2025 National Qualifications Awarding:

Equalities Monitoring Report

Contents

Purpose and structure of this report

The Equalities Monitoring Report

The Scottish Qualifications Authority (SQA) considers the equality impacts of its activities as a strategic objective as well as a statutory duty. During the course of developing the awarding approach for 2024, SQA undertook a number of Equality Impact Assessments (EqIAs) to identify and mitigate potential equality impacts.

The purpose of this equalities monitoring report is not to repeat assessments undertaken in those EqIAs, but to report on the outcomes of the 2025 awarding process from an equality perspective.

Accordingly, this report should be read alongside the other publications released by SQA on Results Day 2025, including the official statistics publications that set out national 2025 attainment outcomes. This report is intended to be an important supplement to those publications in that it provides additional reporting on how the 2025 results are distributed across groups of candidates who share particular characteristics.

Structure of the report

The main body of this report provides the background and other contextual information for the descriptive analyses presented in the section ‘Equalities monitoring and analyses of the 2025 outcomes’ of the report. It includes a brief recap of the approach to awarding in 2025, and the steps that SQA took during the development of that approach to consider and mitigate possible equality impacts.

The section ‘Equalities monitoring and analyses of the 2025 outcomes’ sets out the descriptive analyses of the distribution of 2025 results across specific groups of candidates, and the methodology underpinning those analyses.

The report does not set out to explain or attribute causes for the distribution of results presented in the final section.

Background and context

Scottish Qualifications Authority

SQA is an executive, non-departmental public body (NDPB) established by statute to carry out administrative, commercial, executive and accreditation functions on behalf of the Scottish Government. As an NDPB, SQA is responsible for making its own operational decisions.

The Education (Scotland) Act 1996 — as amended by the Scottish Qualifications Authority Act 2002 — sets out SQA’s functions and provides the foundations for SQA’s activities in accrediting, regulating and awarding qualifications.

SQA is the statutory awarding body for qualifications in Scotland. Its duties are to develop, validate, quality assure and award a national framework of qualifications for Scotland. In addition, SQA has statutory duties both as the regulator and awarding body for National Qualifications in Scotland as defined by the Equality Act 2010.

Among other things, section 96(7) of the Equality Act 2010 gives SQA, as the appropriate regulator of general qualifications in Scotland, a power to specify provisions, criteria or practices in relation to which the duty to make reasonable adjustments does not apply. SQA must also publish details of where specific ‘reasonable adjustments’ to National Qualifications should not be made.

Reasonable adjustments are steps taken to avoid a disadvantage to a disabled person. The relevant general qualifications in Scotland covered by section 96 of the Equality Act 2010 are:

  • National Courses (National 1 to National 5, Higher and Advanced Higher)

  • Scottish Baccalaureates

  • Skills for Work Courses

  • non-vocational awards

As an awarding body, SQA works with schools, colleges, universities, employers and government, to ensure that qualifications:

  • are inclusive and accessible to all

  • recognise the achievements of candidates, and

  • provide clear pathways to further learning or employment.

SQA maintains a broad portfolio of qualifications, including National Courses, across a range of subject areas, as well as Vocational Qualifications, National Progression Awards, National Certificates, Professional Development Awards and other specialised awards. The organisation also has a proud history of developing Higher National Certificates and Diplomas, which are equivalent to the first and second year of Scottish university degree programmes.

Background to 2025 National Qualifications (NQ) awarding

SQA made modifications to National Qualification course assessments — such as removing elements of coursework — as a temporary arrangement at the height of the pandemic and extended them until the 2022–23 session, to help limit the impact of disruption on learning and teaching. Following discussions with learners, teachers, lecturers, parents, carers and others, coursework and exams in some practical subjects were reintroduced in 2024, which remains unchanged for 2025.

The longstanding exceptional circumstances service was also in place for those learners who were unable to sit an exam or whose performance was affected by personal circumstances. A free and direct appeals service, which will give all learners the right to request a review of their marked exam papers, will be available from Tuesday 5 August.

National Qualifications 2025 Strategic Group

The National Qualifications Group was established to co-create and implement the Alternative Certification Model (ACM) for 2021. The group is reconvened annually to coordinate the support provided to senior phase learners undertaking SQA courses, up to and including 2024–25.

The National Qualifications 2025 Strategic Group’s membership comprised representatives from the Association of Directors of Education in Scotland (ADES), Colleges Scotland, Education Scotland, the Educational Institute of Scotland (EIS), NASUWT The Teachers Union, National Union of Students Scotland, School Leaders Scotland (SLS), the Scottish Council of Independent Schools (SCIS), Scottish Secondary Teachers’ Association, Scottish Qualifications Authority (SQA), Scottish Government, the National Parent Forum of Scotland, the Scottish Youth Parliament, and Universities Scotland.

SQA’s equalities obligations

Obligations under the Equalities Act

Section 149(1) of the Equality Act 2010 requires SQA to have due regard to a number of needs, including the need to advance equality of opportunity between persons who share a relevant protected characteristic and persons who do not share it.

The Equality of Access to SQA Qualifications policy outlines SQA’s commitment to promoting and facilitating access to our qualifications. In practice this means that SQA takes every reasonable step to ensure that it:

  • produces qualifications based on national standards, which are as accessible as possible. This involves undertaking equality reviews of qualifications to identify any adverse impacts on candidates who share particular characteristics, and seeking to remove such adverse impacts wherever possible, or minimise them where it is not possible to remove them altogether.

  • develops methods of assessment and quality assurance which are sensitive to the needs of all candidates, but which do not compromise SQA’s overarching aims of fairness and consistency.

  • provides assessment arrangements to allow disabled candidates and those with additional support needs to access the assessment without compromising its integrity. For disabled candidates, this includes making reasonable adjustments in accordance with the requirements of the Equality Act 2010 section 96(7).

Public Sector Equality Duty

The Public Sector Equality Duty requires SQA to have due regard to the need to:

  • eliminate discrimination, harassment and victimisation and any other conduct prohibited by the Equality Act 2010.

  • advance equality of opportunity between people who share a protected characteristic and people who do not.

  • foster good relations between people who share a protected characteristic and people who do not.

SQA takes a number of steps to meet its public sector equality duty. This includes working with schools, colleges, universities, industry and government, to ensure that qualifications, including National Courses, are:

  • inclusive and accessible to all

  • recognise the achievements of candidates, and

  • enable progression to further learning or employment.

SQA’s Awarding Body Code of Practice

SQA’s Awarding Body Code of Practice guides the organisation’s approach to ensuring that its qualifications are of a high quality and are fit for purpose, and that the assessment of these qualifications is monitored and maintained to a consistently high standard. The code sets out the framework by which SQA safeguards the integrity of its qualifications and assessment standards to ensure public confidence.

The code of practice is based on a set of 13 Governing Principles that govern how SQA meets its statutory duties and regulates its activities. These principles also apply to SQA qualifications that are regulated by other organisations.

In the context of equalities, Governing Principle 7 of the code of practice states that:

‘SQA will ensure that all qualifications and assessments are as fair and accessible as possible and that the needs of candidates are met in the administration of its assessments.’

Equality Impact Assessment of 2025 awarding

As part of developing the approach to awarding in 2025, SQA completed equality impact assessments (EqIAs) and Children’s Rights and Wellbeing Impact Assessments (CRWIAs) for the full end-to-end process. The aim was to ensure that we identified and mitigated any potential impacts of the awarding approach on one or more groups of candidates with protected characteristics. The EqIAs and CRWIAs considered and acted upon key equalities evidence throughout the development and finalisation of the 2025 awarding approach.

This section is a summary of each equality impact assessment for each part of the overall process. This is useful context information for consideration of the 2025 results — the published equality impact assessments are available on our website.

EqIA of the Exam Exceptional Circumstances Consideration Service (EECCS)

The EECCS supports learners who have been unable to attend an exam, or whose performance in the exam may have been affected by personal circumstances or an unplanned incident on the day. EECCS is a service unique to Scotland, in which alternative evidence can be submitted by schools, colleges and training providers on behalf of their learners. This is a longstanding SQA service and is of benefit to learners who find themselves in these circumstances.

Following the development of the 2025 exam timetable, we were aware that there were exam combinations that mean learners with extra time as an assessment arrangement were required to sit over six hours of exams, which SQA had a working rule to avoid. In order to best support learners who might be impacted by this, an update was made to the EECCS document for centres. This allowed centres to notify SQA of an exceptional circumstance request in advance of an exam, and on the day as required, from April. We were also aware that some learners booked a holiday over exam dates which did not appear in an earlier version of the timetable. As learners, parents, carers and centres were not informed that the timetable was subject to change, the EECCS document for centres was updated to explain that impacted learners could access the service if:

  1. they could demonstrate that their holiday was booked before 3 February when the exam timetable was amended, and

  2. their centre has approved this, where applicable, under the criterion ‘Exceptional Absence’.

This change will also allow learners, subject to the same evidence requirements as holiday bookings, to access EECCS if they have made overseas travel arrangements for other activities, such as attending events outwith Scotland.

EqIA of 2025 awarding and grade boundaries

Awarding is a key component of SQA’s statutory duties and responsibilities, as outlined in the SQA Awarding Code of Practice.

