HM Inspectors have today published a new report on relationships and behaviour in Scotland’s schools.

The report reflects evidence from inspections between September 2024 and June 2025, and provides an overview of the experiences of children and young people, staff and families.

During inspections, HM Inspectors evaluate the quality of relationships and school climate, examine how behaviour is supported and managed, and consider how effectively schools record and respond to incidents of disruptive or discriminatory behaviour.

The findings show that positive relationships between children, young people and staff continue to be a significant strength across most Scottish schools, underpinning wellbeing, inclusion and engagement in learning.

However, inspectors also found that a small number of learners display low-level disruptive behaviour, affecting the quality of learning in more than half of schools visited. While serious disruptive or violent incidents are less common, the report highlights the significant impact these behaviours can have on staff wellbeing, safety and the wider school environment.

The report also raises concerns about inconsistencies in the recording of serious incidents, including racist and other discriminatory behaviour. Inspectors found that incomplete recording limits schools’ ability to identify patterns, evaluate interventions and take preventative action.

Evidence from inspections indicates that the strongest outcomes are achieved where schools take a consistent, whole-school approach to promoting positive relationships and behaviour, supported by effective professional learning and strong partnership working to meet the needs of children and young people who require additional support.

HM Chief Inspector of Education in Scotland, Ruth Binks said:

“This report provides an important independent picture of relationships and behaviour in Scotland’s schools. It highlights the many strengths that exist across our education system, particularly the positive relationships that children and young people experience with staff and their peers every day. At the same time, inspectors found areas where further improvement is needed. 

"Our evidence points to the approaches that make the greatest difference: clear and consistently applied policies, inclusive and rights-based practice, ongoing professional learning for staff, and strong multi-agency support for children and young people with additional needs."

Key findings

Relationships are a clear strength across most schools. Children and young people generally experience positive relationships with staff and peers that support wellbeing, inclusion and engagement in learning.

Low-level disruption impacts learning. Inspectors found evidence of low-level disruptive behaviour in over half of schools, adversely affecting the quality of learning and teaching.

Serious disruptive or violent behaviour is less common but has a significant impact. In a minority of schools, a small number of children and young people are responsible for serious incidents that affect staff safety, wellbeing and the wider learning climate.

Recording of incidents is inconsistent. Significant variation exists in how schools record serious incidents, including racism and other discriminatory behaviour, limiting the ability to identify trends and prevent future occurrences.

Consistent whole-school approaches deliver better outcomes. Stronger practice is associated with clear behaviour policies, inclusive and rights-based approaches, staff professional learning and effective partnership working to support children and young people with additional needs.

The report is intended to support national and local discussions on how Scotland’s schools can continue to strengthen positive relationships, reduce disruptive behaviour and ensure all children and young people can learn in safe, inclusive and supportive environments.