Scottish Government

Supporting pupils: A study of guidance and pupil support in Scottish schools

7: Training needs (ITE and CPD)

7.1 Introduction

The focus of this chapter is on how teachers are prepared for a role in guidance/pupil support. It begins by exploring the views of a sample of final year BEd and Postgraduate Certificate in Education (PGCE) secondary students and their lecturers in two higher education institutions in Scotland regarding the ways in which guidance/pupil support is introduced in initial teacher education. This draws on evidence from four focus groups with students and 6 individual interviews with staff. In the second part of the chapter, we turn to teachers' perceptions of their continuing professional development needs and the opportunities to develop further skills and knowledge in guidance/pupil support. This includes evidence from a postal survey of all 32 local authorities in Scotland and information from eight case study schools. Finally, we indicate any gaps in provision and also specific training needs identified by our respondents.

7.2 Students' concepts of guidance/pupil support

It is clear from evidence presented throughout this report that the words 'guidance' and 'pupil support' mean different things to different people. The literature presented in Chapter 2 suggests that traditionally there has been a tri-partite division of guidance into educational, vocational and personal guidance. From questionnaire evidence from local authorities (Chapter 3) and case study informants' reports (Chapters 4 and 5), we see that that this traditional definition may no longer adequately encompass the range of support which schools now provide for pupils and young people. When asked for their views of what constitutes 'guidance/pupil support', students undertaking initial teacher education suggested that it was much wider than dealing with pupils with problems. This view was echoed by both BEd primary students and PGCE secondary students. One student maintained that:

It [guidance] is helping young people in many ways - this includes help with personal learning.

(PG Student, Female, HEI/X)

Another student thought that:

It [guidance] is looking after the welfare of pupils.

(PG Student, Female, HEI/Y)

A direct link was made to help for all pupils in making choices and decisions. As one focus group student explained, guidance/pupil support was about:

Giving direction in terms of lives and choices.

(PG Student, Male, HEI/Y)

A BEd student at a different university believed that guidance was about:

Helping children to make their own decisions, and giving them the resources to do it.

(BEd 4, Male, HEI/X)

There was total agreement among all students that all pupils were entitled to guidance/pupil support, and that it was part of the role of every teacher.

7.3 Lecturers' concepts of guidance/pupil support

Teacher educators in HEIs operated with a concept of 'guidance/pupil support' which both recognised the difficulties in defining it as well as the need to recognise its inclusive and integrated nature. One lecturer thought that:

It [guidance] is a difficult concept to encapsulate….

(Lecturer, HEI/Y)

Another believed that:

Guidance is a problematic area. It is predicated on the notion that the person offering guidance is better than the person being guided.

(Lecturer, HEI/X)

Despite such challenges in defining the concept, all the interviewees recognised that 'guidance/pupil support' was about helping and supporting all pupils. In their responses, two lecturers used the term 'pastoral care'. One lecturer said that:

Guidance is pastoral care; it is looking after the needs of pupils.

(Lecturer, HEI/X)

This was echoed by a colleague in the same university who stated that:

Guidance is pastoral care - it is being an advocate for pupils, and to support pupils in difficulties they have or perceive they have in relationship to any environment (in and out of school). It also includes pupil support in relation to the curriculum.

(Lecturer HEI/X)

The helpfulness of the term 'pupil support' was commented on by one lecturer who said he/she was:

Very comfortable with the term pupil support, as it is more inclusive than the term guidance.

(Lecturer, HEI/X)

A lecturer in a different university believed such support must be contained:

In one unified service which together helps children. There is a need for an integrated approach within schools.

(Lecturer, HEI/Y)

Like the students in the focus groups, each of the lecturers believed that all pupils were entitled to 'guidance/pupil support'. Like their students, they also believed that guidance/pupil support was part of the role of all teachers, though one lecturer voiced concerns about the secondary school:

We live in a false world if we think all teachers want to take on guidance, or inclusion etc. There exist quite entrenched attitudes…

(Lecturer, HEI/Y)

The same lecturer ended on a more positive note: perhaps newer teachers will be different!

7.4 Preparation for guidance/pupil support

Both students and lecturers described ways in which HEIs prepared students during their initial teacher education for a future role in guidance/pupil support.

