Category: Information for Members

81^st Annual Congress of the SSTA

Friday 8 May 2026 @ 15:30

[Opening Remarks]
Good afternoon, President, distinguished guests, and esteemed delegates of Congress.

It is with profound gratitude—and a deep sense of duty—that I stand before you today,
having once again been entrusted with the role of General Secretary.

Over the past ten years, I’ve had the privilege of serving this organisation
through a time of significant change.

And as we look ahead, it is clear: even greater change lies before us.

Trust and Professionalism

Teachers must be trusted.

Trusted to think.
Trusted to speak.
Trusted to teach.

Because education is not just about knowledge—it is about shaping the values of the next generation.

But let’s be clear: teachers cannot do this alone.

They need the support of parents, communities, and government.
Because when teachers are supported, pupils succeed.

Our Identity

The SSTA has always been clear in its purpose:
Secondary teachers. Secondary education.

We are principled—but also pragmatic.

We don’t just point out problems.
We work to solve them.

Pay and Value

Let me turn to pay.

Our claim is 6%.
The offer so far is 3%—and it has been rejected.

This is not just about numbers.
It is about value.

Teachers’ salaries must be restored—not eroded year after year.

Delays send a clear message: that teachers are undervalued.

And that must change.

Workload and the Staffing Crisis

Workload remains unsustainable.

The promised reduction in contact time has not been delivered.
And yet we are told to do more—with less.

At the same time, we face a recruitment and retention crisis:

• Too many temporary contracts
• Over half of new teachers unable to secure permanent posts
• Schools carrying vacancies

This means fewer teachers in classrooms,
less support for pupils,
and more pressure on those who remain.

This is not sustainable.
And it is not acceptable.

The Way Forward

We need:

• Real negotiations
• Respect for the profession
• Action on recruitment and retention
• A genuine commitment to reducing workload

And we need education funding to be protected.

Money allocated to education must be spent on education.

Teacher numbers must increase.
And teachers must be given time—to plan, to develop, and to teach well.

Reform—Done Properly

Change is coming. But it must be the right change.

Not change for its own sake.

The curriculum must allow young people to learn—not just pass exams.

The qualifications system must trust teachers, not drown them in evidence.

And inspection must support schools, not punish them.

Because right now, fear of inspection is stifling innovation.

Let me be clear:

If we are going to inspect—then inspect those who hold the power.

Those who control funding.
Those who set the direction.

Not just the schools carrying the burden.

Education is the Priority

We stand at a defining moment.

Education has been held back by political stalemate for too long.

It is time to listen—to teachers.

Because education must be the priority.

Not in words—but in action.

That means proper funding.
Proper staffing.
And proper respect.

Because education is not a cost.
It is an investment in our future.

When we fail to support teachers, we fail our students.

And we are already seeing the consequences—
a growing crisis in recruitment and retention.

Every teacher lost is a loss to the next generation.

Our Responsibility

We must build a system where every young person—
regardless of background—
has the opportunity to succeed.

That requires long-term thinking.
And genuine partnership between government and the profession.

Because education is not just another priority—
it is the priority.

[Change Must Support Teachers]
Reform must support teachers—not hinder them.

As reform takes shape, the SSTA is clear:

Teachers must be at the centre.

[Education is the Priority]

We stand today at a defining moment—
one that calls not for division, but for direction;
not for delay, but for decisive action.

For too long, education has been entangled in political stalemates,
its progress slowed by disagreement rather than guided by those who understand it best.

It is time to change course.
It is time to listen—truly listen—to the voices of our teachers and education staff,
the individuals who dedicate their lives to shaping the minds and futures of our young people.

Let us be clear:

Education must be the priority.

Not in words alone.
Not as a distant aspiration.
But as a lived reality—reflected in our policies, our funding, and our values.

Education must be properly resourced.
It must be supported by fully qualified professionals
who are respected, fairly compensated, and empowered
to deliver the life-changing learning every child deserves.

Because education is more than a system—
it is the foundation of our future.

It is not a privilege reserved for a few.
It is a fundamental right—guaranteed to all, without discrimination.

It uplifts individuals.
It strengthens communities.
It drives the social and economic development upon which nations depend.

It is a force for equality.
A pathway to opportunity.
A cornerstone of sustainable progress.

And yet—we face a widening divide.

A gap between those who have and those who have not.
Between those who can access opportunity—and those left behind.