Every year, SQA’s role is to evaluate performance in assessments in an equitable and fair way, while ensuring standards are maintained so that qualifications remain credible — and this year was no different. Learners’ demonstrated attainment — evidence of a learner’s knowledge and skills in a course, measured against the required national standard — is at the core of our approach.

SQA returned to well-established awarding procedures, in line with our Awarding and Grading for National Courses Policy, which is available on our website.

EqIA of the Appeals 2025 Service

The 2025 appeals service follows the approach taken in 2024. The appeals service was developed after gathering extensive feedback on the 2022 post-results services and taking advice from the wider education community. This included learner, parent and carer, practitioner, school, college, local authority, and teacher and lecturer union representatives on the National Qualifications 2023 Group and SQA’s Advisory Council.

Offering the appeals service (marking review) addresses the balance between the needs of the system (variable quality and volume of alternative academic evidence submitted by schools, colleges and training providers) and the needs of learners (equity for all learners). Evidence available to SQA showed that learners did not always benefit from the 2022 approach to appeals, which was based only on alternative evidence provided by their school, college or training provider. The variable quality and volume of evidence meant that the evidence made available was not always comparable. This made it difficult for SQA to ensure there was a consistency in the outcomes reached.

The service in 2025 will remain free of charge, and learners can submit a request directly to SQA, which removes barriers learners may have otherwise faced in accessing the services. It also eliminates any potential teacher or lecturer bias related to submitting an appeal request. In providing the appeals process, SQA is striving to provide reassurance to learners who believe an error was made in the initial marking process, and to ensure that learners receive a qualification and grade that is a fair and accurate reflection of their knowledge, understanding and skills. As in previous years, the marking review will be carried out by an experienced marker. Marking reviews are subject to quality assurance to ensure that they are carried out in line with the national standard.

Equalities monitoring and analyses of the 2025 outcomes

This section sets out the descriptive analyses that SQA has conducted on the 2025 results for groups of candidates who share specific equalities characteristics.

Additionally, analyses have been undertaken to assess the 2025 results based on candidates’ urban / rural status, and levels of deprivation as ranked by the Scottish Index of Multiple Deprivation (SIMD), the Scottish Government’s standard approach to identify areas of multiple deprivation in Scotland.

The full set of candidate characteristics considered in this section are set out in the Methodology section below.

Methodology

Data sources and contributions

Some of the data used in this report is owned by SQA and some by Scottish Government.

  • SQA holds data on attainment and candidate age (calculated from date of birth), sex and postcode.

  • Scottish Government holds personal, sensitive personal information, including protected characteristics data from the Pupil Census.

Previously, Scottish Government produced analysis on SQA’s behalf for protected characteristics data and urban / rural status, which was included in SQA’s Equalities Monitoring Report.

In 2024, SQA applied to process candidate level equalities data from the Pupil Census for the purpose of producing the statistical results contained in this Equalities Monitoring Report.

In this report, the analysis for 2020 to 2025 relating to candidates’ protected characteristics was undertaken by SQA. The analysis for additional support needs, disability and ethnicity for 2019 comes from the Equalities Monitoring Report 2023 which was previously produced by Scottish Government. All commentary has been produced by SQA.

The figures are produced by independent statistical staff in accordance with the Code of Practice for Statistics.

The data in this publication is defined as being statistical for the purposes of information governance and data protection. This primarily means that the associated processing is not carried out for the purposes of measures or decisions with respect to a particular data subject. Further information on this processing category can be found in the appropriate data protection legislation.

Limitations

  • The Pupil Census only collects and holds protected characteristics data for candidates from education authority (EA) schools. Analyses by protected characteristics in this report are therefore based on only a subset of the total cohort. Education authority schools provide the majority of candidates at National 5, Higher, and Advanced Higher, but this does mean that only one of the many centre types is represented.

  • For clarity, it should be noted that the analyses undertaken by SQA on age, sex, SIMD, and urban / rural classification is based on the full cohort of candidates. See Table 1.1 and 1.2 for a full breakdown of cohort coverage for each characteristic analysed.

  • SQA provides results data annually to Scottish Government following post-results processes, including appeals. In this report, analysis by Scottish Government for additional support needs, disability and ethnicity for 2019 is based on December post-results data, whilst analysis for 2020 to 2025 is based on August results (prior to appeals and other post-results processes). Caution is advised in comparing the figures for 2019 to 2020 onwards due to the data source and methodological differences.

  • For urban / rural classification and SIMD analysis, candidates with postcodes that matched their centre’s postcode were excluded due to risk that this match was due to an administrative error (see section 6.6). Previously, analysis was carried out for Education Authority candidates only. Postcode matching to urban / rural categories was improved by compressing postcode data to remove spaces.

  • Approach to missing data: Candidates with missing values for any of these characteristics were removed for each analysis individually. This maximised the number of candidates included in the analyses but means that the statistics report on slightly different cohorts for each of the characteristics.

Table 1.1: Equalities characteristics by cohort analysed, 2019 to 2025.
Equalities characteristics Cohort
Additional support needs (ASN) Education authority candidates
Declared or assessed disabled Education authority candidates
Ethnicity Education authority candidates
Age All candidates
Sex All candidates

 

Table 1.2: Additional characteristics by cohort analysed, 2019 to 2025.
Additional characteristics Cohort
Urban / rural All candidates
SIMD All candidates

Protected characteristics

Protected characteristics data was taken from the September ‘Scottish Pupil Census’, for the relevant year, for education authority school candidates. This does not include: candidates attending publicly-funded special schools; candidates attending private independent schools; candidates educated outside the school education system (for example, at home); or adults attending publicly-funded secondary schools. The census is carried out through the Scottish Exchange of Educational Data (ScotXed) project.

The information for the different protected characteristics was available for all education authority candidates in the dataset, and the same dataset was used for each category. The analysis excludes grant aided special schools and schools that are not listed in the school census.

Candidate characteristics are taken from the Scottish Government pupil census carried out in September — prior to the release of the exam results — and merged with attainment data. For example, the 2025 analysis uses the characteristics from the 2024 pupil census.

The census collects a range of information for each individual. This includes:

  • Additional support needs status: Candidates with an additional support need (ASN) include candidates who have a Co-ordinated Support Plan (CSP), Individualised Education Programme (IEP) or child’s plan, and are assessed or declared disabled, or as having another support need.

  • Declared or assessed disabled status: Candidates may be assessed as having a disability by a qualified professional or be declared as having a disability by themselves or their parent / carer.

  • A pupil who was not recorded as having ASN or being disabled in the pupil census would be considered as non-ASN and non-disabled respectively.

  • Ethnic background: Ten ethnic backgrounds covering the full list of categories are used in this report:

    • White - Scottish

    • White - non-Scottish

    • Mixed or multiple ethnic groups

    • Asian - Indian

    • Asian - Pakistani

    • Asian - Chinese

    • Asian - Other

    • African / Black / Caribbean (includes ‘African’, ‘African - Other’, and ‘Caribbean or Black’)

    • All other categories (includes ‘Other - other’ and ‘Other - Arab’)

    • Not Disclosed / Not known (refers to the pupils whose ethnicity was not available)

Urban / rural classification

Urban / rural categories were applied to SQA data based on candidate postcodes.

A candidate’s home address is assigned to one of six categories that indicate how urban or rural the area is. These categories are: Large Urban Areas, Other Urban Areas, Accessible Small Towns, Remote Small Towns, Accessible Rural, and Remote Rural.

Urban / rural categorisation is from the Scottish Statistical Postcode Lookup 2025-1 for 2019 to 2025, which contains the 2022 Scottish Government Urban Rural classification (6 fold).

For 2019 to 2025 attainment data, the Urban Rural Classification 2022 was used for analysis. In the 2024 Equalities Monitoring Report, the classification was based on Urban Rural Classification 2020. Further information about the differences between the 2020 and 2022 measures can be found on the Scottish Government website. Furthermore, data used to assign a classification in 2024 was sourced from the Scottish Postcode Directory (SPD). In line with guidance issued by the National Records of Scotland in April 2025 that all statistical productions should use the Scottish Statistical Postcode Lookup (SSPL) and not the SPD, from 2025 onwards the Urban Rural Classification will be sourced from the most up to date SSPL data (Scottish Statistical Postcode Lookup 2025-1 for 2025).

Candidates with a missing postcode or the same postcode as the centre (suggestive of an administration error) were excluded from the analysis (<1% of dataset).

Age

Date of birth was used was used to calculate a candidate’s age in years on 31 May (typically the completion date for NQs) in the given year.

The age categories were set as: ‘below 15’, ‘15 to 18’ and ‘above 18’ years, with approximately 99% of candidates falling in the age bracket of 15 to 18.

Sex

SQA has adopted the International Organization for Standardisation (ISO), and Information Standards Board for Education, Skills and Children’s Services (ISB) categories for legal sex type.

These standards allow the use of the following values: Male, Female, Not Known, and Not Applicable.

Consistent with Provisional Attainment Statistics publications, candidates with a legal sex status Not Known and Not Applicable were removed from the analysis related to sex due to low volumes.

