Small schools are ‘vital’, concludes new report

A REPORT exploring the future of rural education has concluded that small schools are vital community hubs supporting long-term sustainability.

‘Education and Learning in the Glenkens’ was prepared by the Glenkens Community and Arts Trust for the Glenkens and District Community Action Plan Steering Group.

It looks at the future of rural education in the context of the Glenkens community - but the authors hope their findings will be useful for other parts of Dumfries and Galloway.

In addition, they have outlined practical recommendations for national and local policymakers and emphasised the strategic importance of children as a nation’s core asset.

Their key messages include the need to reform funding models, reshape teacher training for rural contexts, ensure equitable community engagement in educational planning, and support innovative ideas like education and learning hubs.

The report says: “In rural places like the Glenkens, schools aren’t just where children learn. They’re the heartbeat of the community - bringing people together, keeping families in the area, and offering learning for all ages. But more and more, these schools are under threat of closure or mothballing, and decisions are being made based on short-term costs rather than the long-term impact on communities.”

The communities of the Glenkens want to work in partnership with Dumfries and Galloway Council to create sustainable and stable statutory educational provision locally for all ages - which could be rolled out region-wide.

The report continues: :Right now, decisions about school closures often don’t fully consider the long-term costs to the economy, community or environment.

“Local councils are pushed into short-term savings because of how the system is funded. We need a better approach - one that sees rural schools as part of a bigger solution to rural depopulation.”

“While there is recognition that rural schools face challenges, it is also understood that they provide many benefits to communities and pupils, giving them a sense of belonging, respect and resilience.”