Programme for International Student Assessment 2025: national report for Scotland
This report presents Scotland’s results from the OECD’s Programme for International Student Assessment (PISA), examining the performance and experiences of 15 year old pupils and how these compare internationally and over time.
10 School experiences and learning environment
This chapter presents findings from PISA 2025 on pupils’ experiences of school and their learning environment. It covers the resources available to support learning, including digital technologies and the use of artificial intelligence (AI) for schoolwork, as well as support from teachers and parents or carers. The chapter also examines the school environment, including classroom behaviour, bullying and cyberbullying, and school attendance.
10.1 Digital resources
Digital technologies are now a routine part of pupils’ learning experiences, both in and outside school. Access to digital resources can support teaching and learning, but how these technologies are used is also important. PISA 2025 therefore collected information on pupils’ access to and use of digital technologies, including artificial intelligence (AI) for schoolwork, to provide insight into how these tools are being used to support learning.
10.1.1 Availability and perceived shortages of digital resources
PISA 2025 asked headteachers whether their school’s capacity to provide instruction was hindered by a lack of digital resources or by inadequate or poor quality digital resources. Access to appropriate digital resources is important because it can affect schools’ ability to deliver teaching, provide learning opportunities and make effective use of digital technologies in the classroom.
Overall, most pupils in Scotland attended schools where headteachers reported that a lack of digital resources posed no or very little barrier to providing instruction. Around seven in ten pupils (69.7%) were in schools where a lack of digital resources was reported as hindering instruction not at all or very little, while a similar proportion (68.3%) were in schools where inadequate or poor quality digital resources were reported to have little or no impact.
However, around three in ten pupils attended schools where headteachers reported that a lack of digital resources hindered instruction to some extent or a lot. This was the case for 30.4% of pupils in relation to a lack of digital resources and 31.7% in relation to inadequate or poor quality digital resources. The corresponding OECD averages were 22.1% and 22.7%, respectively. The percentages reported for Scotland were therefore above the OECD averages for both measures.
These findings should be interpreted with caution, as Scotland did not meet the OECD participation standard for the headteacher questionnaire. The estimates are based on responses covering between 50% and 75% of the target population.
| School resource | Scotland | OECD average |
|---|---|---|
| Lack of digital resources | 30.4%† | 22.1% |
| Inadequate or poor quality digital resources | 31.7%† | 22.7% |
Note: Digital resources include desktop or laptop computers, internet access, learning management systems and school learning platforms.
The † symbol indicates that responses covered at least 50% but less than 75% of the target population. Results for Scotland should therefore be interpreted with caution, as the headteacher questionnaire did not meet the OECD participation standard for national reporting.
10.1.2 Availability of digital infrastructure
PISA 2025 also asked headteachers whether key elements of their school’s digital infrastructure were sufficient to support teaching and learning. These included the availability of internet-connected devices, internet bandwidth, devices for instruction, computing capacity and software.
Overall, most pupils in Scotland attended schools where headteachers agreed that their schools had sufficient digital infrastructure. Around three quarters (76.0%) attended schools where headteachers agreed that digital devices had sufficient computing capacity, and 74.0% attended schools where adequate software was available. Around three in five pupils attended schools where headteachers agreed there were sufficient internet-connected devices (58.6%), sufficient devices for instruction (58.9%) and sufficient internet bandwidth or speed (52.9%).
The percentages reported for Scotland were below the OECD averages for sufficient internet-connected digital devices (58.6% compared with 77.8%), internet bandwidth or speed (52.9% compared with 73.4%) and digital devices for instruction (58.9% compared with 73.3%). For the computing capacity of digital devices, the figures were 76.0% in Scotland and 73.7% across the OECD, while for the availability of adequate software they were 74.0% and 73.1%, respectively.
| Digital infrastructure | Scotland | OECD average |
|---|---|---|
| Number of internet-connected digital devices | 58.6%† | 77.8% |
| Internet bandwidth or speed | 52.9%† | 73.4% |
| Number of digital devices for instruction | 58.9%† | 73.3% |
| Digital devices are sufficiently powerful | 76.0%† | 73.7% |
| Adequate software is available | 74.0%† | 73.1% |
Note: The † symbol indicates that responses covered at least 50% but less than 75% of the target population. Results for Scotland should therefore be interpreted with caution, as the headteacher questionnaire did not meet the OECD participation standard for national reporting.