Scottish Index of Multiple Deprivation (SIMD) data

The Scottish Index of Multiple Deprivation (SIMD) is a relative measure of deprivation across 6,974 small areas (called ‘data zones’), which can be grouped into five bands (quintiles), each containing 20% of the data zones. Quintile 1 contains the 20% most deprived data zones in Scotland. The population size of data zones can vary and have ‘roughly equal populations’.

Attainment data for the whole cohort for 2019 to 2025 was joined with a SIMD postcode lookup using candidate postcodes to generate SIMD quintiles for each candidate.

Candidates with a missing postcode or the same postcode as the centre (suggestive of an administration error) were excluded from the analysis (<1% of dataset). The most recent version of the SIMD postcode look-up file (SIMD 2020 version 2) was used for all SIMD analyses in this report.

Further notes around the methodology

National 5, Higher and Advanced Higher are treated separately.

Individual candidates entered for qualifications at different levels may be included in at each relevant level.

Percentages are rounded and may not always sum to 100%. Percentage values less than 0.05% are denoted by the shorthand ‘[low]’. Percentage point differences are calculated prior to rounding.

‘N’ refers to No Awards in the grade breakdown tables.

In 2025, age was calculated by subtracting 31 May (of the appropriate year) from the candidate’s date of birth. This resulted in the difference in terms of days which was then divided by 365.25 to give the age in years.

In 2024, the approach to rounding was changed to round half up – for example 0.5 rounded to 1. In 2023, the approach to rounding was to round to even – 0.5 rounded to 0.

Variation in assessment and awarding arrangements

When reviewing the analyses presented in this report, readers should note the different awarding arrangements in place between 2019 and 2025. This means that it is not possible to compare attainment between years without full consideration of the essential contextual information outlined in the background information section.

For consistency with Provisional Attainment Statistics – August 2025, figures for 2025 are generally presented with reference to attainment in the previous year (2024) and to 2019 (the most recent year prior to the pandemic).

National 5 entries by characteristics

National 5 entries by age, sex, SIMD, and urban / rural classifications

The majority of National 5 entries are from 15 to 18 year-olds in all years from 2019 to 2025.

In 2025, the percentage of entries from female candidates was 49.8% and from male candidates was 50.2%.

The percentages of candidate entries from SIMD 1, SIMD 2, SIMD 4 and SIMD 5 have increased in 2025 compared to 2024, with corresponding decreases in percentages from SIMD 3. Historically, SIMD data has shown a greater percentage of National 5 entries from candidates from the least deprived SIMD quintiles.

The percentage of candidate entries from Large Urban Areas has increased compared to historic levels. Large Urban Areas make up 39.8% of National 5 entries in 2025 compared to 38.0% in 2019, with corresponding decreases in other urban / rural categories.

Table 2.1: The percentage of entries by age category (all candidates) for National 5, 2019 to 2025.
Age Category 2019 2020 2021 2022 2023 2024 2025
15 to 18 98.8 98.9 99.1 99.3 99.3 99.3 99.3
Below 15 0.2 0.2 0.2 0.2 0.2 0.2 0.2
Over 18 1.0 0.9 0.7 0.6 0.5 0.5 0.5

 

Table 2.2: The percentage of entries by sex (all candidates) for National 5, 2019 to 2025.
Sex 2019 2020 2021 2022 2023 2024 2025
Female 51.5 51.1 50.4 50.1 50.2 50.2 49.8
Male 48.5 48.9 49.6 49.9 49.8 49.8 50.2

 

Table 2.3: The percentage of entries by SIMD quintile (all candidates) for National 5, 2019 to 2025.
SIMD Quintile 2019 2020 2021 2022 2023 2024 2025
SIMD 1 16.2 16.4 16.6 16.5 16.6 17.0 17.1
SIMD 2 17.0 17.3 16.8 17.1 17.0 17.2 17.2
SIMD 3 18.9 18.7 18.7 18.4 18.3 18.2 17.9
SIMD 4 22.3 22.2 22.5 22.5 22.6 22.5 22.6
SIMD 5 25.6 25.3 25.5 25.5 25.6 25.1 25.2

 

Table 2.4: The percentage of entries by urban / rural classification (all candidates) for National 5, 2019 to 2025.
Urban/Rural Classification 2019 2020 2021 2022 2023 2024 2025
Accessible Rural 13.6 13.2 13.2 13.5 13.0 12.9 12.7
Accessible Small Towns 10.4 10.5 10.4 10.3 10.4 10.2 10.5
Large Urban Areas 38.0 37.8 38.5 38.2 39.0 39.6 39.8
Other Urban Areas 31.5 32.2 31.7 31.7 31.6 31.1 30.8
Remote Rural 4.5 4.5 4.5 4.5 4.3 4.3 4.4
Remote Small Towns 2.0 1.8 1.8 1.8 1.7 1.8 1.8

 

National 5 entries by protected characteristics (EA schools only)

The percentage of National 5 entries from EA candidates with ASN in 2025 was 37.5%, an increase from 34.8% in 2024. Since 2019 the percentage of entries from EA school candidates with ASN has increased year-on-year, with corresponding decreases in candidates with no ASN identified via the Pupil Census.

The Pupil Census attributes the year-on-year increase as ‘likely due in part to continued improvements in recording and the introduction of the additional need types’, rather than any change in the population.

The percentage of entries from EA candidates declared or assessed disabled has varied at National 5 from 1.7% to 2.5% in the period 2019 to 2025.

The largest ethnicity category is White — Scottish, which makes up 72.5% of entries in 2025. In general, this percentage has declined year-on-year between 2019 and 2025 with corresponding increases in the other ethnicity categories.

Table 3: The percentage of entries by protected characteristics (EA schools only) for National 5, 2019 to 2025.
Characteristic 2019 2020 2021 2022 2023 2024 2025
ASN 23.8 26.4 28.5 30.1 32.1 34.8 37.5
No ASN 76.2 73.6 71.5 69.9 67.9 65.2 62.5
Not declared or assessed disabled 98.3 98.3 98.0 97.9 98.1 97.8 97.5
Declared or assessed disabled 1.7 1.7 2.0 2.1 1.9 2.2 2.5
White - Scottish 83.1 81.9 81.3 78.8 76.5 74.5 72.5
White - non-Scottish 8.9 9.3 9.4 11.2 12.2 13.0 13.6
Mixed or multiple ethnic groups 1.2 1.3 1.4 1.4 1.5 1.6 1.7
Asian - Indian 0.7 0.7 0.8 0.9 1.2 1.2 1.5
Asian - Pakistani 2.2 2.3 2.2 2.3 2.5 2.4 2.5
Asian - Chinese 0.5 0.6 0.5 0.7 0.8 0.9 1.1
Asian - Other 0.7 0.8 0.8 0.9 1.0 1.0 1.2
African / Black / Caribbean 1.1 1.3 1.5 1.7 1.9 2.5 3.0
All other categories 0.6 0.8 0.8 1.0 1.1 1.4 1.4
Not Disclosed / Not known 1.0 1.0 1.2 1.2 1.4 1.5 1.5

 

Higher entries by characteristics

Higher entries by age, sex, SIMD, and urban / rural classifications

The majority of entries for Higher are from candidates in the 15 to 18 age bracket, with year-on-year increases over time between 2019 to 2025.

The percentage of entries from female candidates at Higher in 2025 was 53.9% and from male candidates was 46.1%.

The percentages of candidate entries from SIMD 1 and SIMD 2 have increased in 2025 compared to 2024, with corresponding decreases in percentages from SIMD 3, SIMD 4 and SIMD 5. Historically, SIMD data has shown a greater percentage of Higher entries from candidates from the least deprived SIMD quintiles.

The percentage of candidate entries from Large Urban Areas has increased compared to historic levels. Large Urban Areas make up 41.3% of Higher entries in 2025 compared to 39.0% in 2019, with corresponding decreases in other urban / rural categories.

Table 4.1: The percentage of entries by age category (all candidates) for Higher, 2019 to 2025.
Age Category 2019 2020 2021 2022 2023 2024 2025
15 to 18 97.7 98.1 98.5 98.8 99.0 99.2 99.3
Below 15 [low] [low] [low] [low] [low] [low] [low]
Over 18 2.3 1.8 1.5 1.2 1.0 0.8 0.7

 

Table 4.2: The percentage of entries by sex (all candidates) for Higher, 2019 to 2025.
Sex 2019 2020 2021 2022 2023 2024 2025
Female 56.0 55.8 54.8 53.7 53.7 54.1 53.9
Male 44.0 44.2 45.2 46.3 46.3 45.9 46.1

 

Table 4.3: The percentage of entries by SIMD quintile (all candidates) for Higher, 2019 to 2025.
SIMD Quintile 2019 2020 2021 2022 2023 2024 2025
SIMD 1 13.6 13.3 13.4 13.8 13.8 14.0 14.5
SIMD 2 15.2 15.2 15.4 15.2 15.3 15.2 15.3
SIMD 3 18.2 18.4 18.3 18.0 17.6 17.5 17.5
SIMD 4 23.6 23.7 23.6 23.8 23.7 23.7 23.7
SIMD 5 29.4 29.3 29.2 29.3 29.6 29.6 29.0

 

Table 4.4: The percentage of entries by urban / rural classification (all candidates) for Higher, 2019 to 2025.
Urban/Rural Classification 2019 2020 2021 2022 2023 2024 2025
Accessible Rural 13.8 13.9 13.5 13.2 13.4 13.1 13.1
Accessible Small Towns 10.4 10.5 10.4 10.1 10.0 10.0 9.9
Large Urban Areas 39.0 38.8 38.8 40.0 40.2 41.1 41.3
Other Urban Areas 30.8 30.8 31.5 31.1 30.6 30.4 30.5
Remote Rural 4.4 4.3 4.2 4.1 4.1 3.9 3.9
Remote Small Towns 1.6 1.7 1.6 1.6 1.5 1.5 1.4

 

Higher entries by protected characteristics (EA schools only)

For Higher in 2025, the percentage of entries from EA candidates with ASN was 33.4%, an increase from 30.1% in 2024. Since 2019 the percentage of entries from EA school candidates with ASN has increased year-on-year, with corresponding decreases in candidates with no ASN identified via the Pupil Census.

