Meeting the support needs of learners in Scotland’s colleges
The support needs of learners in Scotland’s colleges are varied and complex. Some learners require support for declared disabilities and conditions, whilst others are coping with the impact of poverty or chaotic lifestyles. Increasingly, learners present with multiple and complex needs. The Covid-19 pandemic significantly affected colleges’ capacity to meet the needs of learners, including those who require additional support to engage fully in learning.
Throughout the pandemic the number of learners declaring one or more additional support needs increased exponentially. In academic year (AY) 2022-23, the proportion of Scottish Funding Council (SFC) credits delivered nationally to learners with a declared disability was 27%. This is approximately a 5% rise on pre-pandemic levels. 17% of learners enrolled in Scottish colleges have a declared mental health condition. However, many learners remain reluctant to declare their disability or physical or mental health condition, and consequently start their programmes without seeking the support they need. These additional needs can often stem from social or emotional factors related to the home environment, poverty or personal circumstances.
Reports (Review of additional support for learning implementation report and Conclusion - Pupils with complex additional support needs: research into provision) published over the last few years suggest that there are a number of themes that support learning pathways for learners with additional needs. These are:
- Well-planned personalised progression pathways which are relevant and have credibility.
- Supportive and effective transitions available from school to college and from college onwards.
- The availability and currency of shared services and partnerships and the impact of these on college learners.
This report examines how colleges are addressing these challenges, focusing on key areas such as:
- planning for support to meet learner needs;
- identifying learners’ additional support needs
- delivering support
- supporting transition to further learning and employment
- partnership working
- evaluating the impact of additional support; and,
- equity, attainment and achievement.
Drawing on recent data and thematic insights, it highlights effective practices and areas for improvement, providing recommendations to enhance learner outcomes in the post-pandemic landscape.