10.1.3 Schools’ capacity to support digital learning
Having access to digital technology is only one aspect of effective digital learning. Schools also need staff with the skills, time and support to integrate digital technologies into teaching, alongside appropriate resources and school policies. PISA 2025 asked headteachers about several aspects of their school’s capacity to support the effective use of digital technologies for teaching and learning.
Overall, most pupils in Scotland attended schools where headteachers agreed or strongly agreed that teachers had the necessary skills to integrate digital devices into teaching (64.9%), that teachers had sufficient time to prepare lessons using digital technologies (58.3%), and that professional learning resources were available to support teachers in using digital devices (68.7%). Around three quarters of pupils (77.8%) attended schools where an effective online learning platform was available, while two thirds (66.9%) attended schools where headteachers agreed that the curriculum supported the effective use of digital devices. Just over half (57.6%) attended schools where sufficient technical support staff were available.
Across most of the measures, the percentage reported for Scotland was below the OECD average. The largest gaps were in the proportion of pupils attending schools where headteachers agreed that teachers were provided with incentives to integrate digital devices into their teaching (19.7% compared with 52.7% across the OECD), that teachers had the necessary technical and pedagogical skills to integrate digital devices into instruction (64.9% compared with 74.9%), and that the school curriculum was suited to using digital devices effectively (66.9% compared with 74.9%). Scotland also reported lower levels of agreement that teachers had sufficient time to prepare lessons using digital technologies (58.3% compared with 62.6%).
For some measures, the percentage reported for Scotland was above the OECD average. An effective online learning support platform was available in schools attended by 77.8% of pupils in Scotland, compared with 64.4% across the OECD. Sufficient technical support staff were available in schools attended by 57.6% of pupils in Scotland, compared with 55.8% across the OECD. The figures for the availability of professional learning resources for teachers were 68.7% in Scotland and 69.8% across the OECD.
| School capacity | Scotland | OECD average |
|---|---|---|
| Teachers have the necessary technical and pedagogical skills to integrate digital devices into teaching | 64.9%† | 74.9% |
| Teachers have sufficient time to prepare lessons integrating digital devices | 58.3%† | 62.6% |
| Effective professional learning resources are available for teachers | 68.7%† | 69.8% |
| An effective online learning support platform is available | 77.8%† | 64.4% |
| Teachers are provided with incentives to integrate digital devices into their teaching | 19.7%† | 52.7% |
| The school curriculum is suited to using digital devices effectively | 66.9%† | 74.9% |
| The school has sufficient supporting staff to solve technical problems | 57.6%† | 55.8% |
Note: The † symbol indicates that responses covered at least 50% but less than 75% of the target population. Results for Scotland should therefore be interpreted with caution, as the headteacher questionnaire did not meet the OECD participation standard for national reporting.
10.1.4 Pupils’ use of digital resources
PISA 2025 asked pupils how much time they spent using digital resources for learning and for leisure, both during and outside the school day. Understanding how pupils use digital technologies provides context on the role that digital devices play in their everyday learning and wider lives.
Pupils in Scotland and across the OECD both reported spending an average of 1.7 hours per day using digital resources for learning at school. For learning outside school, pupils in Scotland reported an average of 1.1 hours before and after school, compared with 1.2 hours across the OECD, and 1.0 hour on weekends, compared with 1.4 hours.
For leisure use, pupils in Scotland reported an average of 0.8 hours per day during the school day, compared with 1.1 hours across the OECD. Before and after school, the average was 2.3 hours in both Scotland and across the OECD, while on weekends it was 3.4 hours in both.
Looking specifically at digital resource use for learning during the school day, almost six in ten pupils in Scotland (58.0%) reported using digital resources for up to two hours each day, while around one in five (18.2%) reported using them for more than three hours. Around 12.3% of pupils in Scotland reported no use of digital resources for learning at school, compared with 16.6% across the OECD.