The Pupil Census attributes the year-on-year increase as ‘likely due in part to continued improvements in recording and the introduction of the additional need types’, rather than any change in the population.

EA candidates declared or assessed disabled accounted have accounted for 1.3% to 2.2% of Higher entries since 2019.

The largest ethnicity category is White — Scottish, which makes up 71.9% of entries in 2025. In general, this percentage has declined year-on-year between 2019 and 2025 with corresponding increases in the other ethnicity categories.

Table 5: The percentage of entries by protected characteristics (EA schools only) for Higher, 2019 to 2025.
Characteristic 2019 2020 2021 2022 2023 2024 2025
ASN 19.0 21.6 23.7 25.2 27.1 30.1 33.4
No ASN 81.0 78.4 76.3 74.8 72.9 69.9 66.6
Not declared or assessed disabled 98.7 98.5 98.6 98.4 98.3 98.1 97.8
Declared or assessed disabled 1.3 1.5 1.4 1.6 1.7 1.9 2.2
White - Scottish 81.9 81.3 80.5 79.1 76.4 73.6 71.9
White - non-Scottish 8.8 9.2 9.4 9.7 11.5 12.6 13.1
Mixed or multiple ethnic groups 1.2 1.3 1.4 1.6 1.6 1.7 1.8
Asian - Indian 0.9 0.9 0.9 1.0 1.1 1.5 1.6
Asian - Pakistani 2.6 2.7 2.6 2.8 2.7 3.0 3.0
Asian - Chinese 0.7 0.7 0.8 0.8 0.9 1.1 1.3
Asian - Other 0.9 0.8 0.9 1.1 1.1 1.2 1.3
African / Black / Caribbean 1.2 1.3 1.5 1.8 2.1 2.5 3.2
All other categories 0.7 0.7 0.8 0.9 1.2 1.5 1.3
Not Disclosed / Not known 1.1 1.2 1.1 1.3 1.4 1.4 1.5

 

Advanced Higher entries by characteristics

Advanced Higher entries by age, sex, SIMD, and urban / rural classifications

The majority of Advanced Higher entries are from 15 to 18 year-olds in all years from 2019 to 2025.

For Advanced Higher in 2025, the percentage of entries from female candidates was 56.7% and from male candidates was 43.3%.

The percentages of candidate entries from SIMD 1, SIMD 2 and SIMD 4 have increased in 2025 compared to 2024, with corresponding decreases in percentages from SIMD 3 and SIMD 5. Historically, SIMD data has shown a greater percentage of Advanced Higher entries from candidates from the least deprived SIMD quintiles.

Table 6.1: The percentage of entries by age category (all candidates) for Advanced Higher, 2019 to 2025.
Age Category 2019 2020 2021 2022 2023 2024 2025
15 to 18 99.6 99.6 99.6 99.6 99.5 99.6 99.6
Below 15 [low] 0.0 [low] [low] [low] [low] [low]
Over 18 0.4 0.4 0.4 0.4 0.5 0.4 0.4

 

Table 6.2: The percentage of entries by sex (all candidates) for Advanced Higher, 2019 to 2025.
Sex 2019 2020 2021 2022 2023 2024 2025
Female 56.2 56.0 56.6 55.2 55.3 54.9 56.7
Male 43.8 44.0 43.4 44.8 44.7 45.1 43.3

 

Table 6.3: The percentage of entries by SIMD quintile (all candidates) for Advanced Higher, 2019 to 2025.
SIMD Quintile 2019 2020 2021 2022 2023 2024 2025
SIMD 1 8.1 8.6 8.4 8.9 9.4 9.1 9.5
SIMD 2 10.8 11.2 11.1 11.4 11.6 11.7 11.8
SIMD 3 16.6 15.7 16.9 16.5 16.0 15.7 15.5
SIMD 4 25.6 25.0 24.7 25.1 25.0 24.8 24.8
SIMD 5 39.0 39.5 38.8 38.1 38.0 38.6 38.3

 

Table 6.4: The percentage of entries by urban / rural classification (all candidates) for Advanced Higher, 2019 to 2025.
Urban/Rural Classification 2019 2020 2021 2022 2023 2024 2025
Accessible Rural 16.4 15.4 15.5 15.1 14.7 15.2 14.2
Accessible Small Towns 10.9 10.2 10.6 10.4 9.8 10.0 10.2
Large Urban Areas 39.7 41.7 40.4 40.2 43.5 43.6 45.7
Other Urban Areas 27.9 27.5 27.9 29.1 27.1 26.4 25.8
Remote Rural 3.8 4.2 4.3 4.1 3.9 3.7 3.2
Remote Small Towns 1.1 0.9 1.3 1.1 0.9 1.1 0.9

 

Advanced Higher entries by protected characteristics (EA schools only)

In 2025, the percentage of Advanced Higher entries from EA candidates with ASN was 29.9%. In 2024, the percentage of entries from candidates with ASN was 26.8%. Since 2019 the percentage of entries from EA school candidates with ASN has increased year-on-year, with corresponding decreases in candidates with no ASN identified via the Pupil Census.

The Pupil Census attributes the year-on-year increase as ‘likely due in part to continued improvements in recording and the introduction of the additional need types’, rather than any change in the population.

Between 2019 and 2025, the percentage of entries at Advanced Higher from EA candidates declared or assessed disabled has ranged from 1.1% to 1.9%.

The largest ethnicity category is White — Scottish, which makes up 67.0% of entries in 2025. In general, this percentage has declined year-on-year between 2019 and 2025 with corresponding increases in the other ethnicity categories.

Table 7: The percentage of entries by protected characteristics (EA schools only) for Advanced Higher, 2019 to 2025.
Characteristic 2019 2020 2021 2022 2023 2024 2025
ASN 16.9 19.0 21.0 22.5 24.3 26.8 29.9
No ASN 83.1 81.0 79.0 77.5 75.7 73.2 70.1
Not declared or assessed disabled 98.9 98.7 98.8 98.6 98.5 98.3 98.1
Declared or assessed disabled 1.1 1.3 1.2 1.4 1.5 1.7 1.9
White - Scottish 79.4 77.3 77.4 75.6 73.2 69.8 67.0
White - non-Scottish 10.3 11.1 11.6 11.6 12.0 14.7 15.1
Mixed or multiple ethnic groups 1.7 1.4 1.7 1.8 2.1 2.1 2.4
Asian - Indian 1.3 1.7 1.4 1.7 1.9 2.0 3.0
Asian - Pakistani 2.5 2.8 2.7 2.8 3.3 2.9 3.3
Asian - Chinese 1.3 1.3 1.0 1.5 1.5 1.7 2.2
Asian - Other 1.1 1.0 1.0 1.2 1.5 1.6 1.7
African / Black / Caribbean 0.9 1.3 1.2 1.5 1.9 2.3 2.6
All other categories 0.5 1.0 0.9 1.2 1.1 1.7 1.4
Not Disclosed / Not known 1.0 1.1 1.2 1.1 1.5 1.3 1.4

 

Distribution of 2025 attainment across different groups

Attainment by equalities characteristics is assessed in the sections below. As with other analyses undertaken in this report, historic attainment from 2019 to 2024 is provided for contextualisation of 2025 outcomes.

The discussion in this section focuses on grade A and grade A to C attainment rates.

Caution is advised in interpreting some of the percentage point changes for different groups over time. For some characteristics, the numbers used to calculate the grade breakdowns are small and likely to be more variable as a result.

Attainment by age

The majority of entries at National 5, Higher and Advanced Higher are from candidates aged between 15 and 18 for all years of the analysis.

Due to the small numbers of entries from candidates aged below 15 and above 18, there is limited equalities analysis that can be conducted on the age characteristic due to the risk of disclosing the identities and results of individual candidates. For this reason, further analyses of attainment by the age category are not undertaken in the rest of this report.

Attainment by sex

This section outlines 2025 attainment outcomes by legal sex. For context, 2019 to 2024 attainment outcomes are also provided.