7.4.1 Students' views

Students identified both formal inputs within their BEd or PGCE secondary courses, and also learning from experience during periods spent in schools. While the PGCE secondary students emphasised the limited number of lectures (we will have a lecture next term (Focus Group, HEI/Y); there is an initial lecture on child protection (Focus Group, HEI/X)) , the BEd students were aware of the permeating nature of 'guidance/pupil support' in their course as well as the fact that both universities also offered electives. One such focus group pointed out that they were conscious that 'guidance/pupil support' came up in other lectures, eg on better behaviour/better learning; the UN Convention on the Rights of the Child (BEd Focus Group, HEI/X). Three of the four focus groups specifically mentioned the role of school placement in their preparation for a future role in 'guidance/pupil support'.

7.4.2 Staff views

HEI staff were able to provide a more detailed description of ways in which they introduced students to 'guidance/pupil support' within initial teacher education. This included in the BEd course a number of aspects, for which one lecturer described the starting point as the number of guidance systems within the University. The same lecturer also mentioned specifically the following:

• The preparation for the first placement included expectations and responsibilities, relationships with pupils, disclosure, and child protection.
• Inputs in second year addressed expectations and responsibilities.
• In third year, entitlement, inclusive education, and the role of the teacher were covered.
• In the fourth year, students were expected to:
• Take on the pastoral role of the class teacher… in the Final Conference, professional perspectives from experts in education on the role of the teacher. (Lecturer, HEI/X)

Another lecturer on the primary education course in a different university mentioned that overall:

It [preparation for guidance] comes into the preparation for teaching. Specifically, it comes into the third year - Educational Studies. There is an optional module (2 credits) in third and fourth year - PSD and Health Education. (Lecturer, HEI/Y)

The emphasis in the PGCE secondary course was on the strength of the electives, including guidance. One lecturer stated that students were also offered a mosaic of different items covering different issues eg rights of the child, which tried:

To combat the view of the teacher as simply a teacher of technology for example. Such a 'vision' is included in lectures for example on professionalism, inclusion and achievement, adolescence and personal and social development, (Lecturer, HEI/Y)

A number of lecturers, as echoed earlier in the student comments, noted the importance of school placement in the preparation of students for a role in guidance/pupil support. One lecturer, referring to the PGCE secondary course, emphasised that:

There is a strong requirement for students to find out about guidance on placement.

(Lecturer, HEI/X)

7.5 What works for students?

Staff and students in HEIs identified both strengths and weaknesses in the current ways in which guidance/pupil support is integrated into initial teacher education courses. These are described below.

7.5.1 Strengths

Students and staff saw the electives in guidance as one of the main strengths of the training, though they were conscious that these by their nature were restricted to a certain number of students. Both students and staff emphasised the importance of school placements in preparing students for a role in 'guidance/pupil support'.

7.5.2 Weaknesses

A number of weaknesses were highlighted by both staff and students. In particular the following points were raised:

• Staff believed that areas such as guidance should not be delivered by elective courses. They thought that there is a need to look at the core programme, and ensure that guidance/pupil support is available to all students, as well as in any electives which are offered. One lecturer on the BEd course noted that:

We are reviewing our course at present. We understand it is an area of weakness, and are deliberately trying to strengthen it in the revised version.(Lecturer, HEI/Y)

• Staff also thought that there needs to be a clearer balance between the subject teacher and the child-centred teacher. One lecturer (HEI/X) thought that some teachers appear to be less child-centred.
• Staff suggested that the idea of working with other professionals should be developed.
• Students, in both primary and secondary courses, wanted more emphasis on 'guidance/pupil support' issues in their curriculum. One PGCE secondary focus group was in complete agreement with the student who called for:

More about child psychology. (PGCE Student, Female, HEI/X)

And another student who believed that there should be:

More about teaching children, rather than subjects. (PG Student, Male, HEI/X)

• Two focus groups, one primary and one secondary, called for closer links between their placement experience and what they were taught on the course. Indeed one focus group of BEd students believed that there should be additional time given to school placements on their course, which would allow extra time for training in areas such as 'guidance/pupil support' (HEI/X).