This is not inevitable.
It is the result of choices.
And it can be changed—by choices.

We must choose to invest.

We must commit to increasing funding for education—
and ensuring that it reaches the classrooms where it is needed most.

Because when budgets are cut, it is not systems that suffer—it is students.

It is the child in the crowded classroom.
The young person without the support they need.
The teacher stretched beyond their limits.

Schools cannot continue under these conditions.
They should not have to.

We must also invest in the people who make education possible:

Teachers.
Classroom assistants.
Support staff.

Their workload must be fair.
Their time must be respected.
Their wellbeing must matter.

Behind every lesson taught lies hours of unseen dedication—
late nights planning, weekends marking, holidays interrupted.

Teaching is demanding.
But it should not come at the cost of personal wellbeing or family life.

Because when we fail to support our teachers—
we fail our students.

We are already seeing the consequences:

A growing recruitment and retention crisis.
Talented educators leaving the profession.
Others looking elsewhere.

This is not just a workforce issue.
It is a future issue.

Because every teacher lost
is a loss to the next generation.

And we cannot ignore those who need support the most.

Young people with additional support needs deserve more than good intentions.
They deserve action.

They deserve trained professionals.
Specialist staff.
The resources required to ensure they are not left behind.

Without this, the burden falls unfairly on classroom teachers—
and we risk failing an entire generation.

We must not accept that.

We must instead build a system where every young person—
regardless of circumstance—
has the opportunity to succeed, to grow, and to reach their full potential.

This requires collaboration.
It requires long-term thinking.
It requires a government willing to work with educators—
not around them.

Because education is not just another priority—
it is the priority.

It shapes the society we become.
It defines the opportunities we create.
It determines the legacy we leave behind.

So let us move forward—
not divided, but united in purpose.

Let us stand up for education.
For teachers.
For every young person whose future depends on the choices we make today.

The time for action is now.

[Conclusion]
We will continue to fight for:

• Fair pay
• Respect for our profession
• Better working conditions
• Real reform that supports—not burdens—our schools

This isn’t about politics.
It’s about classrooms.
About pupils. About learning.
About the future of Scottish education.

Let us speak with one voice.
Let us be the change that teachers—and Scotland’s young people—deserve.

Thank you.

81^st Annual Congress of the SSTA
Presidential Address
Monique Dreon-Goold

Friday 8 May 2026

Part 1: A Journey, A Calling, A Commitment to Additional Support Needs

Conference, colleagues, fraternal guests, members of the Press, friends—

I began teaching modern languages in Scotland in 1990. It was demanding work then, as it is now—but there was a clarity to our role. We taught our subjects with purpose, we maintained order, we supported our pupils, and we worked tirelessly to help them achieve. There was pressure, yes—but there was also time: time to plan, to reflect, to improve. And above all, there was a shared understanding of what it meant to be a teacher.

Even in those early days, behaviour could be challenging. But respect for the profession was more widely assumed. Relationships mattered—built on fairness, consistency, and care. Those principles haven’t changed. They remain the foundation of everything we do.

As we moved into the new millennium, inclusion rightly became central to education. For me, that wasn’t a policy shift—it was a calling. I had already seen the difference we could make for young people who struggled within traditional academic pathways.

From 2003 to 2016, I worked as a behaviour support teacher within a system that truly invested in young people. We had dedicated bases, skilled SEN auxiliaries, strong multi-agency partnerships, and—crucially—the resources to act. It was challenging work, but it was deeply rewarding. Even now, former pupils stop me to say that the support they received helped them build stable, meaningful lives. They do like reminiscing the fun times “Miss, remember that Prince’s Trust trip when Jack was sick in a placky bag and threw it out the window?” “Yes, I do, I am the poor sod who found it the next morning and checked what was in it before putting it in the bin”. Ex pupils always like reminiscing the “good times” and “how badly behaved” they were and how well they have done for themselves. That is the impact of what we can do.

But colleagues, we must also speak honestly.

Over time, that system began to erode. Budgets tightened. Decisions made in the name of efficiency began to cut into the very heart of Additional Support Needs provision. Referrals rose—but resources did not. Our work was reframed, renamed, repackaged—but increasingly described as a cost rather than an investment.