For leisure use on weekends, the distribution of responses in Scotland was close to that reported across the OECD. Around one in three pupils (34.2%) reported using digital resources between two and five hours each day, while a similar proportion (30.8%) reported spending more than five hours. Nearly one in five pupils (18.9%) reported no leisure use of digital resources on weekends.
| Purpose | Scotland (hours) | OECD average (hours) |
|---|---|---|
| Learning activities at school | 1.7 | 1.7 |
| Learning activities before and after school | 1.1 | 1.2 |
| Learning activities on weekends | 1.0 | 1.4 |
| Leisure at school | 0.8 | 1.1 |
| Leisure before and after school | 2.3 | 2.3 |
| Leisure on weekends | 3.4 | 3.4 |
| Time spent per day | Scotland | OECD average |
|---|---|---|
| None | 12.3% | 16.6% |
| Up to 2 hours | 58.0% | 53.3% |
| More than 2 hours and up to 3 hours | 11.6% | 10.1% |
| More than 3 hours | 18.2% | 20.1% |
| Time spent per day | Scotland | OECD average |
|---|---|---|
| None | 18.9% | 15.8% |
| Up to 2 hours | 16.2% | 19.4% |
| More than 2 hours and up to 5 hours | 34.2% | 34.0% |
| More than 5 hours | 30.8% | 31.1% |
10.1.5 Digital distraction in science lessons
While digital resources can support teaching and learning, they can also distract pupils if they are used inappropriately during lessons. PISA 2025 asked pupils how often digital resources, such as smartphones, websites and apps, distracted them during their science lessons.
The percentage of pupils reporting frequent distraction from digital resources was lower in Scotland than the OECD average. Around two in five pupils (42.6%) said they were never or almost never distracted by digital resources during science lessons, compared with 39.2% across the OECD. Around one in five pupils (20.4%) reported being distracted in every or most lessons, compared with 28.5% across the OECD.
The largest difference was for pupils reporting distraction in every lesson, with 6.1% of pupils in Scotland reporting this compared with 11.4% across the OECD. A further 37.0% of pupils in Scotland reported being distracted in some lessons, slightly higher than the OECD average (32.3%).
| Frequency | Scotland | OECD average |
|---|---|---|
| Every lesson | 6.1% | 11.4% |
| Most lessons | 14.3% | 17.1% |
| Some lessons | 37.0% | 32.3% |
| Never or almost never | 42.6% | 39.2% |
10.1.6 Pupils’ use of artificial intelligence for schoolwork
PISA 2025 asked pupils how often they used artificial intelligence (AI) chatbots, such as ChatGPT, for different types of schoolwork. AI tools can support pupils by helping them explore new topics, understand material and organise information. However, how they are used also matters, particularly where they may replace rather than support pupils’ own reading, thinking and writing.
Reported use of AI chatbots for schoolwork was lower in Scotland than the OECD average across the measures examined. Almost one third of pupils in Scotland (32.0%) reported never or almost never using AI chatbots for any schoolwork related purpose, compared with 14.0% across the OECD.
Use varied considerably by task. Helping pupils learn was the most common use reported by pupils in Scotland, with 29.8% saying they used AI chatbots for this purpose at least once or twice a week, compared with 45.5% across the OECD. The percentage reporting frequent use was also lower in Scotland for conducting preliminary research on a new topic (16.1% compared with 31.2%), summarising texts (15.5% compared with 29.7%) and drafting written work (12.5% compared with 28.8%).
Around three in ten pupils in Scotland (29.8%) used AI chatbots to help them learn at least once or twice a week, compared with 45.5% across the OECD. Frequent use was lower for summarising texts (15.5%, compared with 29.7%) and drafting writing assignments (12.5%, compared with 28.8%). More than six in ten pupils in Scotland (62.0%) reported never or almost never using AI to draft texts, while 55.2% reported never or almost never using it to summarise texts.