National 5 grade distribution by sex

Female candidates’ A to C and A attainment rates are greater than those of male candidates at National 5 in each year in the period 2019 to 2024. This remains the case in 2025.

The A to C attainment rate for female candidates in 2025 was 80.4% (an increase of 1.0 percentage points from 79.4% in 2024) and for male candidates was 76.3% (an increase of 1.2 percentage points from 75.1% in 2024). The difference in A to C attainment between female and male candidates in 2025 was 4.1 percentage points. This is a decrease on the 2024 value of 4.3 percentage points.

The A attainment rate for female candidates had an increase of 1.1 percentage points from 42.6% in 2024 to 43.6% in 2025. Male candiates had an increase of 1.4 percentage points from 33.3% in 2024 to 34.7% in 2025. The difference in A attainment between female and male candidates in 2025 was 8.9 percentage points. This is a decrease on the 2024 value of 9.2 percentage points.

National 5 grade distribution by sex graphs

Note: The period between 2020 and 2021 indicates that alternative approaches to assessment, relying on teacher judgement, were used to award grades and allow learners to progress.

Figure 1.1: National 5 A and A to C attainment for female candidates, 2019 to 2025.

A A to C 0% 25% 50% 75% 100% 2019 2020 2021 2022 2023 2024 2025

 

Figure 1.2: National 5 A and A to C attainment for male candidates, 2019 to 2025.

A A to C 0% 25% 50% 75% 100% 2019 2020 2021 2022 2023 2024 2025

 

 

Table 8: National 5 grade distribution percentage by sex, 2019 to 2025.
Year Category A B C D N A to C
2019 Female 39.2 23.3 17.8 11.4 8.3 80.2
2019 Male 30.8 24.5 20.8 13.7 10.3 76.0
2020 Female 46.4 24.0 20.0 6.2 3.4 90.4
2020 Male 38.2 25.3 24.1 8.1 4.4 87.6
2021 Female 51.5 19.5 16.2 7.4 5.4 87.2
2021 Male 41.8 22.0 20.5 9.2 6.5 84.3
2022 Female 44.2 22.1 16.2 10.4 7.1 82.5
2022 Male 36.4 23.8 18.9 12.1 8.7 79.2
2023 Female 42.4 21.8 16.4 10.7 8.7 80.6
2023 Male 34.8 22.9 19.2 12.8 10.3 76.9
2024 Female 42.6 20.9 15.9 10.7 9.9 79.4
2024 Male 33.3 22.7 19.1 12.9 12.0 75.1
2025 Female 43.6 21.5 15.2 10.2 9.4 80.4
2025 Male 34.7 23.2 18.4 12.4 11.3 76.3

Data for 2019 to 2025 was produced by SQA based on August results day data.

 

Higher grade distribution by sex

Female candidates’ A to C and A attainment rates are greater than those of male candidates at Higher in each year in the period 2019 to 2024. This remains the case in 2025.

The A to C attainment rate for female candidates had an increase of 0.7 percentage points from 77.7% in 2024 to 78.4% in 2025. Male candiates had an increase of 1.5 percentage points from 71.5% in 2024 to 73.0% in 2025. The difference in A to C attainment between female and male candidates in 2025 was 5.4 percentage points. This is a decrease on the 2024 value of 6.2 percentage points.

In 2025, the A attainment rate for female candidates was 34.1%, an increase of 0.9 percentage points from 33.2% in 2024. Male candidates had an A attainment rate of 27.0% in 2025, an increase of 0.1 percentage points from 26.9% in 2024. The difference in A attainment between female and male candidates in 2025 was 7.1 percentage points. This is an increase on the 2024 value of 6.3 percentage points.

Higher grade distribution by sex graphs

Note: The period between 2020 and 2021 indicates that alternative approaches to assessment, relying on teacher judgement, were used to award grades and allow learners to progress.

Figure 2.1: Higher A and A to C attainment for female candidates, 2019 to 2025.

A A to C 0% 25% 50% 75% 100% 2019 2020 2021 2022 2023 2024 2025

 

Figure 2.2: Higher A and A to C attainment for male candidates, 2019 to 2025.

A A to C 0% 25% 50% 75% 100% 2019 2020 2021 2022 2023 2024 2025

 

 

Table 9: Higher grade distribution percentage by sex, 2019 to 2025.
Year Category A B C D N A to C
2019 Female 30.3 24.4 22.0 14.3 9.0 76.8
2019 Male 25.6 23.6 22.9 16.3 11.5 72.2
2020 Female 43.3 26.9 20.7 6.0 3.1 90.9
2020 Male 35.9 26.9 24.4 8.2 4.6 87.2
2021 Female 52.1 21.6 15.7 6.0 4.6 89.4
2021 Male 42.2 22.9 19.7 8.3 6.9 84.8
2022 Female 37.9 24.3 18.9 11.6 7.3 81.1
2022 Male 31.2 24.3 20.9 13.7 10.0 76.4
2023 Female 35.4 24.6 19.6 12.3 8.2 79.5
2023 Male 29.8 23.5 20.9 14.7 11.0 74.3
2024 Female 33.2 24.0 20.5 13.5 8.8 77.7
2024 Male 26.9 22.7 22.0 15.9 12.5 71.5
2025 Female 34.1 24.5 19.8 13.0 8.6 78.4
2025 Male 27.0 23.9 22.1 15.2 11.8 73.0

Data for 2019 to 2025 was produced by SQA based on August results day data.

 

Advanced Higher grade distribution by sex

Female candidates’ A to C and A attainment rates are greater than those of male candidates at Advanced Higher in each year in the period 2019 to 2024. This remains the case in 2025.

In 2025, the A to C attainment rate for female candidates was 79.1%, an increase of 1.0 percentage points from 78.1% in 2024. Male candidates had an A to C attainment rate of 73.5% in 2025, an increase of 1.6 percentage points from 71.8% in 2024. The difference in A to C attainment between female and male candidates in 2025 was 5.6 percentage points. This is a decrease on the 2024 value of 6.2 percentage points.

The A attainment rate for female candidates in 2025 was 31.6% (an increase of 1.3 percentage points from 30.2% in 2024) and for male candidates was 31.1% (an increase of 1.4 percentage points from 29.7% in 2024). The difference in A attainment between female and male candidates in 2025 was 0.5 percentage points. This is a decrease on the 2024 value of 0.6 percentage points.

Advanced Higher grade distribution by sex graphs

Note: The period between 2020 and 2021 indicates that alternative approaches to assessment, relying on teacher judgement, were used to award grades and allow learners to progress.

Figure 3.1: Advanced Higher A and A to C attainment for female candidates, 2019 to 2025.

A A to C 0% 25% 50% 75% 100% 2019 2020 2021 2022 2023 2024 2025

 

Figure 3.2: Advanced Higher A and A to C attainment for male candidates, 2019 to 2025.

A A to C 0% 25% 50% 75% 100% 2019 2020 2021 2022 2023 2024 2025

 

 

Table 10: Advanced Higher grade distribution percentage by sex, 2019 to 2025.
Year Category A B C D N A to C
2019 Female 32.0 25.8 23.6 8.2 10.4 81.4
2019 Male 31.5 23.8 21.5 8.5 14.6 76.8
2020 Female 47.6 29.1 17.8 3.8 1.7 94.4
2020 Male 44.8 26.1 20.5 5.6 3.0 91.4
2021 Female 53.2 23.8 15.2 4.7 3.1 92.2
2021 Male 48.1 22.6 17.0 6.6 5.8 87.6
2022 Female 34.6 27.1 22.2 11.3 4.9 83.9
2022 Male 32.6 24.7 20.8 13.1 8.7 78.1
2023 Female 33.8 26.5 21.9 12.3 5.5 82.2
2023 Male 31.9 24.3 20.6 13.6 9.6 76.8
2024 Female 30.2 24.7 23.2 14.1 7.9 78.1
2024 Male 29.7 22.0 20.2 15.2 12.9 71.8
2025 Female 31.6 25.0 22.6 13.3 7.6 79.1
2025 Male 31.1 22.1 20.3 14.0 12.6 73.5

Data for 2019 to 2025 was produced by SQA based on August results day data.

 

Attainment by SIMD quintile

This section outlines attainment outcomes by SIMD quintile from 2019 to 2025. Caution is advised in interpreting some of the percentage point changes for different SIMD quintiles over time. For example, the numbers used to calculate the grade distribution for Advanced Higher are small and likely to be more variable as a result.

National 5 grade distribution by SIMD quintile

For each year in the period 2019 to 2025, the A to C rate increases progressively from quintile 1 to quintile 5. In 2025, the difference in A to C attainment between the most deprived and least deprived quintiles was 16.6 percentage points. This is a decrease on the 2024 value of 17.2 percentage points. The difference in A to C rates between quintile 1 and quintile 5 across the years ranges from 8.0 to 17.2 percentage points.

For the years in the period 2019 to 2025, the National 5 A attainment rate generally increases progressively from SIMD quintile 1 (most deprived) to SIMD quintile 5 (least deprived). In 2025, the difference in A attainment between the most deprived and least deprived quintiles was 27.5 percentage points. This is a decrease on the 2024 value of 27.6 percentage points. In each of the years, candidates in quintile 5 achieved an A attainment rate of more than 25 percentage points above those in quintile 1.