The scale of the ASN challenge was laid bare in a damning audit report published in January 2025. The figures are staggering: 40% of Scotland’s pupils now have recognised Additional Support Needs. Conference, do the math—that is an average of 12 pupils in every class of 30. Twelve young people, each with a unique profile of need—from ADHD and Autism to Dyscalculia and complex trauma—all in one room, all deserving of our time.

But as the audit confirms, the support is not there. Instead, ASN in Scotland has become a postcode lottery. Whether a child receives the help they are legally entitled to shouldn’t depend on where they live, yet it does. It depends on the varying policies, support structures, and dwindling resources of individual local authorities. A child’s future should not be dictated by a council’s budget deficit, but today, for many families, that is the stark reality.

And here lies a fundamental truth we must not shy away from:

additional needs require additional support.

Training matters—of course it does. We welcome it. But training alone cannot replace people, time, and resources. It cannot compensate for classes of over 30 pupils, many requiring significant support. It cannot sustain a system stretched beyond its limits.

Today, teachers are being asked to do more than ever before. We deliver high-quality learning, differentiate endlessly, track and evidence progress, manage behaviour, respond to parents at all hours, navigate complex systems—and carry the emotional weight of it all. The school day has not just lengthened—it has intensified.

And in the midst of this, something vital has been lost.

The staffroom.

It may seem a small thing—but it was never just a room. It was the beating heart of our schools. A place where new teachers found reassurance, where experience was shared, where laughter softened the hardest days, and where resilience was quietly rebuilt.

That space—of informal mentoring, of solidarity, of humanity—is disappearing. Replaced by isolation. Fragmentation. Efficiency without connection.

At a time when teacher wellbeing is under unprecedented strain, we cannot afford to lose the very structures that sustain us.

But colleagues—this is not a story of decline. This is a call to action.

Because we know what works.

We have seen what is possible.

And we carry, collectively, the experience, the commitment, and the moral purpose to demand better.

We must stand together to say:

That investment in Additional Support Needs is not optional—it is essential.

That teacher wellbeing is not a luxury—it is fundamental.

That education is not a cost to be contained—but a future to be built.

Part 2: We Need to Let Teachers Teach

So, why did I choose Let Teachers Teach as our 2026 strapline? Because right now, too many barriers are standing in the way.

The three biggest drivers of rising workload in 2025/26 are clear: promised workload relief has not been delivered; schools are being asked to do far more on behaviour and attendance; and qualification reform continues to shift additional assessment and implementation burdens onto teachers. On top of it all we have the new National Curriculum replacing CFE from August 2028 and the Assessment reform which is also bound to increase workload complexity for teachers.

Workload remains one of the most significant and persistent challenges confronting teachers in Scotland today. Moreover, insights gained from attending the conferences of our fraternal colleagues reinforce that this is by no means an isolated issue; rather, it is a shared concern that consistently ranks at the forefront of the profession’s priorities across both Ireland and the wider United Kingdom.

The drivers of workload in 2025 and 2026 are not hidden. They are clear. They are known. And they are being felt in every school across Scotland.

We were promised workload relief—but it has not been delivered.

Qualification reform and curriculum reform continue to place additional assessment, and implementation demands directly onto teachers.

Alongside these pressures, there has been a deeply concerning rise in violent incidents within Scottish secondary schools.

Increasingly, teachers are being placed in situations where their personal safety is at risk. It is entirely unacceptable that professionals should feel unsafe in their place of work.

Equally concerning is the experience of those who report such incidents, only to feel that their concerns are minimised, questioned, or dismissed. Teachers must be able to report violence with confidence, knowing that they will be listened to, supported, and protected.

 This is not simply a matter of workplace policy—it is a fundamental issue of duty of care. Employers must move beyond defensiveness and demonstrate clear, consistent support for staff facing these challenges.

But the violence we face is not just physical; it is cultural, and it is digital. We are witnessing a toxic rise in misogyny that is poisoning our classrooms. Look no further than the appalling situation in Renfrewshire, where pupils used AI technology to create fake sexual and violent videos of their own teachers. This isn’t “boys being boys” or a “prank”—it is targeted, gender-based abuse designed to degrade and intimidate professionals.

Furthermore, we are seeing the creeping influence of extreme right-wing racism infiltrating our schools, fuelled by online echo chambers. This is a direct threat to the inclusive, safe environment we strive to build. Let us be unequivocal: we need a policy of zero tolerance. Whether it is misogyny or racism, hate has no place in our schools, and teachers must have the full backing of their employers and the government to stamp it out immediately.

