Meeting the support needs of learners in Scotland’s colleges: Key insights
- There has been a significant increase in the number of learners declaring disabilities, mental health conditions, and other support needs since the pandemic, with additional challenges related to poverty, family instability, and chaotic lifestyles. These shifts are reshaping the nature and complexity of the support required in colleges.
- College staff provide effective support for a wide range of needs, including disabilities such as autism, dyslexia, mental health conditions, and learning difficulties. Alongside this, a growing number of learners require support for multiple and diverse needs. Colleges will need enhanced and sustained resources to meet these challenges.
- Additional needs are not disclosed by many learners entering college. This makes it challenging for college staff to provide timely and appropriate interventions. More proactive strategies are needed to encourage early disclosure and engagement with learners to clarify the demands of future pathways.
- Increased demand for support services combined with uncertain funding for mental health support, is placing strain on learners and college staff and resources.
- Almost all colleges face challenges in obtaining important learner information from schools. This leads to delays in providing appropriate support and hinders effective transition. Unrealistic expectations about college programmes exacerbate the difficulties for new learners.
- There remains inequity in learner outcomes, particularly for learners with physical impairments or mental health conditions. While progress has been made in narrowing the gaps for some groups, success rates and attainment for learners who have a disability remain concerning.
- College staff collaborate well with external agencies to source and provide specialised support for learners with complex needs. However, there is a need for stronger joint evaluation and data sharing with schools, agencies, universities and employers to ensure improve transitions and outcomes.
