National Transitions to Adulthood - strategy for young disabled people: supplementary report

Education

Education is a foundation for life, but for many young disabled people, it can also be a point of disconnection. This chapter provides information on Scotland’s education system and how it is supporting transitions to adulthood by recognising diverse needs, aspirations, and pathways. We are committed to ensuring that every child is prepared for life after education. We recognise the importance of continuity, relationships, and real-world skills and we will continue to work with young people, families, and educators to build an education system that supports confident, empowered transitions.

On losing the daily routine and support school often provides, young disabled people and their parents and carers commonly experience uncertainty and anxiety about the future, which can impact on mental health and wellbeing. Loss of contact with friends can also leave young disabled people with more limited support networks, in addition to the loss of established relationships with teachers who have developed a strong understanding of their support needs. Research found that leaving school often sees a sharp fall in the provision of support, from the elevated levels provided in schools, and especially in special education schools. The shift to much more independent learning can be a challenge for those transitioning to college or university.

Analysis of consultation responses to the LDAN Bill echoes many of these issues and perceived ‘lack of choice and low levels of aspiration for people with learning disabilities in particular’. This analysis highlighted that it was felt by some that both schools and colleges can do more to prepare young neurodivergent people and young people with learning disabilities for adult life, i.e. teaching skills on building good relationships, financial planning, what and how legislation applies to them, and how to achieve autonomy and control of their own lives.

School Education

What is already happening

As noted in the Strategy, the Education (Additional Support for Learning) (Scotland) Act 2004 and associated Regulations sets out the legislative duties on local authorities to plan for transitions throughout a young person’s school life, including the transition from secondary school. In addition, the 2004 Act places duties on local authorities to identify, meet and review the needs of children and young people who require additional support for learning in so far as school-aged learners are concerned.

In addition to this, the Supporting Children's Learning: statutory guidance explains the duties on local authorities and other agencies and provides guidance on the 2004 Act’s provisions as well as on the supporting framework of secondary legislation.

Following the publication of the independent Review of additional support for learning implementation: report in June 2020, which concluded that existing legislation was sufficient but highlighted an implementation gap, COSLA and Scottish Government published its Additional Support for Learning: Action Plan in October 2020, setting out a range of actions in response to recommendations of the Review, including actions to improve transitions for children and young people.

We are continuing to work through the Additional Support for Learning Project Board to deliver the action plan and have published progress updates in 2021, 2022 and in 2024, with the latest update confirming over 50% of the actions have now been completed. The progress report published in 2024 also responds to the Education, Children and Young People Committee’s inquiry on Additional Support Learning, which concluded in May 2024.

What else we will do

• Continue to work with partners to take forward actions set out in our Additional Support for Learning: Action Plan update including proposals to consult on the refreshed ‘Supporting Learners’ Code of Practice by March 2026, which includes a proposal for strengthening the advice on transitions.
• Work with Education Scotland to ensure that the needs of children and young people who require additional support, which includes young disabled people and those with complex needs, are considered as part of the development of the Curriculum Improvement Cycle.
• Continue to work with the Additional Support for Learning Project Board to ensure progress towards implementation of the action plan.

Further and Higher Education

Further and higher education is a gateway to opportunities in adulthood. Yet we know many young disabled people face unequal access, limited support and lower outcomes. This section sets out how we are working to close these gaps to ensure that Scotland’s colleges and universities are inclusive, accessible, and responsive to the needs of disabled learners. From funding and retention to representation and wellbeing, the Scottish Government are committed to building a post-school system that recognises and values every learner’s journey.

What is already happening:

The Scottish Government is committed to ensuring that all disabled students, those with long-term medical conditions or additional support needs are supported as they study in further or higher education. All colleges and universities have a duty under the Equality Act 2010 to make reasonable adjustments to ensure disabled students are not disadvantaged. Every college and university have at least one member of staff who can help support students with additional support needs.

Scottish colleges and universities are also covered by the Public Sector Equality Duty which requires them to eliminate discrimination, advance equality, and foster good relations. They are also subject to the Scottish Specific Duties, which help them to better perform their general equality duty.