We are told that help is on the way.

In March 2025, the Scottish Government published its first progress report on the Behaviour ‘Joint Action Plan.’ We welcome the shift in Part 2 of that report, which finally acknowledges that a ‘nurture-only’ approach is insufficient without a unified national standard for safety. But let us be clear: a plan on paper is not the same as protection in the classroom.

We need to see the promised ‘Fostering a Positive School Environment’ guidance translated into real-world consequences for pupils who cross the line. We can no longer tolerate a culture where reporting incidents is met with a shrug or a suggestion that the teacher simply ‘needs more nurture.’ Proper reporting must lead to action, not just paperwork.

Furthermore, the introduction of a specific framework for Risk Assessments for violent or dangerous behaviour must be more than a box-ticking exercise. These risk assessments must be robust, they must be proactive, and they must be used to ensure that no teacher or pupil is placed in a predictable path of harm. We don’t just need an ‘authoritative’ approach—we need an accountable one.

So today, we say with one voice: Enough of delay. Bring back consequences now. “Nurture ” should not be used as an excuse to avoid discipline.

And what about teachers’ mental health and wellbeing?

We hear it from our members.

This isn’t just anecdotal. The evidence is stark. The 2025 SSTA Mental Health, Safety and Wellbeing survey on workload has laid bare the crisis we are facing. The figures are not just statistics; they are a cry for help from a profession on the brink.

The survey reveals that:

• Over 80% of our members report that their mental health has been negatively impacted by their current workload.

• Nearly 3 out of 4 teachers say they are regularly working more than 10 hours beyond their contracted time every single week just to keep their heads above water.

• Critically, a staggering 65% of respondents admitted they have considered leaving the profession in the last year specifically because of the toll the job is taking on their wellbeing.

When two-thirds of our workforce are looking for the exit, we are not just facing a “workload issue”—we are facing an existential threat to Scottish education.

We see it in our schools.

And we feel it in the growing pressure that is pushing dedicated, skilled professionals to exhaustion, to frustration—and, for too many, out of the profession altogether.

That is why the commitment to reduce class contact time from 22.5 hours to 21 hours mattered.

It mattered because it recognised something fundamental:

Teachers need time.

Time to plan lessons that inspire.

Time to prepare resources that meet diverse needs.

Time to assess meaningfully—not mechanically.

Time to support young people as individuals.

And time—simply—to do the job well.

But Conference, what is now being proposed falls short of that principle.

It is not fairness.

It is not equality.

And it is not acceptable.

Because under these proposals, our primary colleagues would begin to benefit from this reduction in 2027—while secondary teachers are asked to wait until 2029.

Two more years.

Two more years of heavier class contact.

Two more years of compressed time, rising expectations, and unsustainable workload.

Two more years of being told: “wait your turn.”

Now let us be clear—this is not about division.

This is not primary versus secondary.

This is not about denying the very real pressures faced by our primary colleagues. We stand with them because their challenges are significant.

But this is about something bigger.

This is about equity.

This is about respect.

And this is about refusing to accept a system where one group of teachers is asked to carry the burden for longer simply because it is more convenient.

Because Conference—secondary teachers are not working in easier circumstances.

Far from it. 

They are navigating complex subject demands, high-stakes qualifications, increasing class sizes, and a growing number of pupils with additional support needs—all within a system that is already stretched to its limits.

And yet, despite all of this, they continue.

They show up.

They deliver.

They care.

Our members have been clear: we cannot wait until 2029 for relief that is needed today. The results of our March 2026 survey have set a definitive mandate for immediate, practical action.

Our members have identified three non-negotiable priorities to claw back our professional lives.

First, we must prioritise teacher time, stripping away the non-essential administrative clutter that distracts from core teaching.

Second, we demand the repurposing of in-service days to address the overwhelming workload backlog—no more ‘top-down’ initiatives; we need time to catch our breath.

And third, we are calling for a strict adherence to the 35-hour week. We must collectively push back against the culture of ‘free overtime’ that has been subsidising the system for far too long.

Furthermore, there is a clear message for Qualification Scotland and the Government: we must pause all new school development plans and the rollout of new qualifications until this crisis is stabilised. Secondary teachers refuse to be left behind while our primary colleagues move forward. We are not a pressure valve for a failing system—we are professionals with a breaking point.

So today, we say with one voice:

Enough of delay.

Enough of imbalance.