Overall, reported frequent use of AI chatbots for schoolwork was lower in Scotland than the OECD average across all four purposes measured. Among pupils in Scotland, the most commonly reported purpose was using AI to help them learn. As with all self-reported measures, these findings describe how often pupils reported using AI rather than whether it was used appropriately or improved their learning.
| Purpose | Scotland | OECD average |
|---|---|---|
| Conduct preliminary research on a new topic | 16.1% | 31.2% |
| Help me learn | 29.8% | 45.5% |
| Summarise a text I have to read | 15.5% | 29.7% |
| Draft texts for writing assignments | 12.5% | 28.8% |
| Measure | Scotland | OECD average |
|---|---|---|
| Never or almost never used AI chatbots for any schoolwork related purpose | 32.0% | 14.0% |
10.2 Staff and learning resources
The availability of staff and learning resources is an important part of the environment in which pupils learn. Sufficient staffing, appropriate teaching materials and suitable school facilities can all help schools to deliver high quality teaching and support pupils’ learning. PISA 2025 asked headteachers about the extent to which shortages of education staff and material resources hinder their school’s capacity to provide instruction. These findings provide context on the resources available to support learning, based on headteachers’ perceptions of the challenges facing their schools.
As these findings are based on headteachers’ perceptions, they should be interpreted with caution. What constitutes a shortage may differ between schools and education systems, and the results should therefore be interpreted as headteachers’ reported views rather than objective measures of staffing or resource levels.
10.2.1 Perceived shortages of teaching and support staff
PISA 2025 asked headteachers whether shortages of teaching and support staff affected their school’s capacity to provide instruction. This included both the availability of staff and whether staff had the qualifications needed to support teaching and learning.
Overall, shortages in the number of staff were reported more frequently than concerns about staff qualifications. Around half of pupils in Scotland (50.9%†) attended schools where headteachers reported that a lack of teaching staff hindered instruction to some extent or a lot, compared with 39.0% across the OECD. Shortages of assisting staff were reported more frequently still, with almost two thirds of pupils (64.3%†) attending schools where headteachers reported that a lack of assisting staff hindered instruction to some extent or a lot, compared with 38.5% across the OECD.
In contrast, concerns about the quality or qualifications of staff were less common. Around one in five pupils (19.8%†) attended schools where headteachers reported that inadequate or poorly qualified teaching staff hindered instruction to some extent or a lot, compared with 24.5% across the OECD. For assisting staff, 27.1%† of pupils attended schools where headteachers reported that inadequate or poorly qualified staff hindered instruction to some extent or a lot, compared with 21.2% across the OECD.
| Staffing issue | Scotland | OECD average |
|---|---|---|
| Lack of teaching staff | 50.9%† | 39.0% |
| Inadequate or poorly qualified teaching staff | 19.8%† | 24.5% |
| Lack of assisting staff | 64.3%† | 38.5% |
| Inadequate or poorly qualified assisting staff | 27.1%† | 21.2% |
Note: The † symbol indicates that responses covered at least 50% but less than 75% of the target population. Results for Scotland should therefore be interpreted with caution, as the headteacher questionnaire did not meet the OECD participation standard for national reporting.
10.2.2 Perceived shortages of educational materials and physical infrastructure
PISA 2025 asked headteachers whether shortages or the quality of educational materials and physical infrastructure affected their school’s capacity to provide instruction. Educational materials included resources such as textbooks, information technology (IT) equipment, library resources and laboratory materials, while physical infrastructure included school buildings, grounds, heating and cooling systems, lighting and acoustics.
Overall, most pupils in Scotland attended schools where headteachers reported that shortages or poor quality educational materials and physical infrastructure posed little or no barrier to providing instruction. Around three in four pupils attended schools where headteachers reported that a lack of educational materials (73.2%) or a lack of physical infrastructure (75.5%) hindered instruction not at all or very little. Even higher proportions attended schools where inadequate or poor quality educational materials (83.8%) or physical infrastructure (70.5%) were reported to have little or no impact.
For most measures, the percentage reported for Scotland was below the OECD average. Around one quarter of pupils (26.9%) attended schools where a lack of educational materials hindered instruction to some extent or a lot, similar to the OECD average (27.0%). However, 16.2% of pupils in Scotland attended schools where inadequate or poor quality educational materials were reported to hinder instruction, compared with 24.3% across the OECD.