7.6 Opportunities for CPD

7.6.1 Local authorities' views

Twenty-three of the 26 local authorities which responded to our survey (88%) indicated that they offered some form of basic CPD, 'in-service' or 'staff development' in guidance/pupil support for employed teachers. These included both 'introduction to guidance' courses and courses for experienced guidance staff. Six authorities specifically mentioned that these opportunities would be advertised in 'in-service catalogues', and that needs would emerge from staff development and review interviews within schools. Examples included:

Support is given to all staff interested via published Staff Development opportunities. (LA 32)

Requests for guidance in-service are provided throughout in-service brochure. (LA 10)

Full in-service catalogue offered in pastoral care - available as central twilight/twilight school/school-based school - varying from counselling appraisals, supporting loss and bereavement, leadership and management in guidance. (LA 16)

Authority supports schools through annual programme of staff development and courses. Joint training is developed and offered where feasible. Staff tutors and individual schools may also choose to support staff seeking qualifications or additional training. (LA 25)

We hold termly professional development group meetings for promoted guidance staff. In-school support is also available as appropriate. (LA 10)

Authority 13 had developed:

An 8 week course 'An Introduction to Guidance'. This course is certificated by the authority. There are contributions from Careers Advisers, Education Welfare Officers and Education Psychologists. This course is open to any member of staff who wishes to find out more. (LA 13)

However, one authority (LA 23) admitted that training for guidance was 'sporadic' and fully funded only when specific grants were available; and another (LA 9) indicated that it had organized training on careers guidance funded by a former specific grant.

Thirteen local authorities (50%) also mentioned that they supported staff who wished to qualify to Postgraduate Certificate (or Diploma) level in Guidance, but five (19%) specifically pointed out that responsibility for all staff development had been devolved to schools. As Authority 7 explained:

Budgets have been devolved to support staff development activities. Teachers wishing to pursue additional qualifications or training in Guidance usually apply via their headteacher. On occasions, when approached, the authority has supported requests for training, eg Career Education Certificate. The authority does not recommend particular providers. Colleagues seeking advice are directed to the provider institution. (LA 7)

This approach was echoed by Authority 5 which reported that:

Each school has devolved budget under DSM for CPD for all teachers. It is then the school's responsibility to have appropriate training available to teachers. (LA 5)

This contrasts with Authority 9 which provided some overall direction in guidance through its Guidance Curriculum Management Group which identified training needs and training providers for schools.

Another local authority (LA 22) described how it operated a four tier approach to which staff had access via staff development co-ordinators. This included:

• Tier 1 - In-school support by existing guidance staff;
• Tier 2 - Support provided via the Quality Development Service;
• Tier 3 - Training provided in partnership with a university;
• Tier 4 - Learning opportunities for experienced guidance staff.

Authority 1 described how it encouraged teachers to undertake specialist training in guidance and supported teachers who attended:

• Basic Course in Guidance/pastoral care/PSE;
• Certificate Course in Guidance;
• Diploma Course in Guidance;
• Numerous professional development courses and opportunities within the authority programme.

As the authority's representative explained:

In all cases we support teachers financially - the Basic Course, Certificate Course and Diploma Course we pay all the fees of all participants and also offer part of the cover costs while they are out of school. Participants qualify for this support by being able to justify the benefit they will accrue and by being able to show a genuine interest in Guidance work. As far as other courses are concerned they are open to staff in schools in all sectors and also to Community Learning staff. (LA 1)

Although support for specialist guidance courses was commonly provided by local authorities, some authorities pointed out that their approach had changed.

[Authority 14] supported staff to participate in certificate of pastoral care. Authority latterly preferred this more holistic qualification in preference to guidance specific qualifications. (LA 14)

Others, such as Authority 31, reported that almost all guidance staff have a recognised qualification. Authority 6 recommended that staff undertake the course leading to the Certificate in Guidance and Counselling in an HEI. Another expected all Principal Teachers of Guidance to have or to be completing the Diploma in Guidance, and Assistant Principal Teachers to have or be completing the Certificate in Guidance. Some authorities appeared to have developed close links with particular HEIs and use them exclusively for the provision of accredited courses in guidance. For example, Authority 8 reported that:

All training is provided by the [named] university, and costs are met by the authority and devolved staff cover budgets. (LA 8)

There was, however, some evidence to suggest that assumptions about training had already begun to change in some authorities. Authority 26 pointed out that in the past all guidance staff were trained to credit guidance level; while Authority 27 indicated that it had previously financed staff to undertake the Postgraduate Certificate in Guidance course within an HEI - the implication being that neither did so now.

Local authorities also provided a variety of specific training opportunities both for teachers who wish to specialise in guidance and others who do not hold posts of responsibility in Guidance. Authority 6 described how it organised:

… numerous school sessions on drug education, sex education and sessions to explain the Health Education Guidelines and the programmes of study…there were conferences held for teachers, pupils and school boards to discuss aspects of the Drug Training Guidance report. A training day was held at [named venue] involving over 30 agencies.