Enough of asking teachers to give more when they are already giving everything.

If we are serious about tackling workload—then we must act with fairness.

If we are serious about supporting teachers—then we must act with urgency.

And if we are serious about education—then we must trust teachers with the one thing they need most:

Time to teach.

Because when teachers are given that time—

our pupils benefit,

our schools strengthen,

and our profession thrives.

Conference, this is our moment to stand together and insist on what is right.

Not later.

Not in stages.

But now.

Let teachers teach.

[ENDS]

The SSTA Annual Congress is taking place today (Friday 8 May 2026) at the Radisson Blu Hotel in Glasgow. The Congress is a hybrid event starting at 10.30am and will close at approximately 4.30pm with members able to follow Congress on our website

The agenda and motions can be found on the Congress 2026 page on our website

Speaker times at Congress

• 10.30am Monique Dreon-Goold, SSTA President
• 1.15pm Guest Speaker: Gillian Campbell-Thow, Head Teacher, The Glasgow Gaelic School
• 3.30pm Seamus Searson, SSTA General Secretary

SSTA Calls for Urgent Action on Education
 
The Scottish Secondary Teachers’ Association (SSTA) is calling on the new Scottish Government to make education its top priority and commit to urgent, meaningful reform. SSTA Message to the new Scottish Government.
 
Monique Dreon-Goold, SSTA President said.
 
“Teachers across Scotland are clear: education must move beyond political division and be properly resourced, with fully qualified staff who are fairly paid and supported to deliver high-quality learning for all young people”.
 
“Education is a fundamental human right and a cornerstone of social and economic progress. However, years of underfunding have left schools struggling, with rising class sizes, reduced support staff, and increasing pressure on teachers”.
 
“The SSTA is urging the Government to significantly increase education funding and ensure it is protected for schools. Without this, inequalities will continue to widen, particularly for pupils requiring additional support”.
 
Seamus Searson SSTA General Secretary said.
 
“Teacher workload has also reached unsustainable levels, contributing to a growing recruitment and retention crisis. The SSTA is calling for immediate action to reduce unnecessary bureaucracy and ensure teaching remains an attractive and sustainable profession”.
 
“In addition, greater investment in Additional Support Needs (ASN) provision is essential. Without specialist staff and adequate resources, both teachers and pupils are being let down”.
 
“The SSTA is calling for a long-term, collaborative strategy with teacher unions—one that places education at the heart of government policy and protects it from further cuts”.

SSTA Stands Alone

The SSTA was the only teaching union to reject the EIS / Scottish Government / COSLA agreement on the reduction of class contact time that delays a 90-minute weekly reduction in secondary teachers’ contact time until August 2029. While primary teachers will see their contact time reduced to 21 hours per week by August 2027, secondary teachers are being left behind.
 
At the SNCT meeting, the SSTA alone opposed this delay—recognising it creates a two-tier teaching workforce and fails to address Scotland’s worsening shortage of secondary teachers.
 
This agreement was reached out with the SNCT’s established negotiating process and was overwhelmingly rejected by SSTA members. Unlike other unions, the SSTA stood alone in consulting its membership before the deal was approved.
 
SSTA members are clear: this agreement must be renegotiated, with an earlier reduction in secondary teachers’ contact time.

The SSTA will continue to stand firm—defending the interests of secondary teachers

The SSTA the union for ALL teachers in Secondary Schools
 

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Join the SSTA Today with special offers for all new members

Members of the SSTA have overwhelmingly rejected the proposed  agreement on the reduction of class contact time between the Scottish Government, COSLA and the EIS.

Peter Brandon, Convenor of the SSTA Salaries and Conditions of Service Committee, said:

“SSTA members have made their position clear: 88% have rejected the agreement, while 91% are calling for it to be renegotiated. Furthermore, 94% oppose the proposed implementation date of August 2029. The SSTA has listened to its members and, as a member-led association, will reject the current agreement and demand meaningful changes.”

Seamus Searson, SSTA General Secretary, added:

“This agreement effectively ‘kicks down the road’ the prospect of secondary teachers receiving a reduction in class contact time. By 2029, there will be a new Scottish Government and a reconstituted COSLA, both of which may have different priorities. As such, there is a real risk that this agreement may never be delivered.”