Similarly, around one quarter of pupils (24.5%) attended schools where a lack of physical infrastructure hindered instruction to some extent or a lot, compared with 32.8% across the OECD. Around three in ten pupils (29.5%) attended schools where inadequate or poor quality physical infrastructure was reported to hinder instruction, broadly similar to the OECD average (31.6%).
| Resource | Scotland | OECD average |
|---|---|---|
| Lack of educational materials | 26.9%† | 27.0% |
| Inadequate or poor quality educational materials | 16.2%† | 24.3% |
| Lack of physical infrastructure | 24.5%† | 32.8% |
| Inadequate or poor quality physical infrastructure | 29.5%† | 31.6% |
Note: Educational materials include textbooks, IT equipment, library resources and laboratory materials. Physical infrastructure includes school buildings, grounds, heating and cooling systems, lighting and acoustics. The † symbol indicates that responses covered at least 50% but less than 75% of the target population. Results for Scotland should therefore be interpreted with caution, as the headteacher questionnaire did not meet the OECD participation standard for national reporting.
10.3 Learning outside school hours
The amount of time pupils spend learning outside normal classroom teaching provides additional context on their educational experiences. This includes activities such as homework, independent study and any additional instruction received outside regular lessons. Time spent learning beyond the classroom may provide opportunities to consolidate knowledge and develop skills, although the amount of time spent learning alone does not necessarily lead to better educational outcomes.
10.3.1 Homework
PISA 2025 collected information on the time pupils spent on homework during a typical school week and the support available from schools for completing it. This provides context on learning outside regular lesson time, although spending more time on homework does not necessarily lead to better outcomes.
Pupils in Scotland reported spending an average of 1.2 hours per day on homework across all subjects, compared with 1.4 hours across the OECD. They spent an average of 0.5 hours per day on science homework, compared with an OECD average of 0.7 hours. The reported averages for Scotland were 0.2 hours per day lower than the OECD averages for both measures.
Pupils in Scotland reported high levels of support from schools for completing homework. Around nine in ten pupils (89.8%) attended schools where staff help with homework was available, compared with 58.7% across the OECD. More than eight in ten pupils (81.1%) attended schools that provided rooms where homework could be completed, compared with 73.3% across the OECD. Peer-to-peer tutoring was available in schools attended by 58.9% of pupils, compared with an OECD average of 51.2%. However, though the data identifies whether support was available to pupils, it does not identify how pupils used school support for homework or how effective they found it.
| Homework | Scotland (hours) | OECD average (hours) |
|---|---|---|
| All subjects | 1.2 | 1.4 |
| Science | 0.5 | 0.7 |
| Study support provided | Scotland | OECD average |
|---|---|---|
| Rooms where pupils can do their homework | 81.1% | 73.3% |
| Staff help with homework | 89.8% | 58.7% |
| Peer-to-peer tutoring | 58.9% | 51.2% |
10.4 Relationships with teachers and families
Alongside the resources available in schools, pupils’ relationships with teachers and families are an important part of their learning experience. Feeling supported and connected can help pupils engage with learning, support their wellbeing and shape how they feel about school. By contrast, weaker social connections may make it harder for pupils to cope with challenges both within and outside education.
10.4.1 Teacher support in science lessons
Positive relationships between teachers and pupils can support engagement, motivation and learning. Teacher support includes creating an environment where pupils feel encouraged, receive help when they need it and are given opportunities to participate in lessons. This support can contribute to pupils’ confidence, persistence and willingness to engage with learning.
Overall, pupils in Scotland reported high levels of support from their science teachers. Across all five measures, the percentage reporting support in every or most lessons was above the OECD average.
More than four in five pupils (81.3%) reported that their science teacher showed an interest in every pupil’s learning in all or most science lessons, compared with 68.8% across the OECD. Similarly, 85.1% of pupils reported that their science teacher gave extra help when it was needed in every or most lessons, compared with 72.7% across the OECD.
Nearly nine in ten pupils (87.9%) reported that their science teacher helped them with their learning in all or most lessons, compared with the OECD average of 75.2%. Three quarters of pupils (75.0%) reported that their science teacher continued teaching until pupils understood the material, compared with 66.3% across the OECD.
Pupils also reported opportunities to participate in lessons. Around three quarters (74.5%) reported that their science teacher gave pupils the opportunity to express their opinions in all or most lessons, compared with 70.4% across the OECD. Across all five measures, relatively few pupils reported that these opportunities occurred never or hardly ever.
| Teacher support in science lessons | Scotland (Every + Most lessons) | OECD average (Every + Most lessons) |
|---|---|---|
| Science teacher shows an interest in every pupil’s learning | 81.3% | 68.8% |
| Science teacher gives extra help when pupils need it | 85.1% | 72.7% |
| Science teacher helps pupils with their learning | 87.9% | 75.2% |
| Science teacher continues teaching until pupils understand | 75.0% | 66.3% |
| Science teacher gives pupils the opportunity to express their opinions | 74.5% | 70.4% |
10.4.2 Family support for learning
Support from parents and families can play an important role in pupils’ educational experiences. Taking an interest in learning, discussing progress at school and talking about future education opportunities can encourage engagement, reinforce learning and help pupils feel supported both academically and emotionally.
