The SSTA Congress motion was submitted to this week’s SNCT Teachers’ Side meeting. The motion called for a 7% pay uplift for all secondary school teachers until the Scottish Government fulfilled its commitment to deliver a 90-minute reduction in class contact time.
The Teachers’ Side considered the claim to be potentially counterproductive, arguing that it could provide the Scottish Government and COSLA with an opportunity to reopen negotiations on the SNCT agreement. With a new Scottish Government and a new Cabinet Secretary in place, there were concerns that such a move could be strategically risky and create an opportunity for COSLA to seek changes that might undermine the existing agreement.
The motion was subsequently rejected, with the Teachers’ Side reaffirming its commitment to prioritising the implementation of the SNCT agreement on the reduction in class contact time.
At the meeting it was unanimously agreed that all unions work collectively to deliver the SNCT agreement. The Teachers’ Side has proposed working groups that will include an Implementation Group, Workforce Planning Group and amendments to the SNCT Handbook. Please see the statement issued today. SNCT Teachers’ Panel: Work on delivery of class contact agreement must proceed without delay
Don’t Say Yes, Say How – Managing Teacher Workload (WTA)
Rather than simply agreeing to every new initiative, idea or proposal that appears beneficial, teachers should ask a crucial question: How will this be achieved within the agreed working time? For more information on WTA and an explanatory video can be found on the SSTA website.
PVG membership will now last for five years from the date of joining or application.
All new applicants will automatically enter the five-year membership scheme.
Members will need to renew their PVG membership every five years to remain registered.
Renewals will be completed through an individual online account, with an offline option available for those unable to use digital services.
The renewal process is separate from applying for a disclosure.
Existing PVG members
Current PVG members do not need to take any action at this stage.
Existing lifetime memberships will move to the new five-year system in phases.
Disclosure Scotland will contact affected individuals directly when action is required.
It is envisaged that removing interest in individuals who no longer require PVG membership will help reduce unnecessary administration and ensure organisations only receive relevant updates. See FAQs on the PVG Scheme on the SSTA website
SSTA STANDING UP FOR ALL TEACHERS IN SECONDARY EDUCATION
Managing Teacher Workload (WTA) – Don’t Say Yes, Say How
Working Time Agreements (WTAs) for the next school year are currently being negotiated in many schools. These agreements should determine how teachers’ 35-hour working week is organised and allocated.
Remember that the maximum class contact time is 22.5 hours per week, with 7.5 hours allocated for planning, preparation and correction, and 5 hours for collegiate activities. Teachers who undertake management responsibilities should also have appropriate time allocated within their class contact hours (See “PART 2: SECTION 2 – MAIN DUTIES” of the SNCT handbook)
The real challenge for many schools is ensuring that all expectations placed on teachers can be accommodated within the 5 hours allocated for collegiate activities. It is therefore essential that any WTA clearly identifies the activities to be undertaken and allocates realistic time for completing them. A well-constructed WTA should provide clear answers to that question and help ensure that workload remains manageable and sustainable.
Rather than simply agreeing to every new initiative, idea or proposal that appears beneficial, teachers should ask a crucial question: How will this be achieved within the agreed working time?
For more information on WTA and an explanatory video can be found on the SSTA website.
A list of FAQs answering the following questions can also be found on the SSTA website.
Why can working patterns affect the number of days I work?
What happens if I work more or fewer days than my entitlement?
Do part-time teachers have to attend collegiate activities on non-working days?
How is collegiate time calculated for part-time teachers?
Do part-time teachers attend all In-Service Days?
What should I do before moving to part-time hours?
Who should I speak to if I have concerns about my working time allocation?
SSTA Subscriptions – Tax Allowable Expense
We should like to remind you that your SSTA subscriptions are a tax allowable expense. Two-thirds of the annual subscription payable to the Association is allowable for income tax relief. Section 343, Part 5, Chapter 2 of the Income tax (Earning and Pensions) Act 2003.
Further information on how to make a claim can be found on the HMRC website
SSTA STANDING UP FOR ALL TEACHERS IN SECONDARY EDUCATION
The last step of the 2025-2027 pay settlement will see a pay increase of 3.25% on all SNCT grades from 1 August 2026. The Consumer Price Index (CPI) for the year 1 April 2025 – 31 March 2026 was 3.4% and had not gone beyond the 3.75% threshold. Therefore, the agreed re-opener clause has not been triggered. See the confirmed SNCT pay scales
Guide to Changes to Job Sizing
Members’ attention is drawn to an important update contained in JS-25-84 SNCT Agreement on Changes to the Job Sizing toolkit on recent developments relating to job sizing arrangements, training, and guidance/pastoral support roles. This circular is intended to clarify what has been agreed nationally and to address any questions members may have. Please note that there have been some agreed amendments to deadlines, notably the implementation date of August 2027 which has been put back 12 months to 2028 (see Section 3 below).
1. Use of Revised Questionnaire and Guidance
Changes to the job sizing questionnaire and associated guidance SNCT Handbook Appendix 2.2, Annex A are not intended to trigger a re-sizing of posts. Members should be reassured that existing posts will not be automatically reviewed as a result of these updates alone.
