A recent research study by Claire Needler of the University of Aberdeen, published on the 3rd of June 2024, examines the factors that hinder Scots literacy development in schools. Conducted at Banff Academy in North-East Scotland during the 2018–2019 academic year, the study explores how a lack of standardised orthography, limited exposure to written Scots, teacher attitudes, and students’ confidence affect learning.

Scots, one of Scotland’s three indigenous languages alongside English and Gaelic, is spoken by more than 1.5 million people. Historically excluded from formal education, the language’s role has evolved since a Scots qualification was introduced in 2014. The study, based on a school-university partnership between the University of Aberdeen’s Elphinstone Institute and Banff Academy, reveals that while many pupils speak Scots fluently, they face challenges when required to read and write in the language.

One major barrier is the absence of a standard way to spell Scots. A pupil in the study explained, “If there was a set way, I think people would take it more seriously.” Others noted that speaking Scots comes naturally, while reading and writing demand an extra effort. This lack of a uniform written form results in varying practices among both learners and teachers.

The research also highlights that exposure to written Scots has been limited. One pupil recalled, “In primary, you’d have to write down and try and get the spelling right, but they were all English words, never Scottish words.” As fewer Scots texts were available in classrooms, pupils found it difficult to develop literacy skills in their native language.

Teacher attitudes played a significant role as well. Negative messages about language use were passed from educators to students. One extract revealed, “What did her mentor say? She got told by her mentor to not speak Scots because it’s not proper.” Such experiences have long-lasting effects on students’ self-esteem and their willingness to use Scots in academic settings. However, the study also showed positive developments. In a supportive classroom environment, pupils achieved success by overcoming the stigma associated with writing in Scots.

The study further explores how modern communication channels, like social media, are opening new avenues for Scots literacy. Younger users write in Scots on platforms such as WhatsApp and Snapchat, using creative abbreviations and localised vocabulary. A school librarian commented on this change, “So more and more, I am texting in Doric, if I can spell it, and if it doesnae jump back into some predictive text.”

Needler’s research recommends raising awareness of Scots as a language and increasing its visibility both in schools and in the broader community. Participants called for more quality media and creative arts projects in Scots, as well as greater support from national educational bodies. The study suggests that innovative classroom approaches and a shift in language attitudes can help bridge the gap between oral fluency and literacy proficiency.