Centre for Teaching Excellence establishment: equality impact assessment

Key Findings

The EQIA found that the Centre is likely to have an overall positive impact by advancing equality of opportunity and promoting good relations across the teaching profession. Key potential benefits include improved access to professional learning, increased collaboration, and implementation of practice‑based research across different stages of teachers’ careers.

Potential risks of indirect impact were identified in relation to:

• workload pressures and limited time to engage in research;
• accessibility and flexibility for disabled teachers and those with caring responsibilities;
• participation of teachers who are pregnant or returning from maternity leave;
• under‑representation of minority ethnic, LGBTQ+ and transgender teachers;
• geographic barriers to participation.

The assessment recognised potential intersectional impacts particularly where teachers’ experience more than one protected characteristic. While data limitations exist for some protected characteristics, these have informed a commitment to monitoring and review.

Age – summary of key findings

The establishment of the Centre for Teaching Excellence is expected to have an overall positive impact in advancing equality of opportunity across different age groups within the teaching workforce. Published statistics show that the average age of teachers in Scotland in 2025 was 41, with most teachers aged 25–44, and 12% aged 55 or over, demonstrating a workforce spanning a wide range of career stages. The Centre will be open to all registered teachers and will support engagement with research through inclusive professional learning and collaboration.

Early‑career teachers, often younger, may feel less confident engaging with research activity, while teachers at later career stages may have less time, incentive or digital confidence to participate fully unless appropriate support and flexibility is provided.

Disability – summary of key findings

While workforce specific data is not available for disability, population level evidence indicates that disability is present across all sectors. As such, it is reasonable to assume that a proportion of the workforce will be disabled. The policy is expected to positively expand access to research engagement and professional learning through flexible delivery models for disabled teachers. If research activity is perceived as intensive, inflexible or inaccessible, this could disadvantage some disabled teachers.

Sex – summary of key findings

The policy is expected to have a positive impact in advancing equality of opportunity between men and women. Published data shows that 89% of teachers are female, with men more represented in promoted posts, particularly at secondary headteacher level.

While the Centre is open to all teachers, participation must be structured in ways that does not disadvantage those with caring responsibilities, who are more often women.

Pregnancy and maternity – summary of key findings

The policy is expected to have a positive impact by supporting continued professional learning and engagement for teachers who are pregnant or on maternity leave. There are no published workforce statistics on pregnancy and maternity within the teaching profession.

Gender reassignment – summary of key findings

The policy is assessed as having no direct differential impact related to gender reassignment. While workforce data is not available for gender reassignment, population level data provides context, the 2022 Census reported that 0.44% of people aged 16 and over identify as transgender, this cannot be reliably disaggregated for the teaching workforce.

Transgender teachers may feel uncertain about inclusion or representation if inclusive practices are not explicit or visible.

Sexual orientation – summary of key findings

The policy is expected to have a positive impact in promoting equality of opportunity and good relations for teachers of all sexual orientations. A 2023 GTCS equality survey reported that 86% of respondents identified as straight or heterosexual, 7.3% as bisexual, 5.4% as gay or lesbian, and 1.3% as other.

While no direct barriers have been identified, if inclusive practice is not actively embedded, this may contribute to feelings of exclusion for LGBTQ+ teachers.

Race – summary of key findings

The policy is expected to have a positive impact in advancing equality of opportunity for minority ethnic teachers and promoting good race relations. Published data shows that 69% of teachers identify as White Scottish, with around 2% from minority ethnic backgrounds, and that minority ethnic teachers are under‑represented in promoted posts, with fewer than 1% identifying as minority ethnic.

Without active engagement and representation, minority ethnic teachers may be less likely to participate in or benefit fully from the Centre’s work.

Religion or belief – summary of key findings

The policy is expected to have a positive impact in promoting equality of opportunity and good relations regardless of religion or belief. A 2023 GTCS equality survey reported that 57.8% of teachers did not identify with a religion, 38.2% identified as Christian, and 4% identified with other religions, though wider workforce data is limited. Potential barriers could arise if professional learning or events do not take account of religious observance or cultural needs.

Marriage and civil partnership – summary of key findings

The policy has been assessed as having no impact on marriage and civil partnership. As the proposal does not relate to employment or HR practices, assessment is not required under the Public Sector Equality Duty.