Shanley Breese, a law student at the University of Edinburgh, recalls the moment she first encountered the subtle yet painful discrimination at the prestigious institution. From the very first day of her degree, Breese, a Scottish student, faced dismissive remarks about her accent. Despite her academic abilities, her voice was often misunderstood. “It was just a little thing to differentiate us and point it out… It meant that I didn’t participate in my tutorials,” she shares, explaining how her accent made her feel alienated.
Why Do Scottish Students Feel Excluded in the Classroom and Beyond?
Breese’s experience wasn’t limited to academic settings. As she walked around campus, she overheard students making disparaging comments about everyday brands such as Primark and TK Maxx, brands many Scottish students, particularly those from working-class backgrounds, might shop at. “I was shocked to hear students slagging off high street clothes, which made me feel like I didn’t belong,” Breese says.
Additionally, she recalls uncomfortable conversations in lecture halls about inheritance tax that perpetuated harmful stereotypes: “Rich people just work harder than poor people.” This further reinforced Breese’s feeling of exclusion, as such statements failed to consider the socioeconomic realities many Scottish students face.
How Do Scottish Students Feel as a Minority Among Outsiders?
With only a quarter of the University of Edinburgh’s student population coming from Scotland, and most others coming from the rest of the UK or overseas, Breese felt increasingly isolated. In October, a comment made by a student news publication highlighted this divide. The publication received backlash for stating that the lack of Scottish students in a TikTok video was “as God intended.” For Breese, this comment was the final straw. The discrimination and lack of representation had reached a tipping point.
What Prompted the Creation of the Scottish Social Mobility Society?
Disturbed by the environment at Edinburgh, Breese decided to take action and founded the Scottish Social Mobility Society. The society’s mission is clear: “To provide a community for Scottish students, who are often from working-class backgrounds and frequently experience feelings of alienation, micro-aggressions, and subtle acts of exclusion at the university.” Breese and her fellow students sought a space where they could feel understood and supported, a space where their unique challenges were acknowledged.
Are the University’s Measures Sufficient to Address Classism and Exclusion?
In an attempt to address the rising claims of classism and exclusion on campus, the University of Edinburgh issued a set of guidelines for students on how to treat one another. “Don’t be a snob!” reads one of the university’s key pieces of advice, which is aimed at combating discrimination. Other advice encourages students to focus on people’s interests and aspirations rather than their backgrounds.
Despite these efforts, Breese and other members of the Scottish Social Mobility Society believe the university’s approach falls short of tackling the deeper systemic issues at play. “It’s making it like a personality quirk of the students at Edinburgh, rather than a structural, kind of systemic issue… It kind of feels patronising. It really was tone-deaf,” says Breese, expressing frustration with what she perceives as the university’s superficial response to serious concerns.
How Are Scottish and Non-Scottish Students Affected by the Disconnect in the Education System?
One of the most significant challenges facing Scottish students at Edinburgh is the disconnect between the qualifications they hold and those of their peers. A social anthropology student and report officer for the Scottish Social Mobility Society explains that many staff members at the university are unfamiliar with the Scottish education system. “My student adviser didn’t know what Highers were, or how the SQA [Scottish Qualification Authority] works. A-levels are the standardised system, and I would say they don’t really understand what Advanced Highers are,” she shares. The lack of understanding of Scottish qualifications, she believes, creates an additional barrier for Scottish students trying to navigate the university system.
Does the “Flag” System Exacerbate the Socioeconomic Divide at Edinburgh?
Edinburgh’s Widening Access programme, which aims to increase diversity and inclusion, has also unintentionally exacerbated the divide between Scottish students and those from other backgrounds. The university uses a “flag” system to prioritise applicants from disadvantaged backgrounds. To be marked as a “flag” candidate, applicants must either come from the most deprived areas of Scotland or from low-attainment state schools. There are also “plus flag” applicants, including refugees and care-experienced students.
While this system is designed to support students from lower socioeconomic backgrounds, it has created a growing gap between Scottish students, who mostly come from working-class backgrounds, and their peers from more affluent areas of the UK and beyond. “It’s made me feel like I don’t belong here,” Breese admits, adding that the environment at Edinburgh often feels exclusionary and alienating for those who don’t come from wealthy or privileged backgrounds.
What Are the Personal Struggles of First-Generation Scottish Students?
Breese’s experience at Edinburgh is also marked by her status as the first in her family to attend university. Before arriving, she had never even heard of private schools. “They helped me get here, but once I was here I was kind of left; that’s how it felt, and that is what affects the feelings of alienation,” Breese says. While she is grateful for the opportunity to study at such a prestigious institution, she feels that once at the university, support for students like her becomes limited.
What More Can Be Done to Provide Better Support and Understanding for Scottish Students?
Breese and other members of the Scottish Social Mobility Society are asking for more meaningful support from the university. They are calling for the institution to not only acknowledge but address the structural inequalities that Scottish students face.
In response, a University of Edinburgh spokesperson stated: “Our dignity and respect policy sets out clear expectations of behaviour, including recognising when comments or behaviour may be harmful or upsetting to others and acting accordingly. After listening to students, we have also introduced and continue to evolve a new support model that provides more dedicated pastoral and academic guidance throughout their studies.”
However, for many Scottish students, including Breese, these measures are not enough. They argue that more concrete actions are needed to foster a truly inclusive environment at Edinburgh, one where every student—regardless of their background—can feel like they belong.
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