“The SSTA has no option but to defend the interests of secondary teachers and to focus on practical measures to reduce workload in the months and years ahead. Members are clear that they want to concentrate on their core responsibility of teaching and learning, and on immediate, practical steps to address the ever-increasing demands placed upon them by the Scottish Government and local authorities.”

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Consultative Survey Results

• 96% supported allocating the additional 90 minutes as teacher professional time (rather than management-directed time); 2% opposed.
• 68% supported the proposed implementation date of August 2027 for primary and special schoolteachers; 23% opposed.
• 94% opposed the proposed implementation date of August 2029 for secondary teachers; only 2% supported it.
• 88% said the SSTA should not accept the agreement; 6% supported acceptance.
• 91% believe the agreement should be renegotiated; 5% disagreed.

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Focus on Reducing Teacher Workload
The top three priorities identified by members to reduce workload for secondary teachers—pending increases in teacher numbers and additional time—are:

• Prioritising all teacher time for core teaching and learning
• Using in-service days to address current workload pressures
• Encouraging all teachers to work within their 35-hour Working Time Agreement (WTA)

These were followed by:

• Providing additional in-service time to support behaviour policies, including clear consequences and risk assessments
• Pausing new school development plans to focus on existing priorities
• Pausing the development of new qualifications
• Pausing local authority “mock” inspections and similar exercises

 
The 48 hour online consultative survey of members received 1138 responses

The SSTA Salaries and Conditions of Service Committee met on Tuesday 24 March to discuss the EIS, the Scottish Government and COSLA  agreement on the reduction of class contact time .
 
The Committee has serious concerns about how this agreement was reached. It was developed out with the Scottish Negotiating Committee for Teachers (SNCT), which is the national body set up to agree teachers’ pay and working conditions. We are also concerned that the reduction in class contact time for secondary teachers would not be fully introduced until August 2029.
 
Normally, all discussions and agreements about teachers’ conditions take place through the SNCT, with all unions involved. These discussions are confidential, and decisions are usually agreed by everyone involved. However, for the sake of clarity it is necessary to protect the position of the SSTA.
 
To help explain what has happened:

• On Wednesday 25 February, the SSTA attended a meeting of the SNCT Teachers’ Side, where an initial discussion paper was presented. This was described as a starting point for negotiations.
• The paper included a proposal to introduce reduced class contact time in stages for the first time — starting in primary schools (2026) and later in secondary schools (2028).
• It was argued that the delay made the paper a ‘credible’ basis for negotiation and would be presented at the COSLA Leaders on Friday 27 February
• The SSTA objected to the delay for secondary teachers but, given the urgency, agreed that the paper could be used as a starting point to begin discussions.
• At a full SNCT meeting on 4 March, COSLA confirmed that its leaders had not yet discussed the paper and would not be meeting until the end of April. No further discussion took place.
• Despite this, a separate agreement between the EIS, Scottish Government and COSLA was reached on 13 March.
• The SSTA only received this agreement on 17 March, and it was shared with members the following day.

This agreement was then presented to the SNCT Teachers’ Side on 23 March for approval. The SSTA raised concerns that:

• the agreement had been reached without going through the SNCT process, and
• it did not address our opposition to delaying implementation for secondary teachers.

As a result, the SSTA did not feel able to support the agreement without first consulting our members. We will now ask members for their views through a short online survey before deciding on our response.
 
Members have been emailed with the link to the survey. Please take the time to share your views.

If you have not received the link to the survey, please contact info@ssta.org.uk

The agreement on the reduction of class contact time between the Scottish Government, COSLA and the EIS has now been published and will be submitted to the Scottish Teachers’ Negotiating Committee (SNCT) for consideration and implementation.. The SSTA Salaries and Conditions of Service Committee will meet next week to prepare a formal response to the agreement ahead of the SNCT meeting.

The agreement outlines the following key points:

• An additional 90 minutes of reduced class contact time will be allocated as undirected Professional Time.
• A review of relevant definitions within the SNCT Handbook will be undertaken to ensure clarity and consistency in the use of Professional Time.
• All primary teachers and teachers in special schools will have a maximum weekly class contact time of 21 hours from the start of the academic year in August 2027.
• All secondary teachers will have a maximum weekly class contact time of 21 hours from the start of the academic year in August 2029.

 
Peter Brandon, Convenor of the SSTA Salaries and Conditions of Service Committee, said:
“Many secondary teachers will be disappointed with this agreement. It risks dividing the profession and creating resentment that could take years to resolve. Secondary teachers are now expected to wait more than three years for a meaningful change in workload. This agreement does little to support teacher retention and may instead prompt some to accelerate plans to leave the profession. Secondary teachers need this reduction in class contact time now—not in 2029.”
 
