Key findings
Evidence gathered for each of the relevant protected characteristics groups, as it relates to the social work workforce and the student population, that fall within the remit of the NSWA.
Age
Recent data7 obtained from the SSSC gives an indication of the age categories of the social work workforce in 2024. While 47% of the workforce are aged between 25-54; 20% are aged 55 and over, and 2% are aged 16-24.
Data obtained from HESA8 provides a breakdown of the age groups of entrants into undergraduate and postgraduate social work courses in Scotland (including The Open University). Data shows that 45% of the total entrants are aged 30 years and older; although a noticeable amount (24%) of undergraduate students are under 20 years old. The remaining 31% are aged between 21-29 years.
Our EQIA has not identified any ways in which the creation of the NSWA could impact either social work students or social workers differently across different age groups. The policy does not require any special adjustments to be made for age, nor is there anything in the policy to suggest it will be of detriment to any particular age group. Standardised national approaches could ensure consistent age-appropriate services, which would have a positive impact on eliminating discrimination.
There is an opportunity for the policy to advance equality of opportunity. Some of the functions of the policy will be to collect workforce data and undertake national planning, as well as to have oversight of the student population. Workforce planning can take account of any trends in age (for instance, the fact that the workforce is increasingly approaching retirement age) and incorporate that into national workforce planning models and initiatives. This could lead to the recommendation of solutions tailored towards age, such as schemes to encourage younger age groups to enter the workforce. This would need to be done in conjunction with local government partners, taking account of area trends.
A similar approach could be taken to support social work education. Opportunities to improve student uptake, including apprenticeships and funding schemes, could potentially be targeted towards certain age groups to overcome any barriers to education, such as funding or practical difficulties. A recent National Union of Students Scotland survey9 into student finances found that mature students were more likely to worry about their finances and consider leaving their course because of this.
Disability
Workforce data from the SSSC10 provides some insight into the number of social workers with a disclosed disability. Figures highlight that 4% have a disability and 52% indicated they have no disability; although the remainder are not known or not disclosed.
The most recent data from HESA11 for entrants onto social work courses indicates that around 30% have declared impairments, health conditions and learning differences. A study by the National Union of Students Scotland12 found that 26% of those surveyed regarded themselves as being disabled.
The policy will not negatively impact on students or workforce members with a disability.
There is the potential for the policy to improve equality of opportunity for this protected characteristic. Utilising a definition based on the social model of disability, the agency will promote wellbeing in the workforce and student population. This understanding of disability views a person ‘being disabled’ as the result of barriers created by society (e.g. inaccessible buildings, exclusionary policies, discriminatory attitudes). Consequently, solutions are focused on removing these barriers to improve inclusivity for individuals.13 Use of the social model of disability will be actively encouraged, promoting inclusion for all involved in social work activity.
Workforce planning and education oversight can take account of disability from the data received and make relevant adjustments to recommendations or identify targeted solutions specifically of benefit to disabled people. For example, the National Union of Students Scotland survey14 found that disabled students were more likely to struggle financially. Solutions intended to improve student funding could help address these challenges.
Sex
Data from the SSSC shows that the social work workforce is predominantly female:
- 82% female
- 17% male
- 1% unknown15
Entrants onto social work courses in the 2023/24 academic year16 were found to be predominantly female (85%).
The policy proposed will not negatively affect either sex.
As with age and disability, the policy has the potential to improve equality of opportunity for both sexes. This would be achieved via planning for the workforce and education, and by identifying solutions that may encourage uptake for both sexes. Moreover, working with local government partners, opportunities can be sought to improve retention in both workforce and education, by taking account of any circumstances particular to each sex. For instance, if it was shown that a higher portion of women are likely to have caring responsibilities, solutions could be recommended to make relevant adjustments to encourage uptake and retention. Where it is suggested that recruitment of more men would better support local need, targeted marketing of opportunity could be emphasised. Intersectionality would be critical here, taking account of other protected characteristics and impacting circumstances that could potentially disadvantage people (and ensuring solutions are cognisant of this). Standardised and informed approaches could ensure all services respond appropriately to the needs of each sex.
Pregnancy and maternity
Evidence available to assess this protected characteristic is very limited and is predominantly anecdotical and descriptive in nature.
Analysis of the policy and its expected effects did not lead to the identification of any effects on women because of pregnancy and maternity.
No elements of this policy were identified as having the capacity to negatively impact women, whether specifically because of pregnancy and maternity, or otherwise. However, as detailed above, any potential impacts due to sex and intersectionality must be considered where appropriate.
