Karen Simpson, a former Inverness primary teacher, is one of many professionals who left the profession after feeling powerless in the face of eroded boundaries. Her story is echoed by countless educators feeling unsupported, burned out, and overwhelmed.
What is being done to change this issue?
The Scottish Government’s guidance outlines staged responses to pupil behaviour. For low-level issues, it suggests regulated breaks, alternative activities, and calm-down zones. For more serious incidents, like violence, the response could involve written behavioural prompts or temporary separation from peers.
The message is clear: exclusion should only ever be a last resort.
While the guidance encourages proactive interventions and multi-agency support, critics argue that it lacks practical, enforceable clarity particularly on how and when exclusions should take place.
A Divided Response
Unions such as the EIS welcome the framework in principle but stress that it cannot succeed without adequate resources particularly additional staff trained in learning and emotional support. Teachers, meanwhile, are skeptical. Many say there’s not enough current provision for even the most basic of interventions.
Opposition voices, including Tory MSP Miles Briggs, called the guidance “pathetic”, accusing the Scottish Government of offering “buzzwords and waffle” instead of real policy.
“Rather than clear rules, this document is full of Holyrood blob buzzwords about multi-agency processes, positivity and inclusion.”
— Miles Briggs, Scottish Conservative Education Spokesman
Where Does This Leave Our Schools?
At Riley Personnel, we work closely with teachers, support staff, and school leaders who are on the front lines of this crisis. We’ve heard first hand how challenging behaviour is pushing passionate educators out of the profession, and we know that without clear boundaries, proper training, and sufficient pastoral support, classroom safety and learning suffer.
We welcome any steps toward clarity ,but we also recognise that policies alone are not enough. Schools need trained staff, robust support systems, and the freedom to balance compassion with firm expectations.
What We’re Doing at Riley Personnel
We ensure that every teacher and support professional we work with is fully prepared to manage a diverse range of student needs including those with SEMH, SEN, and behavioural challenges. Our candidates are not only DBS-checked and highly skilled, but also trained in trauma-informed approaches, classroom management, and emotional regulation strategies.
We care deeply about the wellbeing of staff and pupils, and we continue to advocate for a realistic, well-resourced approach to inclusion one that supports teachers as much as students.
Final Thought
Guidance is useful but it must be practical, supported, and actionable. If schools are to thrive, teachers need to feel empowered, protected, and equipped with more than just laminated behaviour cards.
Let’s make the classroom a place where everyone can learn and feel safe including the adults who make learning possible.
