This symposium investigates the current state of Expressive Arts education in Scottish schools, focusing on how national policies, research findings, and local enactments can inform a more consistent and sustainable approach to supporting teachers. Despite the longstanding inclusion of Expressive Arts (Music, Drama, Dance, and Art and Design) in Scotland’s curriculum, delivery has declined, particularly post-pandemic. With the UNCRC recently enshrined in Scots Law, and Article 31 guaranteeing every child’s right to access arts and cultural activities, this symposium addresses the gap between policy and practice in realising this right.

The symposium is grounded in educational equity and social justice theories, focusing on teachers’ roles in ensuring access to quality Expressive Arts education. It draws on principles of equitable teaching practices and inclusive curriculum design, ensuring all children, regardless of background, can benefit from rich educational experiences in the arts.

The symposium presents three perspectives:

1. Policy Analysis (Paper 1) – Insights from the 2024 Expressive Arts Review, focusing on policy challenges and opportunities for teachers.
2. Empirical Research (Paper 2) – Findings from a national project surveying primary schools across Scotland to assess children’s access to Expressive Arts education.
3. Case Study (Paper 3) – Examining arts-based learning initiatives within Glasgow City Council, highlighting strategies supporting teachers.

Key insights include:

• Paper 1: Policy-level challenges and opportunities in Expressive Arts education.
• Paper 2: Data on the uneven access to Expressive Arts, identifying barriers faced by teachers.
• Paper 3: Effective strategies from Glasgow City Council, offering a model for other regions.

This symposium directly engages with the conference theme of quality teaching and equity by exploring how Expressive Arts education can drive social justice. It aligns with sub-themes on equitable teaching practices, curriculum design, and partnerships, proposing sustainable solutions to ensure all Scottish children have equitable access to quality arts education.