new framework would ensure consistency across teacher education programmes.

• The GTCS Standard for Career-Long Professional Learning emphasises values of inclusion, social justice, and equality.

University Statements (selected examples):

• University of Glasgow (MA Primary Education): "This course will explore concepts of inclusion and ASN through policy and reflective practice."

• University of Edinburgh (PGDE Primary): "Inclusive education is embedded across our teacher education curriculum, including discussion of support strategies."

• University of Strathclyde: "We aim to prepare student teachers to meet the needs of all learners, including those with additional needs."

These statements are typically vague, often buried within wider modules on 'inclusive practice', and lack detail on practical tools. Most universities do not require student teachers to complete any practical placement or coursework specifically relating to ASN. Where covered, ASN may be addressed in a single lecture, group discussion, or optional reading with minimal focus on autism, ADHD, dyslexia, or trauma-informed practice.

A review of published ITE course handbooks shows:

• Few universities offer stand-alone ASN modules.

• Content on ASN is often integrated into generic inclusion topics with no specialist input.

• No consistent learning outcomes around understanding specific conditions or practical classroom adaptations.

One ITE graduate from 2022 stated: “I remember one input on ASN that lasted about two hours. It was mainly legal background. We were never shown any real classroom strategies or how to create an individual support plan.”

2. What Teachers Experience

Audit Scotland (2023):

• "There is a significant gap between what the system claims to deliver and what teachers experience in practice. Teachers are not consistently well prepared to support pupils with additional support needs."

EIS Survey (2021):

• 77% of teachers said they had received no substantial ASN training during ITE.

• 89% of early career teachers said they felt "underprepared" to support pupils with complex needs.

• Over half had never received in-service CPD on autism, ADHD, or sensory processing.

Children in Scotland (2022):

• "Student teachers often report feeling unprepared to support neurodivergent pupils. The practical tools are missing."

NASUWT (2022 ASN Briefing):

• Teachers described ASN training as "tick-box exercises" or "powerpoint theory with no classroom relevance."

• One participant stated: "You learn more about ASN from working with classroom assistants than from university or probation training."

Direct Teacher Testimony:

• “We were told about GIRFEC and inclusion in a lecture once, but nothing about how to actually support autistic or dyslexic pupils day to day.” – Probationer, 2023

• “My first ASN pupil had a co-ordinated support plan. I had to Google what that even was. It wasn’t covered in my PGDE at all.” – Teacher, 2022

• “You leave uni thinking you’re ready. Then your first pupil has complex needs and you realise no one taught you what to do.” – ASN teacher, 2024

• “I had to ask the PSA how to communicate with a non-verbal child. I felt completely out of my depth. Why was this not part of our core training?” – Primary teacher, 2023

3. What the Research and Reviews Say

Morgan Review (2020):

• Found ASN support "varies considerably" across Scotland.

• Called for "core ASN training across the teaching journey, including ITE, probation, and CPD."

ASL Action Plan (2021 to 2023):

• Acknowledged the inconsistencies in ASN training.

• Pledged to audit ASN content in teacher education and support clearer CPD guidance.

• As of 2024, no audit findings published and no national CPD framework delivered.

Audit Scotland (2023):

• Found that over 30% of ASN teacher vacancies were unfilled.

• Identified a mismatch between need and training availability.

Scottish Parliament Education Committee (2022):

• Noted widespread concerns that ASN is treated as a secondary issue in teacher education.

• Highlighted teacher calls for mandatory training on neurodiversity.

4. ASN Training During Teacher Induction Scheme (TIS)

• The GTCS requires local authorities to support probationers to meet the Standard for Full Registration, which includes inclusive pedagogy.

• However, there is no national requirement for ASN-specific input during TIS.

• Some local authorities provide induction sessions on ASN. Others provide none.

Teacher testimony confirms:

• “We had a single day on child protection, nothing on ASN.”

• “My mentor helped me more than the council. There was no training on strategies for behaviour, sensory needs, or planning support.”

• “You’re expected to just know it all. But no one explains what you do when a child is having a meltdown, or how to use visual schedules.”

Probationers often learn through:

• Trial and error

• Conversations with support staff

• Observing what others do

This is not a sustainable model for building ASN confidence across the profession.

5. Pathways into ASN Roles Are Unclear and Unsupported

• There is no mandatory qualification for working in ASN roles in most schools.

• Teachers often move into Support for Learning or ASN units without any prior training.

• While GTCS allows ASN as a registration category, this is rarely pursued due to lack of awareness or cost.

• Postgraduate qualifications (e.g. PGCert in Inclusive Education) exist but are optional and self-funded.

• Entry into ASN work is often ad hoc: based on staffing needs, not expertise.

Job listings often list ASN qualifications as “desirable” rather than essential. This contributes to:

• Inconsistent practice

• Stress and burnout among staff

• Inequity in support between schools and local authorities

As one ASN teacher noted: “I was given a class with six pupils, all non-verbal, all requiring different communication tools. I had no PECS training, no BSL, and no AAC experience. I had to figure it all out as I went along.”

Conclusion: Why Neurodivergence Connect Matters

The persistent gap between policy and practice in ASN training underscores the urgent need for systemic change. Initiatives like Neurodivergence Connect play a pivotal role in bridging this divide by offering resources, training, and a platform for educators to share experiences and strategies. By fostering a community centred on understanding and supporting neurodivergent learners, such initiatives empower teachers to implement inclusive practices effectively.

For more information and resources, please visit neurodivergenceconnect.com.

Additional Teacher Testimonials

• “I have been teaching for nine years and I’ve never had a single training session on how to support a child with a PDA profile. Everything I’ve learned has come from parents.” – Primary teacher, East Lothian

• “As a probationer, I was asked to write an IEP. I didn’t know what it was. I asked around and someone gave me an old template. That was the only training I had.” – NQT, Glasgow

• “I took over a Support for Learning post because someone left suddenly. I had no ASN qualification and no clue what to do. I just tried to be kind and practical.” – Secondary teacher, Dundee

• “One of my P1s was completely non-verbal and distressed by noise. I was given a visual timetable but no explanation on how to use it or adjust it for them.” – P1 teacher, West Dunbartonshire

• “A lot of the CPD on ASN is optional and runs after school. If you’re part-time or have childcare, you miss out. But the expectation to ‘just manage’ is still there.” – ASN teacher, Renfrewshire

• “In my council, there is no formal pathway into ASN roles. It’s usually just who is willing to do it or who is available. Training comes afterwards, if at all.” – Support for Learning teacher, Highland

References

• Audit Scotland (2023). Additional Support for Learning: Progress Report.

• EIS (2021). ASN Survey Findings.

• Children in Scotland (2022). Inclusion Report.

• NASUWT Scotland (2022). ASN Briefing Paper.

• Scottish Government (2022). Additional Support for Learning Action Plan.

• General Teaching Council for Scotland (2021). Professional Standards for Teachers.

• Morgan Review (2020). Review of Additional Support for Learning Implementation.

• Scottish Parliament Education, Children and Young People Committee (2022). Official Reports and Submissions.

• University of Glasgow, Edinburgh and Strathclyde ITE Course Handbooks (2022–2024).

• SPICe (Scottish Parliament Information Centre) (2024). Summary of Evidence Submissions on ASN.