The Scottish Government recently consulted on proposed updates to the School Premises (General Requirements and Standards) (Scotland) Regulations 1967.

Click here to read our response to this Consultation.

“The Scottish Government is committed to delivering equity and excellence in Scottish education so that all our children and young people can succeed. The buildings and facilities in which children learn have a key role to play in achieving this ambition. Modern, state-of-the-art learning environments are recognised as having a role in improving children and young people’s educational outcomes.”

The Scottish Government, December 2025

Learning for Sustainability (LfS) is an educational priority in Scotland, and Scotland’s national LfS Action Plan, ‘Target 2030: a vision for people, planet, and prosperity’, outlines a whole-setting approach to Learning for Sustainability; delivered through the four areas of:

  • Culture
  • Curriculum
  • Campus
  • Community

The use and enhancement of the physical – and digital – environment of a setting (along with key enablers and supporting policies relating to procurement of school food, transport, energy, and materials) is, therefore, of paramount importance when it comes to realising the ‘Campus’ element of this national Plan – and also adding value to the other three elements.

Key points from our response to this consultation

  • LfS includes learning about, in and through the outdoors. Outdoor spaces are therefore considered an integral learning environment for Scotland’s young people.
  • Every child in Scotland is entitled to Learning for Sustainability, outdoor learning, play in nature, and sport daily. These rights are supported by laws and policies, including the United Nations Convention on the Rights of the Child, Learning for Sustainability entitlement, and Scotland’s Play Strategy.
  • However, the Learning through Landscapes School Grounds Survey 2025 stated that 16% of secondary and 15% of primary schools report that they have lost school grounds to building development in the last 20 years. There should be a requirement for a flexible, nature-rich multi-use mix of outdoor environments in schools to support learning, play, sport and access to nature. This will allow for change of use and change of climate in the period over which these regulations will apply.
  • These Regulations should include a stronger emphasis on the needs of children and young people with design of Buildings and Grounds following on from those needs. Priority should be placed on making changes that support better educational outcomes for children and young people.
  • Meaningful engagement of children and young people, and co-design, should be a specified element in the process of developing school buildings and grounds in both existing schools and new builds; as per the Scottish Government Learning for Sustainability Action Plan 2023-30.
  • Children and young people’s voices are strong and clear regarding desire for access to Learning for Sustainability in their everyday learning opportunities. (Scottish Children’s (2025) Parliament Phase 3 Learning for Sustainability Report. They also strongly express the issue of eco-anxiety. The lack of emphasis on nature and climate impacts in these consultation proposals could have long-term negative impacts on children and young people’s physical and mental health and wellbeing.

We look forward to the publication of the updated Regulations and to working in partnership with policy-makers and educators to explore and celebrate the many opportunities to weave the ethos and approach of Learning for Sustainability across the physical/digital spaces, and procurement activity, in Scotland’s educational settings.