Centre for Teaching Excellence establishment: equality impact assessment

Recommendations and Conclusion

Findings from the EQIA have informed the design of the Centre has potential to have positive impacts for those who share protected characteristics. The primary equality risk associated with the establishment of the Centre for Teaching Excellence is the risk of indirect exclusion from research engagement.

While the policy is inclusive and open to all registered teachers, research engagement and professional learning can be affected by factors such as accessibility, flexibility, workload, confidence, representation and existing inequalities. Without proactive mitigation, these factors could result in some groups being less able to participate fully or benefit equally from the Centre’s activities.

Potential barriers and equality risks have been identified for specific groups as part of this Equality Impact Assessment. These are as follows:

Age

Teachers at different career stages may experience differing levels of confidence, available time or digital skills, potentially leading to uneven engagement with research activity. To address this, the Centre will have multiple entry points to research engagement, promote peer learning and mentoring across all career stages and implement a flexible learning model.

Disability

Disabled teachers may face indirect barriers if research activity is time‑intensive, inflexible or not fully accessible. To mitigate against this, the Centre will ensure accessibility and reasonable adjustments are embedded by default, that hybrid and online engagement options are available, there are accessible formats and flexible participation pathways and there are clear mechanisms for requesting adjustments.

Sex

Rigid scheduling may disproportionately affect teachers with caring responsibilities, more often women, which could unintentionally reinforce gender inequalities. To address this, there will be flexible scheduling and engagement arrangements in place.

Pregnancy and Maternity

Teachers who are pregnant or on maternity leave may have reduced ability to participate in face‑to‑face, time‑limited or intensive research activities. The Centre will ensure remote and flexible participation options, clear communication of opportunities during maternity leave and inclusive arrangements for those returning from a period of leave.

Gender Reassignment

Transgender teachers may feel uncertain about inclusion or representation if inclusive practices are not visible. There will be inclusive policies and conduct expectations embedded from the start of the Centre’s work, respectful use of language and inclusive facilities and an environment that is supportive and promotes confidence in participation.

Sexual Orientation

Indirect exclusion based on sexual orientation may occur if inclusive culture and practice are not actively reinforced, even in the absence of formal barriers. To address this, the Centre will ensure inclusive language across all communications and activities and set clear expectations for respectful behaviour at all times.

Race

Given existing under‑representation amongst teachers currently, minority ethnic teachers may be less likely to engage or to be represented within research activity without targeted action. Proactive engagement with representative organisations will help to address this as well as ensuring an inclusive and anti‑racist pedagogical focus.

Religion or Belief

Inflexible scheduling or lack of awareness of religious observance could indirectly limit participation for some teachers. Inclusive scheduling will be implemented where possible and neutral, respectful professional environments will be established that recognise diversity of belief.

Monitoring and Review

Monitoring will focus on engagement across protected characteristics, including analysis of participation and uptake data, requests for reasonable adjustments, and qualitative feedback on lived experience. The EQIA will remain a live document and will be reviewed and updated as further evidence emerges or delivery arrangements evolve.

The assessment concludes that the policy supports the Public Sector Equality Duty and contributes positively to equity and excellence across Scotland’s education system.