A new national report on the state of computing science in Scotland’s schools has been released – revealing ‘significant progress’ but also a critical shortage of teachers for the subject.
The report from Scottish Teachers Advancing Computing Science (STACS) – a teacher-led organisation created and funded by the Scottish Government – revealed that the network now represents the professional interests and practice of 1,500 teachers, representing 98 per cent of computing science teachers, 94 per cent of schools offering computing science, and all 32 local authorities in the country.
Set up in response to Mark Logan’s Scottish Technology Ecosystem Review report of 2020, STACS also highlights the ongoing challenges around an historic shortage of specialist teachers and gender imbalances in the subject, which threatens to undermine Scotland’s ambitions to grow its digital economy.
Since its launch, STACS has become the voice of computing Science teachers across Scotland. This growth has been matched by significant achievements in professional learning. STACS has delivered hundreds of webinars, in-person events, and over 410 hours of teaching resources, all aligned with national teaching principles. In 2024, it launched STACS Connected, a digital hub for collaboration. More than 300 members are active within the hub, with 220 regular contributors and 4,000 posts and resources shared.
“STACS has properly supported computing science across the country, energised teachers to keep fighting for the subject, giving us resources, skills, and a chance to talk about pedagogy,” said one teacher, with 28 years of experience in the subject.
STACS has also built strong links with industry, ensuring that young people benefit from real-world insights into tech careers. Partnerships with CISCO, Morgan Stanley, Barclays, QA, and Next Tech Girls have provided hands-on experience days, mentoring, and workshops to boost student confidence and aspiration.
Diversity has been a particular focus. The network’s resources now embed female role models in lesson plans from the very start of computing science learning. These efforts were recognised nationally when STACS was commended at the Women in Tech Excellence Awards in 2024.
“Diversity is at the heart of everything STACS does,” said Toni Scullion, co-lead of STACS. “Our resources ensure talented female role models are woven into the fabric of computing science from day one.”
Beyond the classroom, STACS has become a key stakeholder in education policy. Teacher representatives have contributed directly to curriculum review processes, ensuring the subject’s needs are heard at national level. The organisation has also championed new routes into computing science teaching, working with eight universities to pilot recruitment activities among undergraduates, with a new national centre for teaching excellence based at the University of Glasgow.
Jenny Gilruth MSP, cabinet secretary for education and skills, welcomed the progress. She said: “I am delighted that the new national Centre for Teaching Excellence will be based at the University of Glasgow. I want to see more opportunities for Scotland’s teachers to develop their practice, drawing on the best research. Networks like STACS are vital in achieving that ambition.”
Despite these achievements, the annual report is clear about the scale of the challenges ahead. Scotland now has just 550 computing science teachers, the lowest on record. Since 2008, the subject has lost 216 teachers, and in 2023, only 16 new entrants began training — far short of the 50 required each year to sustain the workforce.
This shortage means that many schools are forced to rely on non-specialist teachers, often drawn from business education, to deliver computing science. Provision is also inconsistent: in some schools, pupils receive only a single period in S1, and in others, there is no dedicated provision in S2.
Ian Simpson, principal teacher at Albyn School, an independent school in Aberdeen, warned: “The most effective advocates for this profession are computing science teachers themselves. Without a sufficient pipeline of subject specialists, uptake and diversity will worsen, damaging Scotland’s tech talent pipeline.”
Gender imbalance is another long-standing issue. Computing science continues to have the largest gender gap of any STEM subject, with female participation lagging behind despite a decade of initiatives.
Meanwhile, technical barriers persist. Some local authorities have restricted the use of industry-standard software due to data protection concerns, leaving pupils to learn with outdated tools such as Notepad instead of industry-standard development environments with modern industry features.
Pam Duncan-Glancy MSP, shadow cabinet secretary for education and skills, stressed the urgency of addressing these issues. She said: “Computing Science is a subject which opens many doors, and it’s becoming more important than ever to learn. I look forward to working together to ensure a sustainable future for the subject.”
The report concludes that Scotland’s economic prosperity depends on building a stronger foundation for computing science education. With the country aiming to be a global leader in digital innovation, the shortage of teachers and gaps in provision risk leaving young people unprepared for future opportunities.
Yet there are reasons for optimism, the report notes, stating that the STACS network has nurtured a strong community of motivated computing science teachers, with industry partnerships flourishing, and a shared commitment to improved outcomes.
Scullion added: “Computing Science education is the foundation of Scotland’s digital future. If we want our young people to thrive, we must invest in the teachers who will inspire them, and ensure every child has access to high-quality, specialist teaching.”
To access the full annual report, visit here.