(LA 6)

7.6.2 Teachers' views

There were some differences in the perceptions of staff in case studies schools in different sectors. (See Figure 7.1 below.)

Figure 7.1: Staff perceptions of who should receive training for guidance/pupil support

Almost all primary and special school respondents thought that all new teachers should be introduced to guidance/pupil support during their initial teacher training course (98%, primary staff, 97%, special school and 77% of secondary); compared with respondents. The differences amongst the sectors were smaller for the remaining two items. Eighty-five per cent (85%) of primary, 90% of special, and 81% of secondary respondents considered that specialist training for guidance/pastoral care should be compulsory; and 85% of primary, 79% of special, and 87% of secondary wanted serving teachers to have CPD opportunities in pupil guidance/pastoral care.

Primary school teachers

Thirty-two primary school teachers (78%), suggested CPD topics which they considered to be a priority. These included:

• On-going access to PSE training (Headteacher 003, Case Study A);
• Dealing with other agencies and meetings (Teacher 004, Case Study A);
• To be kept informed of new initiatives, agencies, groups as they are formed and their specific remit (Acting Headteacher 005, Case Study B);
• Ways to support parents or access support for them in their role at home (Nursery Teacher 006, Case Study B);
• Listening skills (Learning Support Teacher 008, Case Study B);
• Child protection issues (Senior Clerical Assistant 017, Case Study C);
• Training in sensitive issues (Teacher 024, Case Study C);
• Pupil counselling (Teacher 025, Case Study C).

By far the largest number of respondents requested training in coping with behaviour/disruptive children in class, and how to deal with sensitive issues such as child abuse. This was summed up by one headteacher who explained:

Although we have been trained in brief by numerous courses, I feel one course on Child Protection/Sensitive Issues would be of benefit - more 'practical' help rather than theory.

(Headteacher 039, Case Study C)

Teachers in the three primary school case studies identified a number of areas in which they would like to be offered further training. Both teachers in Case Study A (a small rural primary school) thought that there was a shortage of CPD opportunities in guidance/pupil support geared specifically to the needs of primary school teachers. One had rationalised the situation by pointing out that with increasing experience as an early years teacher she had just picked it up. The other felt distinctly disadvantaged working in inter-agency groups as she thought that her initial training had not prepared her for such meetings. The headteacher had attended a three-day training programme on Self-esteem organised by the former Region authority in which the school was located, and still found the resources from the course to be useful. She thought courses like this should be available for primary teachers.

Teachers in Case Study B (a primary school in an area of multiple deprivation) identified that they needed more training in counselling and listening skills, dealing with disruptive and violent behaviour and children with multiple problems. One teacher thought that the local HEI should add an additional module to its CPD programme because sometimes you feel that you are not really hearing them [the pupils] . Dealing with disruptive and violent behaviour was a continuous problem which teachers in the school faced. The headteacher argued that:

We need an in-service on restraining pupils. We need to see what to do when they are biting, kicking, punching us. I had a wee lad like that the other day. He head butted me. We do have a video and a handbook. We need to be given a run through on the floor with someone showing us what to do... We have a pastoral care responsibility, which falls on all staff because we have an inclusion policy…if they are physically bigger than you it is difficult to know what to do. (Headteacher, Case Study B)

And, as another teacher concurred:

We have no training for dealing with kids with all kinds of problems that are coming in these days. Not all of the children are the same… There are some who may damage others or property, ie cause physical injury to other people. We need a guide to the right thing for us to do legally. We need to know what the boundaries are. (Teacher, Case Study B)

Secondary school teachers

Eighty-four secondary school staff returned completed questionnaires. Eighty-seven per cent (87%) of these thought that training for guidance staff should be compulsory, and 81%, that CPD in guidance should be available for all serving teachers. Thirty-eight respondents (45%) identified training in guidance/pastoral care needs which they considered to be a priority for themselves. These included the topics usually associated with guidance/pupil support.