Overall, pupils in Scotland reported high levels of family engagement across all measures. Around two-thirds of pupils (65.9%) reported discussing how well they were doing at school with their parents or family about once or twice a week or every day or almost every day, compared with 60.3% across the OECD. Around half (51.2%) reported talking to their parents or family about problems they were having at school at least weekly, compared with 46.5% across the OECD.
Reported family interest in pupils’ learning was also high. Around two-thirds of pupils (67.3%) reported that their parents or family took an interest in what they were learning at school at least weekly, compared with 58.0% across the OECD. Similarly, 57.0% reported discussing their future education with their parents or family at least weekly, compared with 52.1% across the OECD.
The highest level of family engagement related to everyday conversations about school. More than eight in ten pupils (83.1%) reported that their parents or family asked what they had done at school that day at least once or twice a week, compared with the OECD average of 71.2%.
Across all five measures, the percentage of pupils reporting that these interactions never or almost never occurred was lower in Scotland than the OECD average across all five measures.
| Family support | Scotland (About once or twice a week + Every day or almost every day) | OECD average |
|---|---|---|
| Discuss how well they are doing at school | 65.9% | 60.3% |
| Talk about problems they are having at school | 51.2% | 46.5% |
| Parents or family take an interest in what they are learning at school | 67.3% | 58.0% |
| Talk about future education | 57.0% | 52.1% |
| Parents or family ask what they did at school that day | 83.1% | 71.2% |
10.5 School climate
The environment in which pupils learn can have an important influence on both their educational experiences and outcomes. A positive school climate can support engagement, wellbeing and achievement by providing pupils with a safe, supportive and well-managed learning environment. This section examines five aspects of school climate using PISA 2025 data: the disciplinary climate in science lessons, pupils’ experiences of bullying and cyberbullying, pupils’ perceptions of safety, headteachers’ perceptions of behavioural issues, and school attendance and lateness. Together, these indicators provide insight into the conditions that can support or hinder pupils’ learning and participation in school.
10.5.1 Disciplinary climate in science lessons
A positive disciplinary climate helps to create an environment in which pupils can focus on learning with minimal disruption. PISA 2025 asked pupils how often different behaviours disrupted learning in their science lessons, including pupils not listening to the teacher, noise and disorder, delays in lessons beginning, and difficulties working effectively.
Across all five measures, the percentage of pupils reporting that disruptive behaviours never or almost never occurred was higher in Scotland than the OECD average.
Around half of pupils (51.2%) reported that pupils never or almost never failed to start working promptly after the lesson began, compared with 38.0% across the OECD. Similarly, almost half (49.6%) reported that pupils never or almost never could not work well because of disruption, compared with 39.5% across the OECD.
Nearly half of pupils (45.2%) also reported that their science teacher never or almost never had to wait a long time for pupils to quiet down, compared with 35.2% across the OECD. Around one-third reported that noise and disorder (30.7%) or pupils not listening to the teacher (35.2%) never or almost never occurred, compared with the corresponding OECD averages of 23.8% and 23.2%.
| Disruptive behaviour | Scotland | OECD average |
|---|---|---|
| Pupils do not listen to what the science teacher says | 35.2% | 23.2% |
| There is noise and disorder | 30.7% | 23.8% |
| The science teacher has to wait a long time for pupils to quiet down | 45.2% | 35.2% |
| Pupils cannot work well | 49.6% | 39.5% |
| Pupils do not start working promptly | 51.2% | 38.0% |
10.5.2 Bullying and cyberbullying
Bullying can have a significant impact on pupils’ wellbeing, sense of belonging and engagement with learning. PISA 2025 asked pupils how often they experienced different forms of bullying, including verbal, physical and online bullying, providing an indication of how common these experiences are among 15 year olds.
