10th October 2026
Class sizes, teacher shortages, school buildings and the pressure on teachers reveal a more complicated picture than politicians' headline figures suggest.
Protests over the state of schools in France have raised questions that parents in Scotland might recognise. Are classrooms overcrowded? Are there enough teachers? Are school buildings fit for purpose? And are governments providing the resources needed to give children a decent education?
It would be tempting to dismiss the French demonstrations as a problem for another country. But a comparison with Scotland, England and other European countries suggests that there is no simple dividing line between countries with successful education systems and those struggling to keep schools running properly.
The figures also challenge some assumptions. Scotland has smaller average primary classes than England, but it faces its own recruitment problems. France has reduced the size of its primary classes over recent years, yet its secondary classes remain relatively large by European standards.
The real question is not simply which country has the most teachers. It is whether pupils receive the teaching, attention and support they need.
How big are the classes?
Class size is one of the most straightforward ways of comparing what pupils experience in school. A teacher responsible for 20 children has a different task from one managing 30, particularly when pupils have different abilities or need additional support.
The latest figures show some significant differences.
In Scotland, the average primary class size fell slightly to 23.1 pupils in 2025. But that average hides a difference between the early years and older primary pupils. Classes in P1–P3 averaged 22.8, while those in P4–P7 averaged 25.7.
England's figures for 2025/26 show an average of 26.1 pupils in primary classes and 22.6 in secondary classes. In Key Stage 2, which covers Years 3 to 6, 18.8% of pupils were in classes of 30 or more.
France's national figures for 2025 show average classes of 21.1 pupils in elementary schools and 21.7 in pre-elementary education. Those are smaller than the Scottish and English primary averages. However, the picture changes at secondary level. The OECD's international comparison for 2024 put average lower-secondary class sizes at approximately 26 in France and 24 in the UK.
There is an important qualification. The OECD's UK figure is not a Scotland-only figure, and national statistics do not always classify classes in the same way. Scotland does not collect a directly comparable national average for secondary class sizes because pupils move between different subject classes.
Nevertheless, the broad lesson is clear. France's smaller primary classes do not mean that its schools are free of pressure, while Scotland's lower primary average does not mean that every Scottish school is adequately staffed.
More teachers does not always mean smaller classes
Another useful measure is the pupil-to-teacher ratio. This divides the number of pupils by the number of teachers, but it is not the same as the number of children sitting in a classroom.
A school can have a relatively favourable overall ratio because teachers also work in management, specialist support, learning assistance or other roles. That does not necessarily mean a particular class has fewer pupils.
The OECD's 2026 report puts the average primary class size across member countries at 21 pupils in 2024. At lower-secondary level, the average was 23. France and the UK both had relatively large lower-secondary classes in that comparison.
For parents, the distinction matters. The national average may look reasonable, but a school can still struggle to provide a specialist maths teacher, cover a teacher's absence or give individual attention to a child who is falling behind.
Scotland's teacher recruitment problem
Scotland has more than 50,000 teachers, but the supply of new teachers is a concern.
The Scottish Government's 2025 figures recorded 53,475 teachers. The total increased by only 63 compared with the previous year, following three consecutive annual falls. Provisional figures for 2025/26 showed recruitment to teacher-training courses at only 71% of the overall target. Secondary teacher training reached 55% of its target, with particular gaps in subjects including physics, chemistry, mathematics and modern languages.
That does not mean every Scottish school has a shortage. But it raises a question about how the system will replace experienced teachers who retire or leave the profession.
For rural areas such as Caithness and Sutherland, the challenge can be particularly acute. A vacancy in a large urban area may offer access to a wider pool of potential recruits. A vacancy in a remote school can be harder to fill, especially when it involves a specialist subject.
The effect may not always be visible in the headline figures. A school might reorganise classes, ask existing staff to cover additional lessons or reduce the subjects it can offer. The school remains open, but the education available to pupils may be affected.
England has a different set of pressures
England's average primary classes are larger than Scotland's, although its average secondary classes are smaller than the OECD's reported UK-wide lower-secondary figure.