However, Job Sizing Co-ordinators are expected to apply the revised arrangements to any posts requiring review going forward.
2. Training for Job Sizing Co-ordinators
Local Negotiating Committees for Teachers (LNCTs) will be responsible for maintaining a record of:
who their Job Sizing Co-ordinators are; and
when they last undertook training.
It has been agreed that refresher training should take place every three years. As this will take time to implement fully, LNCTs have been asked to prioritise:
newly appointed Job Sizing Co-ordinators; and
those who have not undertaken training for the longest period.
Training dates will be arranged nationally and shared well in advance to support planning and attendance.
3. Guidance / Pastoral Support Roles
Recognising that local authorities will require additional time to implement changes relating to Principal Teacher (PT) Guidance caseloads, an extended implementation period has been agreed.
LNCTs will monitor progress in reviewing guidance departments. Where a post (or group of posts) has not been reviewed by 1 June 2028, LNCTs will ensure that a job sizing review is undertaken before the end of that school session, with implementation from 1 August 2028.
In addition, work is ongoing to insert specific wording on guidance/pastoral support roles into the SNCT Handbook (Section 2, Part 2 – Main Duties). A further national circular will be issued once this has been finalised.
4. Budget Responsibility Bandings
Members should be aware that the current budget responsibility bandings within the job sizing toolkit date from the early 2000s and no longer reflect the significant real-terms growth in school budgets.
New bandings have been agreed at the SNCT (insert attachment) and the guidance and toolkit will be updated accordingly.
5. National Job Sizing Co-ordinators and Support Arrangements
To strengthen consistency and support across authorities, a National Job Sizing Co-ordinator User Group is being established.
Where Job Sizing Co-ordinators require advice or clarification, queries should be submitted jointly to the National Job Sizing Co-ordinators, setting out:
the issue;
relevant background; and
specific questions requiring a response.
In such circumstances, please contact SSTA Head Office info@ssta.org.uk for advice.
6. FAQs
Will my post be re-sized because of the new questionnaire? No. The revised materials will only be used where a post is already due for review.
Who decides when a post is reviewed? Reviews continue to be determined locally through established processes, not automatically by these changes.
Will guidance roles definitely be reviewed? Yes, all guidance roles should be reviewed, with a national backstop date of June 2028 where this has not already happened.
Will training be mandatory? Training is expected for all Job Sizing Co-ordinators on a three-year cycle, with prioritisation based on need.
Are further changes expected? Potentially, particularly regarding budget bandings and handbook wording. Any agreed changes will be communicated in due course.
If you have any questions or concerns about how these changes may affect you, please do not hesitate to get in touch: info@ssta.org.uk
SSTA STANDING UP FOR ALL TEACHERS IN SECONDARY EDUCATION
[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.
81st Annual Congress of the SSTA Presidential Address Monique Dreon-Goold
Friday 8 May 2026
Monique Dreon-Goold, address the 81st Annual Congress
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.
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 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”.
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.
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.
Current membership offers:
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)
The ballot to enable the SSTA to take industrial action in pursuit of progress on the 90-minute reduction in class contact time did not meet the statutory 50% turnout threshold. A successful ballot would have allowed the SSTA to apply additional pressure on the Scottish Government and COSLA to help reduce teacher workload.
Despite this, support among those who voted was strong. In the ballot, 94.1% of members indicated their willingness to take action short of strike action, while 79.47% were prepared to take strike action.
The SSTA National Executive has raised serious concerns regarding the postal ballot process. A significant proportion of members (23%) reported that they did not receive ballot papers, even after replacement papers had been issued. In addition, the timing of the ballot over the Christmas period is believed to have contributed to the relatively low turnout, with only 34.62% of members returning their ballot papers.
The National Executive remains fully committed to reducing teacher workload. This includes addressing the bureaucracy associated with poor pupil behaviour, the pressures arising from additional support needs, excessive accountability processes, and the continued campaign for a reduction in class contact time.
The National Executive has resolved to explore all available avenues to reduce teacher workload, including the possibility of a further ballot for industrial action. The timing of any future ballot will be carefully considered, particularly considering the end of the current Scottish Government’s term and the formation of a new Government following the forthcoming May elections. This would include an electronic ballot of members, expected to be introduced in April as part of the UK Employment Rights Bill.
Seamus Searson, SSTA General Secretary, said: “The ballot result is a minor setback in the SSTA campaign to deliver a 90-minute reduction in class contact time. The SSTA will continue to work towards resolving this dispute by engaging with all parties up to the end of the current Scottish Government to honour its 2021manifesto commitment.”
Monique Dreon-Goold, SSTA President, said: “Reducing the workload demands placed upon teachers must be a sole focus for all unions in the coming months. Teacher unions must unite to address the issues driving teachers away from the profession and making the recruitment of secondary teachers increasingly difficult.”
The SSTA Industrial Action Ballot closed at noon today (Friday, 23 January 2026). The result will be considered by the SSTA National Executive early next week. The Executive will then determine the next steps in the Delivering the 90 Minutes for Secondary School Teachers campaign.
Formal communication regarding the outcome of the ballot and any subsequent actions will be issued following the Executive’s deliberations.
The SSTA would like to thank all members who completed and returned their ballot papers during an extremely busy period.
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