ASN pupils are 'missing out on science lessons due to lack of supports'
Findings also highlight concerns over science lessons
Nearly all Scottish science teachers said pupils with additional support needs (ASN) are not getting enough support in the classroom, figures show.
New research from the Royal Society of Chemistry shows nine in 10 science teachers said young people are being affected by the issue.
The findings also highlight concerns about participation in science lessons.
More than a third of teachers agreed that learners with ASN have access to the support and resources needed to participate in science education on an equal basis with their peers.
Teachers reported similar concerns about access to practical science activities, which play an important role in helping learners develop scientific knowledge, skills and confidence.
Annette Farrell, Education Policy Programme Manager at the Royal Society of Chemistry, said: “Every learner should have the opportunity to take part in science lessons, practical activities and experiments alongside their peers.
“The fact that only 37 per cent of science teachers believe learners with additional support needs have access to the support and resources required to do this should be a cause for concern.
“Teachers are telling us that they need more classroom support, more accessible resources and greater capacity if all learners are to benefit fully from science education.”
A survey of 2,000 science teachers and technicians across the UK and Ireland, has been released by the Royal Society of Chemistry as part of its Science Teaching Survey 2026.
It found that 89 per cent of respondents in Scotland believe insufficient support for learners with ASN is having a detrimental impact on learner outcomes.
Science teachers identified increased classroom support, more teaching assistant capacity and greater access to accessible learning resources as the measures most likely to improve outcomes for learners with ASN.
The findings come as the Scottish Government continues its Curriculum Improvement Cycle, including work to review and reform Scotland’s curriculum and qualifications landscape.
The survey also found that teachers continue to face wider pressures, including concerns around curriculum workload, funding for practical science and limited non-contact time.
The Royal Society of Chemistry says these challenges should be considered alongside efforts to improve inclusion and participation in science education.
Ms Farrell added: “Science opens doors to further study, employment and informed participation in society.
“Ensuring all learners can access a high-quality science education should remain a priority.
“Supporting learners with additional support needs requires sustained investment in people, resources and the wider systems that enable teachers to meet the needs of every learner in their classroom.”
A Scottish Government spokeswoman said: “Every child or young person should be supported to receive an excellent education and as needs increase we are investing heavily to ensure this – including an additional £28 million this year to local authorities to support our additional support needs (ASN) workforce.”
She pointed to a £1m investment in a range of actions including a new national professional learning offer for teachers which supports practitioners working in a range of settings, including ASN and special schools.
“On August 31 we published a routemap to a National Staged Intervention Model as the first milestone in delivering the six recommendations of the McManus Review,” the spokeswoman said.
“This work will ensure consistent support for children and young people, at the earliest possible stage and regardless of location.”
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