Information and support to children living in Stirling


The Scottish Government highlights the importance of an inclusive approach, that recognises diversity and holds the ambition that all children and young people are enabled to achieve to their fullest potential to achieve equity and excellence in education for all of our children and young people. Inclusive practice is important in any setting whether that is in mainstream or a specialist setting. There are four features of inclusive practice – present, participating, achieving and supported – and these features support the delivery of inclusive practice in Stirling.

Download Stirling Councils Childrens Rights Report 2017-2020


Stirling schools and nurseries comply with the Equality Act (2010) to eliminate discrimination, harassment and victimisation. This means we promote and encourage the participation of all including those who face disadvantage.

The equality act identifies 9 protected characteristics. These include:

  • disability,
  • gender reassignment,
  • race,
  • religion
  • sexual orientation.

United Nations Convention of the Rights of the Child

UNCRC is a statement of children’s rights. It covers all aspects of a child’s life and sets out the civil, political, economic, social and cultural rights that children everywhere are entitled to. It also explains how adults and governments must work together to make sure all children can enjoy all their rights.

All children and young people have the right to have their voice heard in matters that affect them. There various ways this can happen, including through our staged intervention process.

The Children and Young People's Commissioner Scotland works to protect the rights of children and young people.


We have developed an accessibility strategy for all nurseries, primary schools and secondary schools. The strategy sets the plan for areas of development in meeting the individual needs of children and young people who have a disability or additional support need.

The strategy is based on physical, communication and curriculum access for children and young people with a disability or additional support needs.

The strategy also covers the needs of parents and carers who may have a disability themselves.

Accessibility Strategy


LGBTQ stands for lesbian, gay, bisexual, transgender and queer. Along with heterosexual, they describe people’s sexual orientation, gender identity or expression.

Nurseries, primary schools and secondary schools work to ensure all children and young people feel respected, included and safe. Supporting this are organisations such as LGBT Youth Scotland, TIE Campaign, Stonewall Scotland and national guidance supporting transgender children and young people.

Supporting transgender young people in schools

Guidance produced by the Scottish Government aims to help schools provide transgender young people with the best possible educational experiences.

It is recognised that achieve this, there are several considerations which schools must respond to. The guidance provides practical advice, information and signposts to age and stage appropriate resources to support schools. It may also be used by schools to support young people who identify as non-binary.

Guidance and information on the Scottish Government website:

Guidance for Scottish schools
Rights and wellbeing impact assessment
Equality impact assessment

Travelling communities

We are committed to the inclusion of gypsy and traveller children and young people in Stirling nurseries and schools. We support parents and carers in providing this, taking full account of the specific needs of the gypsy and traveller culture.

Gypsy and traveller children may face interruptions and a lack of continuity to their education and may need support to overcome barriers to their learning.

Stirling Council has a specialised gypsy and traveller teacher, with knowledge and experience of working with children and young people from these communities.

Support can include:

  • providing a link between families and schools
  • working with schools to negotiate flexible access to schools
  • meeting with parents in school or home visits
  • working directly with children or young people
  • supporting staff groups