1. Principles of PSE (Teacher 043, Case Study D);

• Pastoral care (Teacher 046, Case Study D);
• Child welfare/child protection and counselling (Support for Learning Teacher 047, Case Study D);
• Negotiating skills (Teacher 049, Case Study D);
• Pastoral care training for class teachers (Principal Teacher 051, Case Study D);
• Behavioural support and anger management training (Principal Teacher Guidance 054, Case Study D);
• Helping pupils to deal with issues which affect them daily (Teacher 059, Case Study D);
• Careers advice (Principal Teacher 066, Case Study D);
• Drug awareness (Principal Teacher 067, Case Study D);
• Identification of social emotional problems (Principal Teacher 070, Case Study D);
• Listening and counselling skills (Principal Teacher 074, Case Study D);
• The remit of the first line guidance teachers. In particular how far to go before handing something on (Teacher, Case Study E);
• Awareness of availability of outside agency interventions and what can be done (Principal Teacher 094, Case Study E/Teacher 110, Case Study F);
• Pupil counselling (Principal Teacher 095, Case Study E);
• Liaising with staff and raising pupil self-esteem (Classroom Assistant 105, Case Study F);
• Rules and regulations pertaining to guidance (Principal Teacher 111, Case Study F) and Children Act (Deputy Headteacher 121, Case Study F);
• More (some) INSET training relation to general pupil counselling (Teacher 117, Case Study F);
• A probationer wanted to shadow a guidance teacher to fully understand the role (Teacher 069, Case Study D).
• A few were less enthusiastic about training for a role which included support, and reported that:
• As a subject teacher, this [training in pupil support] would not be my priority! (APT 086, Case Study E);
• How to avoid it [guidance] (Teacher 093, Case Study E);
• Have no intention of training as a guidance teacher at my age - nearly 55 (Teacher 099, Case Study E);
• While I believe every teacher has a pastoral role, I believe it is better to train a few teachers to specialise in this role (PT 080, Case Study E).

All our interviewees in Case Study D thought that personality and motivation were the two necessary requirements for all guidance teachers. However, they also felt that maturity and prior experience of the subject curriculum helped establish the credibility of guidance staff. Staff with these qualities and experience should be supported by relevant in-service training in child protection issues, bereavement, self-harming, alcohol and drugs, confidentiality, bullying, management issues associated with the guidance system, best practice in autism, and counselling. They thought that these training events should be open to all teachers and not restricted to specialist guidance staff. One Class Teacher, who was undertaking a postgraduate course in guidance and taught PSE even though her subject was music, explained how she had:

Learnt a lot [from the course]. Things I have not taken an interest in up 'till now… as a new teacher there was too much to take in. I now find out I could be more interested and would like to move into Guidance…

(Teacher, Case Study D)

Other informants suggested that shadowing of existing guidance staff would provide useful insights for all prospective guidance teachers. One teacher had found 'acting up' in a guidance post prior to gaining a permanent post in guidance had provided highly relevant on-the-job training. Another teacher confirmed that:

There is nothing like the experience of actually having to cope with tearful children (or parents for that matter). The best training is doing it!

(Teacher, Case Study D)

Finally, another teacher stressed the important of experience:

There are some useful courses on ITE on multiple intelligence, for instance... But you can't get away from needing hands on! It is vital to be in school and able to discuss the problems as they arise. [You] have to be able to deal with putting the theory into practice …

(Teacher, Case Study D)

Special school teachers

We have very little evidence about the training needs of teachers in special schools. No local authority commented on this and only one of our case study schools was a special school. Overall, staff in this school had already had some form of additional training, eg short courses in counselling skills or areas related to specific needs, such as autism. However, staff suggested that further training in understanding the roles and responsibilities of members of other professions, with whom they regularly came into contact, and also ways to focus more clearly on the needs of children rather than their parents, would be helpful.

Nine special school staff respondents (31%) identified priorities for their own training. These included:

• Counselling training for working with parents of children with special educational needs (Teacher 127, Case Study H);
• Counselling techniques (Teachers 129, 130, Instructor 132, Case Study H);
• Listening skills (Instructor 145, Case Study H);
• To deal with difficult behaviour (Therapist 148, Case Study H).

7.6.3 Views of other stakeholders

Other stakeholders expressed a range of views regarding the skills and training which they thought teachers required in order to support pupils effectively. Their comments also point to further training needs. A head of school services in a local authority believed that listening to the child is a key skill, and that all teachers are facilitators of children's voice. A representative from a national parents' organisation suggested that only at the higher end [of guidance/ counselling] do you need specialist professionals, and therefore there's a more human dimension [to pupil support] where it is not appropriate to talk about CPD. However, she acknowledged that:

It would be difficult to manage at the specialist end of guidance without specialist training. (Parents' Organisation Representative)

In contrast, a senior community worker pointed out that there were always new and innovative ideas around, a need to revisit areas of expertise. And the convenor of a local authority education committee firmly believed that:

The focus [of pupil support] should be on working together: that needs skills in negotiation, listening counselling, careers awareness, issues in PSE without appearing patronising …CPD needs to be available for all [teachers] but not all guidance teachers need to be able to solve problems, but be the gateway to accessing services. Guidance teachers need to ensure that all agencies are talking to each other.