Overall, 10.1% of pupils in Scotland were classified as being frequently bullied, compared with 8.6% across the OECD. A pupil is classified as frequently bullied if they are in the highest 10% of the PISA international index measuring exposure to bullying.
Around half of pupils in Scotland (48.3%) reported that they never or almost never experienced any type of bullying, compared with 52.5% across the OECD. Around one in five pupils (19.6%) reported experiencing bullying at least a few times a month, including 8.9% who experienced bullying once a week or more. The corresponding OECD averages were 19.6% and 9.2%, respectively.
The most commonly reported form of bullying in Scotland was being made fun of by other pupils. Just over half of pupils (55.4%) reported that this never or almost never happened, compared with 65.0% across the OECD, while 16.9% reported experiencing it at least a few times a month, compared with 13.8% across the OECD.
Experiences of physical bullying were less common. Around 85% of pupils reported they were never or almost never threatened by other pupils (85.0%) or hit or pushed around (84.6%). Around 4% of pupils reported experiencing either behaviour at least a few times a month, broadly in line with the OECD average.
Around 6.3% of pupils in Scotland reported that nasty rumours were spread about them at least a few times a month, compared with 8.6% across the OECD.
Online bullying was the least commonly reported behaviour. More than nine in ten pupils (91.3%) reported that upsetting information had never or almost never been posted about them online without their consent, compared with 90.8% across the OECD. Only 2.5% reported this occurred at least a few times a month, compared with 3.2% across the OECD.
| Bullying measure | Scotland | OECD average |
|---|---|---|
| Frequently bullied¹ | 10.1% | 8.6% |
| Experienced any type of bullying | 19.6% | 19.6% |
| Other pupils made fun of me | 16.9% | 13.8% |
| I was threatened by other pupils | 4.5% | 4.0% |
| I was hit or pushed around by other pupils | 4.4% | 4.9% |
| Nasty rumours were spread about me | 6.3% | 8.6% |
| Upsetting information was posted about me online without my consent | 2.5% | 3.2% |
¹ A pupil is classified as frequently bullied if they are in the top 10% of the international index of exposure to bullying across all participating countries and economies.
10.5.3 Pupils’ perceptions of safety
Feeling safe is an important part of a positive school climate. When pupils feel safe travelling to and from school and while they are at school, they are more likely to feel a sense of belonging, participate in school life and engage with learning. PISA 2025 asked pupils how safe they felt in different settings associated with school.
Overall, pupils in Scotland reported high levels of perceived safety across all settings. More than nine in ten pupils agreed or strongly agreed that they felt safe on their journey to and from school, in their classrooms and in other areas of their school. For three of the four measures, the percentage agreeing that they felt safe was above the OECD average.
The highest reported levels of safety related to travelling to and from school. Around 97% of pupils agreed or strongly agreed that they felt safe on their way to school (97.1%) and on their way home (96.6%), compared with 93.6% for both measures across the OECD.
Pupils also reported feeling safe while at school. Around 96.4% agreed or strongly agreed that they felt safe in their classrooms, compared with 93.3% across the OECD. Similarly, 90.7% agreed or strongly agreed that they felt safe in other areas of the school, such as hallways, canteens and toilets, compared with 91.0% across the OECD.
Across all four measures, fewer than 4% of pupils in Scotland disagreed or strongly disagreed that they felt safe when travelling to and from school or while in their classrooms. A higher proportion (9.3%) reported feeling unsafe in other areas of the school, compared with 9.0% across the OECD.
| Setting | Scotland | OECD average |
|---|---|---|
| On the way to school | 97.1% | 93.6% |
| On the way home from school | 96.6% | 93.6% |
| In classrooms at school | 96.4% | 93.3% |
| In other places at school (e.g. hallways, canteen, toilets) | 90.7% | 91.0% |
10.5.4 Headteachers’ perceptions of behavioural issues
PISA 2025 asked headteachers about the extent to which a range of behavioural issues were a problem in their school. These included behaviours affecting pupils, such as cheating, vandalism and bullying, as well as behaviours directed towards teachers and other school staff. The findings provide an indication of how common these issues are perceived to be within schools.
