The Scottish government has today published qualitative research titled Additional support for learning: experiences of pupils and those that support them. Here is a selection of key findings on ASN education:

Pupils’ views

* Almost all ASN pupils at mainstream schools and special schools felt that their needs were well met.

* Many pupils at mainstream primary schools liked their friends and teachers. A few said they liked everything and would not change anything.

* Many secondary ASN pupils said that they liked the range of subjects and the support they received at school. However, some secondary pupils said they did not like anything about their school. Some said they hated school and did not want to be there, and some said they did not like their teachers.

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* Pupils at special schools said they liked playing outside, learning life skills and topics such as sport, music and art. Many said that there was nothing they did not like. Dislikes were very diverse and included noise, school work and not being allowed to be independent.

* Pupils at mainstream and special schools generally felt positive about their experience, However:

• Some mainstream school pupils said that they felt - or had previously felt - very unsafe due to bullying. A few pupils at special schools said that pupils were violent or aggressive towards them, and they wanted more help with feeling safe.

• A few pupils at mainstream schools felt they could achieve better in small-group or ASN (additional support needs) base activity, rather than in the whole class. A few pupils at special schools said they were covering work they had already done and were ready to be more challenged.

• Most pupils at mainstream schools felt they had lots of friends and that it was easy to make friends, and they were included in the life of the school. However, a few pupils in ASN bases in mainstream schools said they did not always feel involved in the life of the school beyond the base. Around half of pupils at special schools said they had lots of friends, but some (at two schools in particular) found it quite hard to make friends.

Parents’ views

* Most parents felt that their child’s school was doing well in meeting their child’s needs.

* For many parents, it had taken a long time to get their child to the right environment. The challenges included a lack of understanding from staff in mainstream schools; experiences of bullying; long assessment and diagnosis periods; having to push for extra support or spaces at special schools or ASN units; and being moved between schools with little notice.

* Most parents of ASN children at mainstream schools had something they would like to improve about the school, including concerns about resources, staff and buildings and high staff turnover.

* Parents with children at special schools liked the small size of the school and classes, the ratio of adults to children and the space, both indoors and outdoors. While a few felt that their child was achieving more than at mainstream school, a few had concerns about academic challenge. A few parents of children on split placements felt that their child’s needs were better met in the special school than in the mainstream school.

* Almost all parents were very positive about the relationship and communication with teachers and support staff at their child’s school. However, a few felt that they had to push to improve communication.

Views of local authority officers and school staff

* Teachers highlighted challenges around balancing their time between the whole class and the pupils in need of individual support. A few teachers felt that the inclusion of children with ASN, particularly behavioural needs, was having a negative impact on learning within mainstream classes. This was a particular concern when some felt there was pressure to ensure that all children were improving their attainment.

* Most felt that they were meeting the needs of children with ASN reasonably and that most children would be having a positive and inclusive experience. However, most highlighted that there were very limited resources. Almost all felt there was room for improvement.

* Many said that the number, range and complexity of the needs of children with ASN were increasing at a time when teachers, support workers, senior leadership and central support within the local authority were under pressure or decreasing in number. Some felt that experiences could be very mixed, dependent on the school. Some felt there may be gaps around meeting the needs of children with social, emotional and behavioural needs and those with autism.

The research was carried out in 18 schools in six local authority areas in 2018. The schools were a mix of: primary and secondary; types of school - including mainstream schools (with and without ASN bases or enhanced support) and special schools; and covered “varied geographies” and deprivation levels. It involved 100 face-to-face interviews with pupils from P2 to S6, as well as 54 school staff members (leadership teams, class teachers and support workers) and 39 parents.

The report states: “Qualitative research is particularly useful in exploring complex areas, providing an in-depth understanding of particular experiences, views, choices and behaviours. However, it is important to note that while this report gives an in-depth understanding of the perspectives of those who were involved in the research, its findings cannot be extrapolated to the wider population.”