Computing Science Summary Report: Scottish Government Computing Science Meeting Series: March 2026

Annex C: Pupil Survey: Summary

A short survey was issued through Education Scotland’s teaching networks as the meeting series concluded, seeking views from school pupils. Over 2,800 responses were received which points to an engaged Computing Science teacher community who wish for pupil voice to be heard as part of this engagement.

Below is a summary of the questions asked, and responses detailing key themes emanating from these.

Pupils who responded were a fairly equal spread of ages ranging from S1-S6, and over half had Computing Science timetabled.

Most respondents answered yes to their school having a Computing Science teacher, a minority did not know and a few answered no.

There was an equal spread of the number of Computing Science teachers in their school ranging from 1-4 teachers.

On what they enjoyed most about studying Computing Science, the pupils cited it as being fun, they enjoyed coding and programming, understanding how systems work, and producing something at the end of their learning. They referred to skills such as the problem-solving aspect as an enjoyable way to tackle the challenges they face in the subject. Furthermore, some topics included learning about cyber security and game development. This points to the impact that National Progression Awards can have as potentially acting as a pathway to further study in Computing Science and later undertaking National Course(s). While these responses reflect those in Broad General Education, there were consistent responses from those in the Senior Phase about their enjoyment of the subject.

On what they least liked about studying Computing Science, they were asked to reflect on what could be different or better. Reasons in this include the subject being uninteresting, challenging, and repetitive. Specifically, those from S4 cited that written work and theory were least favoured and preferred practical lessons. Some others, given by a minority of responses, included how they felt that the subject was taught and not having sufficient Computing Science timetabled.

They were asked to reflect on the devices and software used and comment on what is good or what could be better. There are mixed responses to this, ranging from a good provision to pupils wanting better devices and software access. This points to the divergence between schools, and ultimately, local authority provisions; as outlined in the report.

They were asked, if applicable, why they do not have Computing Science timetabled. Most responses point to not being interested enough to take the subject, and some just did not choose it. A few respondents said that Computing Science was not required for future study.

Lastly, the children and young people were asked if they were interested in either studying Computing Science in Further or Higher Education, or a career in Computing Science. A majority responded that they were not, pointing to the lack of interest in studying the subject for the reasons already cited. For those that were, they were informed about the impact that Computing Science education could have on their career aspirations, for example, the skills both directly required for a job in the technology industry or indirect benefits for a range of other career aspirations.