Overall, headteachers in Scotland generally reported that behavioural issues were not major problems in their schools. Most pupils attended schools where headteachers reported that these behaviours were a problem to a small extent, while relatively few attended schools where they were considered a problem to a large extent.
Headteachers most commonly reported issues of profanity and intimidation or verbal abuse among pupils. Around two in five pupils attended schools where headteachers reported that these behaviours were a moderate or large problem (42.9% and 46.2% respectively). The corresponding OECD averages were 52.0% and 40.1%, respectively. Scotland had fewer headteachers reporting profanity as a large problem (11.4% compared with 16.0%).
Most other behavioural issues were reported less frequently. Around one in five pupils attended schools where vandalism (17.9%) or intimidation or verbal abuse of teachers or other staff (15.4%) were considered a moderate or large problem. Reports of cheating (1.1%), theft (3.2%), physical injury of pupils by other pupils (2.7%) as moderate or large problems were comparatively uncommon. No pupils attended responding schools where headteachers rated physical injury of teachers or other staff by pupils as a moderate or large problem. This does not mean that no such incidents occurred; the measure reflects headteachers’ assessment of the extent to which this was a problem in their school.
For several behavioural issues, the percentage reported for Scotland was numerically lower than the OECD average. For cheating, the figures were 1.1% in Scotland and 26.8% across the OECD; for theft, 3.2% and 12.3%; and for physical injury of pupils by other pupils, 2.7% and 12.0%, respectively.
For intimidation or verbal abuse among pupils, 38.2% of pupils in Scotland attended schools where headteachers reported this as a moderate problem, compared with 28.6% across the OECD. For intimidation or verbal abuse of teachers or other staff, the corresponding figures were 11.2% and 5.9%.
These findings should be interpreted with caution, as Scotland did not meet the OECD participation standard for the headteacher questionnaire. The estimates are based on responses covering between 50% and 75% of the target population.
| Behavioural issue | Scotland | OECD average |
|---|---|---|
| Cheating | 1.1%† | 26.8% |
| Profanity | 42.9%† | 52.0% |
| Vandalism | 17.9%† | 25.0% |
| Theft | 3.2%† | 12.3% |
| Intimidation or verbal abuse among pupils | 46.2%† | 40.1% |
| Physical injury of pupils by other pupils | 2.7%† | 12.0% |
| Intimidation or verbal abuse of teachers or non-teaching staff by pupils | 15.4%† | 12.3% |
| Physical injury of teachers or non-teaching staff by pupils | 0.0%† | 6.9% |
Note: The † symbol indicates that responses covered at least 50% but less than 75% of the target population. Results for Scotland should therefore be interpreted with caution, as the headteacher questionnaire did not meet the OECD participation standard for national reporting.
10.5.5 Pupil truancy and lateness
Regular attendance and arriving at school on time provide pupils with consistent opportunities to participate in lessons and engage with school life. PISA 2025 asked pupils whether, during the two weeks before the assessment, they had skipped a whole day of school, missed individual classes or arrived late. These findings are based on pupils’ self-reported attendance.
Around one in four pupils (26.3%) reported missing at least one whole day of school, compared with 22.4% across the OECD. Most pupils who missed a whole school day reported doing so only once or twice (20.1%), while relatively few reported missing five or more days (2.2%).
Around one in four pupils (23.1%) reported skipping at least one class, compared with 24.3% across the OECD. Most pupils who skipped classes did so once or twice (16.3%), with only 2.6% reporting skipping five or more classes.
The percentages reported for punctuality were similar in Scotland and across the OECD. Around half of pupils (49.7%) reported that they had never arrived late during the previous two weeks, compared with 50.3% across the OECD. Around three in ten (30.4%) reported arriving late once or twice, while one in five (20.0%) reported arriving late three or more times. The corresponding OECD averages were 30.1% and 19.6%.
| Attendance measure | Scotland | OECD average |
|---|---|---|
| Skipped at least one whole day of school | 26.3% | 22.4% |
| Skipped at least one class | 23.1% | 24.3% |
| Frequency of arriving late | Scotland | OECD average |
|---|---|---|
| Never | 49.7% | 50.3% |
| Occasionally late (1–2 times) | 30.4% | 30.1% |
| Frequently late (3 or more times) | 20.0% | 19.6% |
Contact
Email: socialresearch@gov.scot