The latest English figures show some improvement in class sizes. But the overall picture still includes a substantial number of pupils in large primary classes. Its teacher workforce figures also show that the number of teachers and the number leaving the profession need to be considered alongside the vacancy rate.
A low official vacancy rate does not prove that schools have no staffing difficulties. Vacancies may be concentrated in particular subjects or locations, and schools may fill gaps temporarily or ask existing staff to take on extra work.
This is why comparisons based on a single number can mislead. A country may report few unfilled posts while teachers and parents experience real difficulties in individual schools.
What is happening in France?
The French protests have brought together several complaints: school buildings in poor condition, staff shortages, overcrowded classes and teacher absences that are not always covered.
It is worth noting that France has made progress in reducing primary class sizes. The OECD recorded a fall in the average French primary class from 24 pupils in 2015 to 21 in 2024. That improvement sits alongside continuing concern about the condition of schools and staffing pressures.
That is a useful warning against assuming that one successful policy will solve everything. Reducing class sizes can help, but it cannot repair a leaking roof, guarantee a replacement teacher or resolve difficulties recruiting staff in a particular subject.
Nor should demonstrations alone be treated as proof that an entire education system is failing. Protests reveal genuine concerns among the people taking part, but judging national performance requires evidence about staffing, teaching quality, pupil progress and resources as well.
Other differences that matter
Class size is important, but it is only one part of the picture.
School buildings. A well-staffed school can still provide a poor environment if classrooms are cold, overcrowded or in need of repair. Governments need to be transparent about the condition of their school estates and the cost of putting problems right.
Teacher absence and supply cover. A teacher being off work does not necessarily cause a lesson to be cancelled. But if there is no suitable replacement, pupils may lose teaching time or be supervised by staff who are not specialists in the subject. How often this happens is an important measure of what education looks like in practice.
Additional support needs. Scotland's 2025 statistics recorded 43% of pupils as having an additional support need. This category covers a wide range of circumstances and does not mean that every pupil requires the same level of help. Nevertheless, it illustrates why a class of 25 pupils can place very different demands on a teacher depending on the needs of the children in it.
Subject choice. In secondary schools, it is not enough to count the number of teachers. Pupils need access to the subjects they want and need to study. A shortage of physics or language teachers can affect future options even when the overall school staffing total looks adequate.
Inequality. Averages can conceal differences between affluent areas and communities facing greater social and economic difficulties. Some education systems deliberately reduce class sizes or increase staffing in disadvantaged schools because the need for individual support may be greater.
These are all areas where national comparisons should look beyond a single headline statistic.
Is Scotland doing better?
The evidence does not support a simple verdict that Scotland is better or worse than France.
Scotland's average primary classes are smaller than England's, but its teacher-training recruitment figures raise concerns about future supply. France has reduced its primary class sizes, yet its secondary classes remain large and its schools face complaints about buildings and staffing. England has a relatively low formal vacancy rate, but large primary classes and workforce pressures remain relevant.
The comparisons also have limits. Education is organised differently in each country, and published figures cover different years and stages. Scotland's secondary class sizes, in particular, cannot simply be placed alongside a French or English average without further qualification.
For parents, the practical questions are more direct. Does the local school have enough qualified teachers? Are lessons being covered when teachers are absent? Can pupils study the subjects they need? Are classrooms and other facilities fit for purpose? And are children who need extra help receiving it?
Those questions matter more to a family than whether its country sits above or below another in an international league table.
The test is what happens in the classroom
Governments often announce recruitment targets, funding packages and education reforms. But parents ultimately judge the system by what happens to their children each day.
A national average can hide a local problem. A school can have a reasonable pupil-to-teacher ratio but still struggle to recruit a specialist. A country can reduce primary class sizes and still have deteriorating buildings or difficulties covering staff absences.
France's protests are a reminder that the public does not judge education policy by statistics alone. People want schools that are properly maintained, teachers who are available to teach and enough support for children to learn.
Scotland has some advantages in its primary class sizes, but that should not be an excuse for complacency. Its teacher-training figures deserve attention, particularly where specialist subjects and rural schools are concerned.
The important question is not whether Scotland can claim to be doing better than France or England. It is whether Scottish schools are providing the education that pupils need today, and whether there will be enough teachers to provide it tomorrow.