Gender reassignment
Information on this protected characteristic is primarily anecdotical in nature.
Analysis of the policy and its expected effects did not lead to the identification of any effects on transsexual people. This includes people proposing to undergo, undergoing, or who have undergone a process for the purpose of reassigning their gender.
No elements of this policy were identified as having the capacity to impact transsexual people.
Sexual orientation
Evidence available to assess this protected characteristic is very limited and is predominantly anecdotical and descriptive in nature. Currently, this data is not collected by SSSC as part of workforce planning.
There is some evidence available in relation to the student population. HESA data17 for entrants onto social work courses in the 2023/24 academic year provides a breakdown of sexual orientation across the student population: 5% identify as bisexual, 3% as gay or lesbian, 64% as heterosexual and less than 1% as other. The remaining 27% are not known.
Analysis of the policy and its expected effects did not lead to the identification of any effects on people specifically because of their sexual orientation.
No elements of this policy were identified as having the capacity to have a differentiated impact on people due to their sexual orientation.
Race
The latest data from the SSSC18 shows the majority of the social work workforce identifies as White (68%); while 4% identify as Mixed or multiple ethnic groups, Asian or Black. The remaining 28% are not disclosed or not known.
HESA data19 of entrants onto social work courses in Scotland gives an indication of the breakdown of ethnicity. Similar to the workforce, this is predominantly White, although around 9% is unknown.
The data available indicates that the workforce and student population is predominantly white. It is notable, however, that non-disclosure rates are relatively high across both populations.
In 2021, the Scottish Association of Social Work (SASW) published a report20 documenting serious issues of racism within the social work sector. A survey, coupled with a roundtable event, gave an insight into experiences of social workers. Findings showed that racism has significant impacts on social workers, both personally and professionally. Despite this, racism is often ignored and, even when reported, it is rarely recorded and dealt with. In 2023, the SASW held a further roundtable event examining anti-racism in social work. Social workers shared that they are continuing to experience racism within their workplaces and training environments.
In 2025, findings from a survey21 commissioned by the Social Work Anti-racism Oversight Group found that this is still a prevalent issue. Ninety-four percent of survey respondents from Minority Ethnic groups identified racism as an issue in social work. In contrast, only 61% of White/Ethnic Majority respondents recognised this as an issue. Furthermore, 70% of Minority Ethnic respondents felt policies and procedures were not effective in tackling racism; while 58% of White/Ethnic Majority respondents felt they were effective. This disparity highlights differences in experiences and perceptions within the workforce, stratified by race. The issue of racism has an impact on the retention of social workers, as racism is cited as a reason Minority Ethnic social workers consider leaving their job or profession.
The policy of the NSWA can build upon existing work, such as the Anti-racism Action Plan for the Scottish Social Work Sector being undertaken to develop and deliver strategic activity to raise awareness and promote anti-racism. One of the aims of the policy is to tackle racism and discrimination. Like the characteristics of age, gender and disability, workforce planning and educational oversight can be the main mechanisms through which to do this. Targeted training, opportunity and appropriate support can assist ethnic minority students to fulfil their potential. Student teaching and practice learning opportunities could be utilised to offer enhanced experience and embed anti-racist ideology.
Extrapolating from the data available, trends in race can be identified and solutions proposed. These should be mindful of intersectionality with other protected characteristics. For example, the SASW recently carried out a survey22 to investigate the issue of placements for social work students. Findings indicated that disabled, Black/African and male students are over-represented amongst those who have failed their placement.
Providing robust training to host organisations and sector agencies will assist in raising awareness and understanding of issues and challenges. Proposing solutions to help will advance opportunities across different protected characteristics.
A national approach to education and practice is expected to enhance cultural competence and promote an anti-racist culture, so this policy is expected to have a positive effect on ensuring equality of opportunities to ethnic minority individuals.
Having a coherent approach to anti-racism at national level will also facilitate interventions to address the identified lack of diverse representation in leadership, as well as dismantling structural racism. The development of national training and educational resources, as well as national guidelines for community engagement could improve relationships with diverse communities.
Religion or religious belief
Overall, there is limited evidence available to assess this protected characteristic. This is not data routinely collected for the workforce.
There is some limited data available for the student population more generally. HESA has collected some data23 on religion in the student population in the 2023/24 academic year. The majority (57%) of those responding identify with no religion; while 30% identify as a Christian denomination, Muslim or any other religion or belief. 13% are listed as not known or prefer not to say.
