Why Scotland's astonishing lack of nursery teachers shows how badly education is funded
Investing in education enables people to make more worthwhile contributions to society, but it is also good for their mental health, family relationships and even crime prevention
As Scotland’s largest teaching union, representing more than 80 per cent of teachers and lecturers, the EIS campaigns on behalf of all sectors of education. Although not affiliated to any political party, ahead of the election we made the case to the five main parties at Holyrood for increased investment in schools, colleges and universities.
Key to this was our Manifesto for Education, which outlined key priorities for the newly elected Scottish Government. With a series of policy objectives independently costed by the Institute for Public Policy Research (Scotland), it highlighted the true value of education to the country
Scotland’s good education system, built on the commitment and professionalism of teachers and lecturers who deliver strong outcomes for children and young people, faces significant and growing challenges of under-resourcing, placing even greater and unreasonable demands on teachers and lecturers.
Shocking state of early years sector
The EIS believes the Scottish Government and Parliament need to do more to ensure all children and young people, from early years to higher education, receive a quality education, and that the system is resourced at a level that realises this aim. Currently, it is not.
Nowhere is this better illustrated than in early years. In 2025, the ratio of pupils to teachers in nurseries was 119 to one. In OECD countries, there is an average of 13 pupils per teacher in early years settings, so it’s clear that Scotland can and must do better in resourcing the education of our youngest learners.
In our schools, large class sizes, too few teachers to share the teaching time, fewer promoted staff, proportionally less specialist support, and worsening pupil behaviour see teachers straining to do all that is demanded of them with insufficient resources. This is especially true now that 43 per cent of young people in schools have a recognised additional support need (ASN), yet support has spectacularly failed to rise with demand over the past decade or so.
As a result, burnout, high stress levels, low job satisfaction and working a significant number of unpaid hours every week, at the expense of their own health and wellbeing, are realities for teachers. This is neither fair nor sustainable. And neither is it fair that children and young people in large classes with overstretched staff are unable to get the time, attention and support they deserve.
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Money well spent
Colleges and universities play a critical role but are under strain too. Most school leavers go to college or university to continue their education, both for their own development and to prepare for the world of work. Colleges and universities must be sufficiently and sustainably funded for this vital mission, with parity of esteem for all learning pathways.
Investment in education not only ensures our citizens are equipped to lead more fulfilled lives, making more worthwhile contributions to society, it also means better physical and mental health, better jobs, better family and community relationships, fewer addiction-related issues and fewer interactions with the justice system. Investment in education is investment in prevention.
The EIS believes unequivocally that public spending on education is money well spent. Our policies are visionary yet achievable: the right political choices to enact them would set Scotland’s education system and people up for generations to come. The new Scottish Government must grasp the thistle.
Andrea Bradley is the Educational Institute of Scotland’s general secretary
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