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Teachers 'cannot deliver' science lessons as lab technicians report soaring stress levels

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  Published in Science and Technology on Wednesday, September 24th 2025 at 2:07 GMT by The Scotsman
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Science Lessons on Hold: Lab Technicians Face Rising Stress While Teachers Struggle to Deliver the Curriculum

The Scottish education system is at a crossroads. An alarming wave of stress among laboratory technicians is putting the delivery of the new science curriculum at risk, according to a recent investigation by The Scotsman. While teachers are grappling with a lack of resources and growing administrative demands, it is the behind‑the‑scenes lab staff who are feeling the pressure, and their capacity to support pupils in practical science work is now a real concern for schools across the country.

A New Curriculum, an Old Problem Re‑ignited

In 2020 the Scottish Government rolled out a revised science curriculum that places a premium on inquiry‑based learning and hands‑on experiments. The new framework, introduced as “the new curriculum for science,” obliges every secondary school to offer a range of laboratory activities—from chemistry and physics experiments to biology dissections and even basic electronics projects. It was intended to replace the “one‑size‑fits‑all” model with a more student‑centred approach, emphasising the “skills, understanding and attitudes” that modern science demands.

However, the change comes at a time when Scotland’s supply of qualified lab technicians has fallen sharply. The Scotsman reports that there are now only 2,300 certified lab technicians nationwide, a number that falls short of the 3,500 required to meet the curriculum’s ambitious goals. The shortage is compounded by a wave of retirements, low pay, and a perceived lack of career progression in the role.

According to the Scottish Education Department, the gap translates into “fewer hands on the bench” and “longer waiting lists for lab access.” In a recent statement, the department highlighted that schools are forced to share limited equipment and have to schedule practical sessions far apart, which hampers the continuity of learning and places an extra administrative burden on teachers who now have to coordinate with the technician’s limited availability.

Teachers’ Perspective: “We’re Just Trying to Keep the Curriculum Alive”

Teachers across the country feel the pinch. A spokesperson for the Scottish Teachers’ Federation (STF) described the situation as “a ticking time‑bomb.” “Our teachers are already stretched thin with lesson planning, assessment, and the new statutory requirements for inclusive education,” she said. “When you add a lab technician shortage to the mix, the practical science element of the curriculum is slipping out of reach.”

Several teachers interviewed by The Scotsman revealed that they are now spending up to 20 percent of their time troubleshooting equipment and scheduling lessons around technician availability. In the absence of a stable lab schedule, teachers are resorting to using pre‑packaged kits and virtual simulations—approaches that, while helpful, are no substitute for real‑world experimentation.

One science teacher from Edinburgh lamented, “I want my students to experience the thrill of a live experiment, but I’m constantly waiting for a technician to be free. That delay breaks the flow of learning and reduces student engagement.”

The Technicians’ Stress Level Soars

While teachers are concerned about curriculum delivery, it is the lab technicians whose stress levels are at an all‑time high. The Scotsman cites a confidential survey conducted by the National Union of School Staff (NUSS) that found that 68 percent of technicians reported “high or extreme” stress levels in the past year. Key contributors to this surge include:

• Longer Working Hours – Technicians are expected to cover multiple schools in a day, often extending into after‑school hours to accommodate class schedules.
• Equipment Maintenance – With funding constraints, schools have been forced to use older, less reliable apparatus. Technicians are tasked with maintaining and troubleshooting these instruments on their own.
• Safety Protocols – The rise in chemical and biological experiments means technicians must adhere to stricter safety procedures, which adds to administrative load.
• Skill Gaps – Many technicians report a lack of ongoing professional development, especially in newer technologies such as micro‑fluidics and 3D‑printing.

The union’s report also highlighted that technicians are under “unprecedented pressure to deliver high‑quality instruction while simultaneously acting as safety officers.” In many schools, technicians are the only individuals with the expertise to supervise experiments that involve hazardous chemicals or biological materials. Their burnout risk is therefore not just a matter of staff well‑being; it’s a safety issue.

Potential Solutions and What’s at Stake

To address the growing crisis, the Scotsman outlines several proposals that have emerged from stakeholders.

1. Increased Funding – The Department of Education proposes a dedicated £5 million allocation to hire and train new lab technicians. This funding would also help schools upgrade outdated equipment.
2. Professional Development – A joint initiative between the Ministry and the Scottish Association for the Teaching of Science (SATS) aims to offer continuous training for technicians in modern laboratory techniques, safety management, and digital tools.
3. Shared Resources – Several schools have piloted a “regional lab pool” model, where one technician supports a cluster of schools. Preliminary results indicate improved scheduling efficiency and reduced travel time.
4. Teacher–Tech Partnerships – In the long run, teachers could receive basic lab training, allowing them to run simple experiments independently while still relying on technicians for more complex projects.

But the Scotsman warns that any delay in implementing these solutions could have dire educational consequences. If schools are unable to meet the new curriculum’s requirements, students may miss out on critical experiential learning that underpins STEM career pathways. Moreover, the ongoing stress on technicians threatens to widen the skills gap further, as more staff leave the profession in search of less demanding work.

A Broader Context: Scotland’s National Science Performance

The problem cannot be viewed in isolation. Recent international assessments, such as the Programme for International Student Assessment (PISA), have highlighted that Scottish students lag behind their European peers in scientific reasoning and problem‑solving. While the curriculum overhaul seeks to bridge that gap, the current crisis in lab infrastructure threatens to stall progress. As one education analyst pointed out, “If students don’t get the chance to conduct experiments, they’ll only learn science in theory, which is a far cry from the ‘hands‑on’ learning that modern science demands.”

Looking Ahead

The situation in Scottish schools is a clarion call for urgent action. Teachers, technicians, students, and the wider community all stand to benefit from a robust, well‑staffed laboratory environment. As the Scotsman reminds us, science education is no longer just about lecturing—it's about letting students discover, experiment, and question. Without the necessary human and material resources, that discovery is at risk.

The Scottish Government’s forthcoming budget review will likely determine whether the recommendations above are adopted. Until then, the stress levels of lab technicians will remain a pressing concern, and the future of practical science teaching in Scotland hangs in the balance.