National 5 grade distribution by SIMD quintile graphs

Note: The period between 2020 and 2021 indicates that alternative approaches to assessment, relying on teacher judgement, were used to award grades and allow learners to progress.

Figure 4.1: National 5 A and A to C attainment for SIMD 1 candidates, 2019 to 2025.

A A to C 0% 25% 50% 75% 100% 2019 2020 2021 2022 2023 2024 2025

 

Figure 4.2: National 5 A and A to C attainment for SIMD 2 candidates, 2019 to 2025.

A A to C 0% 25% 50% 75% 100% 2019 2020 2021 2022 2023 2024 2025

 

Figure 4.3: National 5 A and A to C attainment for SIMD 3 candidates, 2019 to 2025.

A A to C 0% 25% 50% 75% 100% 2019 2020 2021 2022 2023 2024 2025

 

Figure 4.4: National 5 A and A to C attainment for SIMD 4 candidates, 2019 to 2025.

A A to C 0% 25% 50% 75% 100% 2019 2020 2021 2022 2023 2024 2025

 

Figure 4.5: National 5 A and A to C attainment for SIMD 5 candidates, 2019 to 2025.

A A to C 0% 25% 50% 75% 100% 2019 2020 2021 2022 2023 2024 2025

 

 

Table 11.1: National 5 grade distribution percentage by SIMD quintile, 2019 to 2025.
Year Category A B C D N A to C
2019 SIMD 1 21.1 24.0 23.8 17.4 13.8 68.8
2019 SIMD 2 26.2 24.4 22.4 15.1 11.9 73.0
2019 SIMD 3 32.4 24.9 20.1 13.1 9.5 77.4
2019 SIMD 4 38.7 24.0 18.2 11.3 7.9 80.9
2019 SIMD 5 48.7 22.5 14.6 8.5 5.7 85.8
2020 SIMD 1 29.3 27.1 28.4 9.7 5.5 84.9
2020 SIMD 2 34.4 26.4 25.5 8.9 4.9 86.3
2020 SIMD 3 40.0 25.5 23.0 7.4 4.0 88.6
2020 SIMD 4 45.7 24.1 20.4 6.4 3.4 90.2
2020 SIMD 5 55.0 21.6 16.2 4.6 2.5 92.8
2021 SIMD 1 33.7 23.6 23.9 11.0 7.8 81.3
2021 SIMD 2 38.9 22.3 21.4 10.0 7.3 82.7
2021 SIMD 3 44.1 21.5 19.1 8.9 6.5 84.6
2021 SIMD 4 50.6 19.8 16.8 7.5 5.3 87.2
2021 SIMD 5 58.8 18.0 13.5 5.6 4.2 90.2
2022 SIMD 1 26.7 24.5 22.0 15.2 11.6 73.2
2022 SIMD 2 31.8 23.7 20.4 13.7 10.4 75.9
2022 SIMD 3 37.2 23.7 18.4 12.2 8.6 79.3
2022 SIMD 4 44.3 22.9 16.5 9.9 6.5 83.6
2022 SIMD 5 53.8 21.0 13.1 7.5 4.7 87.8
2023 SIMD 1 25.7 23.2 22.0 15.8 13.4 70.8
2023 SIMD 2 30.1 23.1 20.2 14.2 12.4 73.4
2023 SIMD 3 34.9 23.1 18.9 12.7 10.4 76.9
2023 SIMD 4 42.5 22.3 16.7 10.5 8.0 81.5
2023 SIMD 5 52.0 20.8 13.6 7.8 5.7 86.4
2024 SIMD 1 24.5 22.6 21.3 15.8 15.8 68.4
2024 SIMD 2 29.1 22.3 20.0 14.0 14.5 71.5
2024 SIMD 3 34.8 22.4 18.5 12.8 11.5 75.7
2024 SIMD 4 41.7 22.1 16.6 10.6 9.1 80.3
2024 SIMD 5 52.1 20.1 13.4 8.0 6.4 85.6
2025 SIMD 1 26.1 23.1 20.7 14.9 15.2 70.0
2025 SIMD 2 30.0 23.3 19.2 13.9 13.6 72.5
2025 SIMD 3 35.8 22.9 17.9 12.0 11.3 76.7
2025 SIMD 4 42.8 22.9 15.7 10.2 8.4 81.4
2025 SIMD 5 53.6 20.4 12.6 7.5 5.9 86.6

 

Table 11.2: National 5 percentage point difference in A and A to C attainment between SIMD quintile 1 and SIMD quintile 5. All percentage point differences are in favour of candidates in SIMD quintile 5 (least deprived).
Attainment 2019 2020 2021 2022 2023 2024 2025
A 27.6 pp 25.7 pp 25.1 pp 27.1 pp 26.4 pp 27.6 pp 27.5 pp
A to C 17.0 pp 8.0 pp 9.0 pp 14.6 pp 15.6 pp 17.2 pp 16.6 pp

 

Higher grade distribution by SIMD quintile

For each year in the period 2019 to 2025, the A to C rate increases progressively from quintile 1 to quintile 5. In 2025, the difference in A to C attainment between the most deprived and least deprived quintiles was 17.1 percentage points. This is a decrease on the 2024 value of 17.2 percentage points. The difference in A to C rates between quintile 1 and quintile 5 across the years ranges from 6.4 to 17.2 percentage points.

For the years in the period 2019 to 2025, the Higher A attainment rate generally increases progressively from SIMD quintile 1 (most deprived) to SIMD quintile 5 (least deprived). In 2025, the difference in A attainment between the most deprived and least deprived quintiles was 22.0 percentage points. This is a decrease on the 2024 value of 22.1 percentage points. In each of the years, candidates in quintile 5 achieved an A attainment rate of more than 20 percentage points above those in quintile 1.

Higher grade distribution by SIMD quintile graphs

Note: The period between 2020 and 2021 indicates that alternative approaches to assessment, relying on teacher judgement, were used to award grades and allow learners to progress.

Figure 5.1: Higher A and A to C attainment for SIMD 1 candidates, 2019 to 2025.

A A to C 0% 25% 50% 75% 100% 2019 2020 2021 2022 2023 2024 2025

 

Figure 5.2: Higher A and A to C attainment for SIMD 2 candidates, 2019 to 2025.

A A to C 0% 25% 50% 75% 100% 2019 2020 2021 2022 2023 2024 2025

 

Figure 5.3: Higher A and A to C attainment for SIMD 3 candidates, 2019 to 2025.

A A to C 0% 25% 50% 75% 100% 2019 2020 2021 2022 2023 2024 2025

 

Figure 5.4: Higher A and A to C attainment for SIMD 4 candidates, 2019 to 2025.

A A to C 0% 25% 50% 75% 100% 2019 2020 2021 2022 2023 2024 2025

 

Figure 5.5: Higher A and A to C attainment for SIMD 5 candidates, 2019 to 2025.

A A to C 0% 25% 50% 75% 100% 2019 2020 2021 2022 2023 2024 2025

 

 

Table 12.1: Higher grade distribution percentage by SIMD quintile, 2019 to 2025.
Year Category A B C D N A to C
2019 SIMD 1 16.5 22.4 26.0 20.3 14.8 64.9
2019 SIMD 2 20.0 23.1 25.3 18.7 12.8 68.5
2019 SIMD 3 25.1 24.2 23.7 16.3 10.7 73.0
2019 SIMD 4 30.0 24.9 22.0 14.0 9.1 76.9
2019 SIMD 5 38.4 24.6 18.8 11.2 7.0 81.8
2020 SIMD 1 28.8 28.3 28.5 9.2 5.1 85.6
2020 SIMD 2 32.1 28.3 26.3 8.8 4.6 86.6
2020 SIMD 3 37.7 27.5 23.4 7.4 4.0 88.6
2020 SIMD 4 41.9 26.8 21.3 6.4 3.6 90.0
2020 SIMD 5 49.0 25.4 17.6 5.2 2.8 92.0
2021 SIMD 1 35.6 24.6 22.9 9.4 7.5 83.1
2021 SIMD 2 39.4 23.8 21.1 8.7 6.8 84.4
2021 SIMD 3 44.7 23.0 18.4 7.6 6.3 86.1
2021 SIMD 4 49.7 22.1 16.3 6.8 5.2 88.0
2021 SIMD 5 57.7 19.7 13.6 4.9 4.2 91.0
2022 SIMD 1 22.1 23.6 24.5 17.6 12.2 70.2
2022 SIMD 2 26.4 24.4 22.5 15.4 11.4 73.3
2022 SIMD 3 30.7 24.8 21.4 13.8 9.4 76.8
2022 SIMD 4 37.6 24.8 19.1 11.3 7.1 81.6
2022 SIMD 5 45.3 23.8 16.0 9.0 5.9 85.1
2023 SIMD 1 20.0 23.6 24.5 18.4 13.6 68.0
2023 SIMD 2 24.5 23.8 22.7 16.4 12.6 71.0
2023 SIMD 3 29.4 24.5 21.3 14.7 10.1 75.2
2023 SIMD 4 34.9 24.5 19.7 12.5 8.5 79.1
2023 SIMD 5 43.3 23.9 16.7 9.7 6.4 84.0
2024 SIMD 1 18.7 21.6 24.8 19.9 15.0 65.1
2024 SIMD 2 21.8 22.8 23.9 17.8 13.7 68.5
2024 SIMD 3 26.8 23.6 22.3 15.6 11.6 72.8
2024 SIMD 4 32.1 24.1 20.8 13.7 9.3 77.0
2024 SIMD 5 40.7 23.8 17.7 10.7 7.1 82.2
2025 SIMD 1 19.2 22.6 24.4 18.7 15.1 66.1
2025 SIMD 2 23.3 23.9 22.8 17.4 12.7 70.0
2025 SIMD 3 27.0 24.9 22.2 15.1 10.8 74.1
2025 SIMD 4 32.8 24.8 20.5 13.1 8.8 78.2
2025 SIMD 5 41.2 24.5 17.6 10.1 6.7 83.2

