The Children and Young People’s Commissioner Scotland just published a report, commissioned from Forces Children Scotland, that explores the experiences of children from Forces families in the education system.
This new publication – Camouflaged in the education system: The experiences of children and young people from Armed Forces families – brings together the voices of children and young people and outlines what needs to change at school so they can realise their potential and thrive.
What children and young people said
In participation sessions across Scotland, children and young people described how the realities of Forces life affect their educational experiences.
Many spoke about:
- Disrupted learning caused by repeated school moves
- Gaps in the curriculum when switching between education systems
- Anxiety and difficulty concentrating during deployments or separation from a parent
- Support that depends on individual teachers rather than consistent school systems
- Feeling different, misunderstood or stereotyped by peers and staff
These challenges reflect the cumulative impact of transition, separation and loss, compounded by disjointed support.
Systemic change is needed
Across Scotland, there are professionals who care deeply about supporting Forces families. However, this report finds that the support for Forces children overall is inconsistent, reactive and dependent on individual goodwill.
Information does not always transfer between schools, so children are taught or assessed repetitively. Too often, children who relocate with their families lose access to support they previously had and become frustrated with their academic experience. And the effects of Forces life are not considered in assessment systems.
In short, children and young people from Forces families are forced to adapt to systems that were not designed with their lives in mind.
Key recommendations
Children and young people were clear in their request for consistency, understanding and support that follows them when their family relocates.
The report highlights specific recommendations to enable a more positive educational experience for Forces children, including:
- Proactive support during school moves, deployment and family separation
- Whole-school approaches that foster an understanding of Forces life and promote belonging
- Greater recognition of prior learning when children move schools
- More flexible assessment systems that are sensitive to the realities of Forces life
- Stronger coordination between education, welfare services and Armed Forces systems
Underpinning all these positive changes is the principle of participation; children’s voices must shape the support designed for them.
Why these findings matter
Steven Sweeney, Chief Executive Officer of Forces Children Scotland, said:
“At a time when global conflict dominates the news, many children from Armed Forces families are quietly carrying worries that most of their classmates never have to think about.
“Over the past couple weeks, we’ve heard from children and young people about feelings of confusion and anxiety, and the need for sensitivity and understanding from the adults around them. When faced with the realities of service life in a time of global conflict, the feeling of unease can follow them into the classroom.
“The children who contributed to this report spoke honestly about the impact of moving schools, starting over again and again, and trying to keep up with learning while coping with separation and uncertainty at home. Their message is not that they want special treatment. What they are asking for is understanding, stability and support that moves with them. Schools have a vital role to play in providing that sense of security.
“By listening to their voices and acting on what they have told us, we can make sure Forces children are not camouflaged in the education system but recognised, supported and able to thrive.”
The Commissioner’s focus on education
This publication follows Commissioner Nicola Killean’s wide-ranging report into education last year. The Commissioner has made a series of recommendations to the Scottish Government and education authorities, advocating for systemic change to benefit all children across Scotland.
Nicola Killean, Children and Young People’s Commissioner Scotland, said:
“Every child has the right to an education that develops their personality, talents, and abilities to their full potential but this report highlights that isn’t always happening for Forces children.
“Their unique experience needs to be understood. They deal with frequent moves, loss, starting again and trying to fit in. They may cover the same work, or not do sections of the curriculum, making exams and assessments particularly stressful for them.
“We know education staff are under pressure, with a lack of resources limiting the support they can provide to children. That must be addressed.
“Scotland also can’t continue with an exams system that doesn’t meet children’s needs or recognise their strengths. There is widespread agreement that the recommendations of the Hayward Review of qualifications need to be done, with the right resourcing to support it. The Scottish Government should show leadership by committing to its full implementation. I know that some local authorities are doing excellent work in piloting different approaches to recognising children’s wider achievements, with less emphasis on exams. This approach shouldn’t be dependent on their postcode.
“Education reform will help not only Forces children, but all children.”