In 2023 the Scottish Funding Council (SFC) and the Equality and Human Rights Commission developed A National Equality Outcomes framework to address the most persistent inequalities in Further and Higher education, including three National Equality Outcomes (NEOs) specific to disabled students:

• The success and retention rates of college and university students who declare a mental health condition will improve.
• Disabled students report feeling satisfied with the overall support and reasonable adjustments received, including from teaching staff, while on their course.
• Disabled staff and students report feeling safe in the tertiary system.

Institutions were asked to consider and report on these outcomes as part of their 2021-25 Public Sector Equality Duty reporting cycle. The Scottish Funding Council’s Mainstreaming Equality Outcomes Progress Report (2023) outlined:

• How institutions are integrating NEOs into strategic planning.
• The importance of data, consultation, and collaboration.
• Next steps for institutions to refine and publish updated equality outcomes by 2025.

Institutions met the April 2025 deadline for publishing updated equality outcomes.

For the 2025–2029 reporting cycle, the Scottish Funding Council set updated expectations for institutions regarding equality outcomes:

• Ensure institutional equality outcomes reflect sector-wide priorities (e.g. race, disability, access, retention).
• Embed equality into strategic planning and performance frameworks.
• Oversee progress reporting every two years.
• Monitor impact and ensure outcomes are evidence-based and responsive to stakeholder feedback.
• Use institutional and sector data to inform priorities.
• Support investment in data capability and inclusive engagement.
• Encourage participation in sector-wide initiatives and knowledge exchange.
• Promote good practice and innovation in equality work.

In 2023, Scottish Ministers published The Purpose and Principles for Post-School Education, Research and Skills to ensure the system is fit for the future, delivers the best outcomes for learners, employers and the public investment. We have since developed the Post-School Education and Skills Reform Programme in which the Scottish Government is leading on the development of new national skills planning processes, simplifying the funding body landscape, improving careers support and taking a vital role in the development of apprenticeships. We will work to ensure that the Post School Education and Skills Reform Programme, enshrines the Principles of Good Transitions and is informed by the commitment to ensure parity of high-quality opportunity for young disabled people.

The Tertiary Education and Training (Funding and Governance) (Scotland) Bill was passed by the Scottish Parliament [on 20 January 2026] and is anticipated to receive Royal Assent in the spring. The changes being delivered by the Bill are expected to be implemented in phases from 2026/27. The Bill will enable funding for tertiary education and training provision to be more responsive to the needs of learners and the economy.

In recent years the Scottish Government has provided bespoke learning, physical therapies and life-skills development for young people with complex additional support needs. The Scottish Government has committed to providing a further £700,000 to Capability Scotland in the academic year 2025/26, conditional on the positive conclusion of an independent evaluation of the pilot. The Scottish Government also provides funding to support disabled students on further and higher education courses including the Disabled Students’ Allowance, administered by Student Awards Agency Scotland and the Additional Support Needs for Learning Allowance paid for from Colleges' Student Support budgets.

What else Scottish Government will do

• We will continue to monitor the experience of disabled students, including young disabled people through the National Equality Outcomes for the tertiary education sector.
• A consultation on support for part-time study and disabled students was closed on the 9th of October 2025. Following independent analysis of the consultation responses, a report on the findings will be published in early 2026 which will inform next steps. The consultation gathered views on how to improve financial and non-financial support for part-time, distance learning, and disabled students in further and higher education across Scotland.
• The Scottish Government will explore how the data and findings from the Student Finance and Wellbeing Study can be used to support our understandings of the experiences of disabled students in Higher and Further Education in Scotland.
• Corseford College has delivered vital support to many young people with complex additional needs since its launch three years ago. This has been recognised in an independent evaluation, which is why we are working with Capability Scotland to ensure that its students can continue to be supported. Corseford College will now receive additional funding of up to £1.4 million to continue the pilot for two more years, with a total of 41 young people benefitting from specialist support in the 2025-26 academic year starting in August. The Scottish Government remains determined to explore a sustainable approach for specialist provision going forward, and the continued pilot at Corseford will help inform this.