 

Table 12.2: Higher percentage point difference in A and A to C attainment between SIMD quintile 1 and SIMD quintile 5. All percentage point differences are in favour of candidates in SIMD quintile 5 (least deprived).
Attainment 2019 2020 2021 2022 2023 2024 2025
A 22.0 pp 20.3 pp 22.1 pp 23.2 pp 23.3 pp 22.1 pp 22.0 pp
A to C 16.9 pp 6.4 pp 7.9 pp 15.0 pp 16.0 pp 17.2 pp 17.1 pp

 

Advanced Higher grade distribution by SIMD quintile

For each year in the period 2019 to 2025, the A to C rate increases progressively from quintile 1 to quintile 5. In 2025, the difference in A to C attainment between the most deprived and least deprived quintiles was 12.8 percentage points. This is a decrease on the 2024 value of 15.5 percentage points. The difference in A to C rates between quintile 1 and quintile 5 across the years ranges from 2.9 to 15.5 percentage points.

For the years in the period 2019 to 2025, the Advanced Higher A attainment rate generally increases progressively from SIMD quintile 1 (most deprived) to SIMD quintile 5 (least deprived). In 2025, the difference in A attainment between the most deprived and least deprived quintiles was 18.3 percentage points. This is a decrease on the 2024 value of 18.7 percentage points. In each of the years, candidates in quintile 5 achieved an A attainment rate of more than 15 percentage points above those in quintile 1.

Advanced Higher grade distribution by SIMD quintile graphs

Note: The period between 2020 and 2021 indicates that alternative approaches to assessment, relying on teacher judgement, were used to award grades and allow learners to progress.

Figure 6.1: Advanced Higher A and A to C attainment for SIMD 1 candidates, 2019 to 2025.

A A to C 0% 25% 50% 75% 100% 2019 2020 2021 2022 2023 2024 2025

 

Figure 6.2: Advanced Higher A and A to C attainment for SIMD 2 candidates, 2019 to 2025.

A A to C 0% 25% 50% 75% 100% 2019 2020 2021 2022 2023 2024 2025

 

Figure 6.3: Advanced Higher A and A to C attainment for SIMD 3 candidates, 2019 to 2025.

A A to C 0% 25% 50% 75% 100% 2019 2020 2021 2022 2023 2024 2025

 

Figure 6.4: Advanced Higher A and A to C attainment for SIMD 4 candidates, 2019 to 2025.

A A to C 0% 25% 50% 75% 100% 2019 2020 2021 2022 2023 2024 2025

 

Figure 6.5: Advanced Higher A and A to C attainment for SIMD 5 candidates, 2019 to 2025.

A A to C 0% 25% 50% 75% 100% 2019 2020 2021 2022 2023 2024 2025

 

 

Table 13.1: Advanced Higher grade distribution percentage by SIMD quintile, 2019 to 2025.
Year Category A B C D N A to C
2019 SIMD 1 22.2 22.5 25.7 9.8 19.8 70.4
2019 SIMD 2 25.3 23.5 25.0 10.6 15.7 73.7
2019 SIMD 3 27.9 24.6 24.3 9.8 13.3 76.9
2019 SIMD 4 30.7 25.5 23.5 8.2 12.1 79.7
2019 SIMD 5 37.7 25.6 20.4 7.0 9.4 83.6
2020 SIMD 1 36.0 29.8 25.5 6.0 2.6 91.4
2020 SIMD 2 38.6 30.2 21.6 6.5 3.1 90.4
2020 SIMD 3 43.2 29.6 20.1 4.6 2.6 92.9
2020 SIMD 4 45.2 28.7 19.1 4.6 2.5 93.0
2020 SIMD 5 52.3 25.6 16.3 3.9 1.9 94.2
2021 SIMD 1 37.9 27.5 21.7 7.5 5.4 87.1
2021 SIMD 2 42.0 25.5 18.6 7.7 6.3 86.1
2021 SIMD 3 47.1 25.3 16.9 6.4 4.3 89.3
2021 SIMD 4 49.6 23.6 16.6 5.4 4.8 89.8
2021 SIMD 5 58.7 20.8 13.2 4.2 3.1 92.6
2022 SIMD 1 20.5 26.3 26.1 17.9 9.2 72.9
2022 SIMD 2 24.1 24.0 25.4 16.3 10.2 73.5
2022 SIMD 3 30.2 24.8 23.9 13.8 7.4 78.8
2022 SIMD 4 33.6 26.9 21.6 11.7 6.2 82.1
2022 SIMD 5 41.0 26.7 18.3 9.1 4.8 86.1
2023 SIMD 1 22.4 24.7 25.6 17.8 9.5 72.7
2023 SIMD 2 25.7 23.5 23.2 17.8 9.8 72.5
2023 SIMD 3 27.8 26.2 23.8 14.1 8.1 77.8
2023 SIMD 4 32.4 26.3 21.6 12.4 7.3 80.3
2023 SIMD 5 40.0 25.6 18.6 10.1 5.7 84.2
2024 SIMD 1 18.4 21.2 25.6 19.0 15.8 65.2
2024 SIMD 2 20.9 22.1 23.8 18.7 14.6 66.7
2024 SIMD 3 25.7 23.9 23.6 16.1 10.7 73.2
2024 SIMD 4 29.6 23.5 22.5 14.4 10.1 75.6
2024 SIMD 5 37.1 24.4 19.2 12.0 7.4 80.7
2025 SIMD 1 20.1 21.7 26.7 16.8 14.7 68.4
2025 SIMD 2 21.4 23.9 25.7 16.5 12.6 70.9
2025 SIMD 3 26.6 24.6 22.1 15.3 11.3 73.3
2025 SIMD 4 31.8 23.9 21.7 13.1 9.5 77.4
2025 SIMD 5 38.3 23.9 19.0 11.5 7.3 81.2

 

Table 13.2: Advanced Higher percentage point difference in A and A to C attainment between SIMD quintile 1 and SIMD quintile 5. All percentage point differences are in favour of candidates in SIMD quintile 5 (least deprived).
Attainment 2019 2020 2021 2022 2023 2024 2025
A 15.5 pp 16.3 pp 20.8 pp 20.5 pp 17.6 pp 18.7 pp 18.3 pp
A to C 13.2 pp 2.9 pp 5.5 pp 13.2 pp 11.5 pp 15.5 pp 12.8 pp

 

Attainment by additional support needs (ASN)

National 5 grade distribution by additional support needs

In 2025, the A to C attainment rate for candidates with additional support needs was 72.1%. This was an increase of 1.7 percentage points from 70.4% in 2024. Candidates without additional support needs had an A to C attainment rate of 80.8% in 2025, an increase of 1.4 percentage points from 79.4% in 2024. The difference in A to C attainment between those with and without additional support needs in 2025 was 8.7 percentage points. This is a decrease on the 2024 value of 9.1 percentage points.

In 2025, the A attainment rate for candidates with additional support needs was 29.5%. This was an increase of 1.9 percentage points from 27.6% in 2024. Candidates without additional support needs had an A attainment rate of 42.1% in 2025, an increase of 1.6 percentage points from 40.5% in 2024. The difference in A attainment between those with and without additional support needs in 2025 was 12.6 percentage points. This is a decrease on the 2024 value of 12.9 percentage points.

National 5 grade distribution by additional support needs graphs

Note: The period between 2020 and 2021 indicates that alternative approaches to assessment, relying on teacher judgement, were used to award grades and allow learners to progress.

Figure 7.1: National 5 A and A to C attainment for candidates with additional support needs, 2019 to 2025.

A A to C 0% 25% 50% 75% 100% 2019 2020 2021 2022 2023 2024 2025

 

Figure 7.2: National 5 A and A to C attainment for candidates without additional support needs, 2019 to 2025.