Analysis of the policy and its expected effects did not lead to the identification of any effects on people because of their religion or religious belief.
No elements of this policy were identified as having the capacity to have a differentiated impact on people due to their religion or religious belief.
Having a coherent approach to the promotion of equality and fairness at national level will facilitate interventions to advance equality of opportunities and promoting good relations among people of different faiths and religious beliefs. The development of national training and educational resources, as well as national guidelines for community engagement could improve relationships across diverse communities.
Marriage and civil partnership
No elements of this policy were identified as having the capacity to have a differentiated impact on people as a result of their marital status.
Intersectionality
Evidence reviewed highlighted there was some intersectionality with protected characteristics.
While only a small number of social work students are disabled, male and in ethnic minorities, these could interact to create barriers to uptake and create attrition. For example, the SASW recently carried out a survey24 to investigate the issue of practice learning opportunities for social work students. Three hundred and forty-four responses were received: 269 students; 75 newly qualified social workers (NQSWs). Findings indicated that disabled, Black/African and male students are over-represented amongst those who have failed their practice learning opportunity.
An Advance HE report25 for 2020/21 academic year notes the intersectionality between disability and other social characteristics in Scotland. Gender and race were found to affect disability disclosure rates.
Disability disclosure rates in relation to mental health were highest amongst female students compared to males (33.6% versus 20.9% respectively); while male students were more likely to disclose a learning difficulty than female students (37.3% and 29.2% respectively).
Looking at race finds that disability disclosure rates were highest amongst mixed race students at 22.8%; while White disabled students were more likely to disclose two or more impairments, at 12%.
The Advanced HE Statistics26 give a further indication about students reporting their religious beliefs, albeit in a UK-wide context. It appears there is some intersectionality with this and other protected characteristics.
While those aged 26 years and older were less likely to cite no religion, they were more likely to prefer not to provide this information, with 7.5% refusing to do so, compared to 6.2% of those aged 21 and under.
For disabled students, 8.2% preferred not to disclose a religion or belief group compared to 6.5% of non-disabled students.
A similar pattern was found across sexes, with 6.4% of female students preferring not to disclose, in contrast to 7.2% of male students.
Ethnicity probably had the greatest impact, with 55.7% of White students reporting no religion or belief in contrast to 15.4% of ethnic minority students.
Intersectionality between protected groups will be a key consideration of the activities of the NSWA to widen access across all minority groups. For example, age and disability could intersect, creating more complex barriers to entering social work education.
The National Union of Students survey27 showed that disabled students and mature students were both more likely to suffer financial hardship. Those falling into both groups face even greater barriers, and adjustments need to be made to improve equality of access.
For example, work-based schemes, whereby students can earn a salary while studying to reach qualified social worker status, widen access potential across a range of circumstances and categories. Continuing to earn a salary while studying offers financial stability, while enhancing retention opportunities, as the student is already embedded within the employer’s organisation.
Limitations of data
There were a number of limitations in the data, mainly arising from non-disclosure.
Data28 about disability in the workforce finds there is a high number of the population that is not known or disclosed (43%).
There are also variations in definitions. In the HESA report29, the not known returns are grouped under ‘no known impairment, health condition or learning difference,’ making it difficult to differentiate between unknown responses and those with no known conditions. Additionally, a broader definition of disability is used in this report, consisting of impairments, health conditions and learning differences.
There is limited evidence available around a number of protected characteristics: pregnancy and maternity, sexual orientation, gender reassignment, religion or belief and marriage or civil partnership.
Any evidence available in relation to the workforce is predominantly anecdotal and descriptive in nature. This has been generated through conversations with stakeholders and partners, such as COSLA, SOLACE, local authorities, SSSC, SWS, Scottish Care and SASW. While we will continue to rely on this type of data and take the necessary steps to identify the need to produce additional data that is quantitative if deemed necessary. In addition, the NSWA will explore ways in which better and more accurate data can be collected at both national and local level to improve understanding of both the current picture and future needs.
Some limited evidence30 is available for the student population in relation to sexual orientation and religion or belief. There are a moderate number of unknown/not disclosed responses: 27% for sexual orientation and 13% for religion or belief.
It is understood individuals with protected characteristics can be under-represented in evidence due to a number of factors. Through standardisation and improvements to data collection and analysis practices, the NSWA will introduce processes that will minimise these factors.