Seamus Searson, SSTA General Secretary, added:
“Secondary teachers have long called for a reduction in workload, and reducing class contact time by 90 minutes is a modest but important step. However, the SSTA has serious concerns about this agreement. Local authorities, through COSLA, have received sufficient funding (£186.5 million in 2025–2026) to implement this reduction, yet changes for secondary teachers have been delayed until August 2029. It is difficult to understand why secondary schools have not seen an increase in staffing to help ease pressures on teachers this year.”

“The SSTA remains cautious about the delivery of this agreement, given COSLA’s track record of delays in progressing workload commitments through the SNCT in recent years. There is a clear risk that further obstacles may arise in the months ahead. As it stands, COSLA appears to be the only party benefiting from this agreement.”

Best wishes

Seamus Searson
General Secretary

The Scottish Secondary Teachers’ Association (SSTA) notes recent media reports that an agreement has been reached between the Scottish Government and the Educational Institute of Scotland (EIS) on the implementation of the 90-minute reduction in class contact time. This agreement was reportedly approved by the employers’ organisation, COSLA, on Friday, leading to the suspension of planned industrial action.

However, the SSTA has yet to receive a copy of the agreement or any formal notification of a Scottish Negotiating Committee for Teachers (SNCT) meeting to consider its terms.

The Association has significant concerns regarding both the delay in implementation and the apparent inequity in its application. The Scottish Government has already allocated £186.5 million this year to support the reduction in class contact time. Despite this, it appears that secondary teachers will be required to maintain an increased teaching workload until as late as 2029, while primary colleagues are expected to benefit from the full 90-minute reduction by 2027.

The SSTA remains cautious about the delivery of this agreement, given COSLA’s track record of delays in progressing workload commitments through the SNCT in recent years. There is a clear risk that further obstacles may emerge in the months ahead.

The SSTA Salaries and Conditions of Service Committee will undertake a detailed review of the agreement once it is made available. The Association has consistently opposed any phased implementation that disadvantages secondary teachers and has previously made clear that any such approach must include appropriate compensation.

In the absence of full details, the SSTA is not in a position to provide a comprehensive response at this time. However, the Association will continue to highlight the risk that this agreement creates unnecessary division within the teaching profession in Scotland.

SNCT Pay Reopener Clause (2026–2027) – What Members Need to Know

As part of the two-year SNCT pay agreement (covering 1 August 2025 to 31 July 2027), a reopener clause for 2026-2027 has been agreed in recognition of the Teachers’ Side position on pay restoration.

• Inflation measure: Consumer Price Index (CPI)
• Trigger point: If the average CPI for the 12 months to April 2026 is exceeds 3.25% by a margin of 0.5 percentage point or greater [i.e. greater than 3.75%] a review of pay will begin.
• Deadline: If the reopener is not triggered by 30 April 2026, the second year of the pay award will automatically go ahead and be implemented from 1 August 2026.
• Further detail: SNCT paper 26/107 – Reopener Clause 

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Job Sizing Toolkit Changes – Implementation Delayed

The SNCT has confirmed changes following recommendations from the Job Sizing Review Group. These were due to take effect from 1 February 2026, but implementation has now been delayed until 1 April 2026 to allow for further training and finalisation of guidance.

Key Changes

1. Faculties in Secondary Schools

• Addresses the impact of faculty structures and department mergers on job sizing.
• Principal Teacher posts must not exceed 196 points.
• Where a post sizes above this, the remit must be reviewed and reduced.

2. Guidance and Pastoral Support Roles

• SNCT recognises that workload and caseload pressures have not been adequately reflected.
• Guidance/pastoral posts will be equalised within each school, recognising shared responsibility.
• Caseload limits:
  • Maximum: 200 pupils
  • Ideal: no more than 180
• The option to select an “over 200” caseload will be removed from the toolkit.

Further detail is set out in the official SNCT letter  The SSTA will be arranging webinars to support members in these roles — details to follow.

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• All NQTs: Free membership until January 2027
• All new members: 50% off subscriptions for the first 12 months
• Part-time teachers: 50% reduced subscription (unique to SSTA)

Joining is quick and easy: www.ssta.org.uk/join