(Education Committee Convenor)

A member of a pupil support agency argued that even specialist staff start from different points: it depends on where they are, and therefore it cannot be assumed that specialist guidance staff necessarily have common training needs.

7.7 Gaps in training/development provision

Informants identified a number of gaps in existing provision for developing teachers' capabilities to support pupils effectively. The location of the school could limit opportunities, as one predominantly rural local authority pointed out:

A major factor affecting participation [in training] is that until recently many of the programmes and courses were only available within institutions located in the Central Belt of Scotland. Our rurality meant that colleagues found it difficult to sustain twilight or mid-week meetings. (LA 7)

Some teachers would like to see more provision open to all teachers and not restricted to specialist teachers of guidance. This is particularly true in schools in areas of multiple deprivation. Primary school informants pointed to the paucity of courses/development opportunities specifically targeting the needs of class teachers in primary schools. Some support staff made a plea to be included in teachers' in-service activities. One in Case Study B believed that support staff had been undervalued in the past, but that in her particular school they were encouraged to know and understand about pastoral care issues.

Students and lecturers in HEIs thought that more coverage of 'guidance/pupil support' for all students should be made available on courses of initial teacher education. Some students specifically called for:

Counselling skills in ITE as well as a knowledge about other agencies, what they can do, and how they see their role.

(BEd Focus Group, HEI/X)

(These two points were also by primary teachers, as mentioned earlier in this chapter.)

A lecturer on a PG secondary course stated that:

If first-level guidance is to be used in the future (and given that children's lives are complex), then there is an urgent need for more training in this area, beginning in ITE.

(Lecturer, HEI/Y)

This was echoed by a focus group of PGCE students at a different university who called for:

Much more input on this. (PGCE Focus Group, HEI/X)

Another lecturer believed that there should be:

Training of all staff in guidance, and there was also a need for a separate qualification in PSE in schools.

(Lecturer, HEI/X)

The same lecturer argued strongly for:

A Scottish statement of our expectations of guidance and how we operationalise the entitlement in the post-McCrone world, so that children get the same service, no matter what the school!

7.8 Summary

Training to improve teachers' knowledge of and skills in guidance/pupil support can be provided either during initial teacher education courses or through continuing professional development. In this chapter we explored how lecturers introduce prospective teachers to guidance/pupil support and also the continuing development opportunities for qualified teachers provided by local authorities. These were contrasted with the views of students, teachers and other stakeholders who either had received training or were in a position to comment on its efficacy. Finally, the variations and gaps in existing provision were reported. The main points to emerge were:

• Informants conceptualised 'guidance/pupil support' in different ways. Some thought that it was an integral part of being a teacher, while others believed that it should be delivered by teachers who had received specialist training.
• Students undergoing initial teacher education thought that their training in 'guidance/pupil support' was strong in elective courses, but that it should be included in more detail in the core programme of all students.
• Their lecturers in HEIs were aware of certain gaps in provision and had either begun the process of attempting to address these, or suggested specific ways in which the provision could be enhanced in the future.
• 23 local authorities (88%) provided some form of CPD, in-service or staff development in guidance/pupil support for the teachers whom they employ. Some were open to all teachers, ie not restricted to specialist guidance staff.
• 13 local authorities (50%) supported staff who wished to undertake Postgraduate Certificates or Diplomas in Guidance and Counselling.
• Case study primary school teachers thought that guidance/pupil support was an integral part of being a teacher, but pointed to the paucity of opportunities for them to develop their knowledge and skills in this area. This became particularly acute when they had to cope with violent or disruptive pupils.
• Case study secondary school teachers highlighted the importance of personal qualities, motivation and experience for guidance staff; they also believed that these could be complemented by appropriate training.
• Some support staff wished to be included in in-service events with teachers so that they could play a more effective role in supporting pupils.
• Other key stakeholders identified the ability to listen to children as the prime skill which all teachers needed to develop in order to support pupils: they thought that only some were required to develop higher level counselling skills.

In the final chapter we present conclusions which can be drawn from the evidence reported in previous chapters. Implications for the future development of guidance/pupil support in Scotland are also indicated.