A A to C 0% 25% 50% 75% 100% 2019 2020 2021 2022 2023 2024 2025

 

 

Table 14: National 5 grade distribution percentage by additional support needs, 2019 to 2025.
Year Category A B C D N A to C
2019 ASN 24.0 23.7 23.1 15.8 13.4 70.9
2019 No ASN 36.3 24.6 19.1 11.6 8.4 80.0
2020 ASN 30.5 25.9 27.9 9.9 5.8 84.3
2020 No ASN 44.1 24.9 21.0 6.6 3.4 90.0
2021 ASN 33.9 22.8 23.4 11.3 8.5 80.1
2021 No ASN 49.2 20.6 17.4 7.7 5.2 87.1
2022 ASN 29.3 23.6 21.2 14.6 11.3 74.1
2022 No ASN 42.2 23.4 16.9 10.5 7.0 82.5
2023 ASN 28.4 22.7 20.9 14.8 13.3 72.0
2023 No ASN 40.7 22.7 17.2 11.0 8.4 80.6
2024 ASN 27.6 22.1 20.6 14.8 14.8 70.4
2024 No ASN 40.5 22.2 16.7 10.9 9.6 79.4
2025 ASN 29.5 22.9 19.7 14.0 13.9 72.1
2025 No ASN 42.1 22.8 15.9 10.3 8.9 80.8

Data for 2019 is from Equalities Monitoring Report 2023 and was produced by Scottish Government based on December data. Data for 2020 to 2025 was produced by SQA based on August results day data.

 

Higher grade distribution by additional support needs

In 2025, the A to C attainment rate for candidates with additional support needs was 70.7%. This was an increase of 1.7 percentage points from 69.0% in 2024. Candidates without additional support needs had an A to C attainment rate of 76.9% in 2025, an increase of 1.3 percentage points from 75.7% in 2024. The difference in A to C attainment between those with and without additional support needs in 2025 was 6.2 percentage points. This is a decrease on the 2024 value of 6.7 percentage points.

In 2025, the A attainment rate for candidates with additional support needs was 24.4%. This was an increase of 1.2 percentage points from 23.2% in 2024. Candidates without additional support needs had an A attainment rate of 31.1% in 2025, an increase of 0.8 percentage points from 30.3% in 2024. The difference in A attainment between those with and without additional support needs in 2025 was 6.7 percentage points. This is a decrease on the 2024 value of 7.0 percentage points.

Higher grade distribution by additional support needs graphs

Note: The period between 2020 and 2021 indicates that alternative approaches to assessment, relying on teacher judgement, were used to award grades and allow learners to progress.

Figure 8.1: Higher A and A to C attainment for candidates with additional support needs, 2019 to 2025.

A A to C 0% 25% 50% 75% 100% 2019 2020 2021 2022 2023 2024 2025

 

Figure 8.2: Higher A and A to C attainment for candidates without additional support needs, 2019 to 2025.

A A to C 0% 25% 50% 75% 100% 2019 2020 2021 2022 2023 2024 2025

 

 

Table 15: Higher grade distribution percentage by additional support needs, 2019 to 2025.
Year Category A B C D N A to C
2019 ASN 20.3 22.8 24.8 18.6 13.4 67.9
2019 No ASN 27.8 24.6 22.9 15.1 9.7 75.3
2020 ASN 31.5 27.0 27.0 9.5 5.0 85.5
2020 No ASN 39.9 27.4 22.2 6.8 3.6 89.6
2021 ASN 37.7 23.3 21.9 9.2 7.9 82.9
2021 No ASN 48.1 22.6 17.2 6.9 5.2 87.9
2022 ASN 26.0 24.0 22.7 16.0 11.2 72.8
2022 No ASN 35.1 24.7 19.9 12.2 8.2 79.6
2023 ASN 24.7 23.4 22.9 16.8 12.2 71.0
2023 No ASN 32.9 24.7 20.2 13.1 9.1 77.8
2024 ASN 23.2 22.3 23.5 17.7 13.3 69.0
2024 No ASN 30.3 24.2 21.2 14.3 10.0 75.7
2025 ASN 24.4 23.4 22.9 16.7 12.6 70.7
2025 No ASN 31.1 24.9 20.9 13.6 9.5 76.9

Data for 2019 is from Equalities Monitoring Report 2023 and was produced by Scottish Government based on December data. Data for 2020 to 2025 was produced by SQA based on August results day data.

 

Advanced Higher grade distribution by additional support needs

In 2025, the A to C attainment rate for candidates with additional support needs was 72.0%. This was an increase of 1.5 percentage points from 70.5% in 2024. Candidates without additional support needs had an A to C attainment rate of 74.9% in 2025, an increase of 1.7 percentage points from 73.1% in 2024. The difference in A to C attainment between those with and without additional support needs in 2025 was 2.8 percentage points. This is an increase on the 2024 value of 2.6 percentage points.

In 2025, the A attainment rate for candidates with additional support needs was 25.5%. This was an increase of 0.9 percentage points from 24.6% in 2024. Candidates without additional support needs had an A attainment rate of 27.8% in 2025, an increase of 1.4 percentage points from 26.4% in 2024. The difference in A attainment between those with and without additional support needs in 2025 was 2.3 percentage points. This is an increase on the 2024 value of 1.8 percentage points.

Advanced Higher grade distribution by additional support needs graphs

Note: The period between 2020 and 2021 indicates that alternative approaches to assessment, relying on teacher judgement, were used to award grades and allow learners to progress.

Figure 9.1: Advanced Higher A and A to C attainment for candidates with additional support needs, 2019 to 2025.

A A to C 0% 25% 50% 75% 100% 2019 2020 2021 2022 2023 2024 2025

 

Figure 9.2: Advanced Higher A and A to C attainment for candidates without additional support needs, 2019 to 2025.

A A to C 0% 25% 50% 75% 100% 2019 2020 2021 2022 2023 2024 2025

 

 

Table 16: Advanced Higher grade distribution percentage by additional support needs, 2019 to 2025.
Year Category A B C D N A to C
2019 ASN 25.1 24.4 25.9 9.5 15.0 75.5
2019 No ASN 28.4 25.4 24.3 9.0 12.9 78.1
2020 ASN 38.2 29.4 23.1 6.5 2.9 90.7
2020 No ASN 42.8 29.0 20.6 5.0 2.6 92.4
2021 ASN 41.7 25.1 20.6 7.1 5.5 87.4
2021 No ASN 48.3 24.2 16.7 6.0 4.7 89.3
2022 ASN 27.0 25.8 24.9 14.2 8.1 77.7
2022 No ASN 30.7 26.6 22.5 13.0 7.2 79.8
2023 ASN 26.8 24.8 24.1 15.3 8.9 75.7
2023 No ASN 29.3 26.0 22.5 14.0 8.2 77.8
2024 ASN 24.6 22.2 23.7 17.0 12.5 70.5
2024 No ASN 26.4 23.7 23.0 15.8 11.0 73.1
2025 ASN 25.5 23.4 23.1 16.1 11.8 72.0
2025 No ASN 27.8 24.0 23.1 14.5 10.7 74.9

Data for 2019 is from Equalities Monitoring Report 2023 and was produced by Scottish Government based on December data. Data for 2020 to 2025 was produced by SQA based on August results day data.

 

Attainment by declared or assessed disabled status

This section outlines attainment outcomes by declared or assessed disabled status from 2019 to 2025

Caution is advised in interpreting some of the percentage point changes for different groups over time. For declared or assessed disabled entries, and in particular at Advanced Higher, the numbers used to calculate the percentage breakdowns for different levels are small and likely to be more variable as a result.

National 5 grade distribution by declared or assessed disabled status

In 2025, the A to C attainment rate for candidates who are declared or assessed disabled was 71.7%. This was an increase of 2.1 percentage points from 69.5% in 2024. Candidates who are not declared or assessed disabled had an A to C attainment rate of 77.7% in 2025, an increase of 1.3 percentage points from 76.4% in 2024. The difference in A to C attainment between those who are and those who are not declared or assessed disabled in 2025 was 6.0 percentage points. This is a decrease on the 2024 value of 6.9 percentage points.

In 2025, the A attainment rate for candidates who are declared or assessed disabled was 27.1%. This was an increase of 2.5 percentage points from 24.6% in 2024. Candidates who are not declared or assessed disabled had an A attainment rate of 37.6% in 2025, an increase of 1.4 percentage points from 36.3% in 2024. The difference in A attainment between those who are and those who are not declared or assessed disabled in 2025 was 10.5 percentage points. This is a decrease on the 2024 value of 11.6 percentage points.

National 5 grade distribution by declared or assessed disabled status graphs

Note: The period between 2020 and 2021 indicates that alternative approaches to assessment, relying on teacher judgement, were used to award grades and allow learners to progress.

Figure 10.1: National 5 A and A to C attainment for candidates who are declared or assessed disabled, 2019 to 2025.

A A to C 0% 25% 50% 75% 100% 2019 2020 2021 2022 2023 2024 2025

 

Figure 10.2: National 5 A and A to C attainment for candidates who are not declared or assessed disabled, 2019 to 2025.

A A to C 0% 25% 50% 75% 100% 2019 2020 2021 2022 2023 2024 2025

 

 

Table 17: National 5 grade distribution percentage by declared or assessed disabled status, 2019 to 2025.
Year Category A B C D N A to C
2019 Declared or assessed disabled 21.5 25.5 23.9 15.9 13.1 71.0
2019 Not declared or assessed disabled 33.5 24.4 20.0 12.5 9.5 78.0
2020 Declared or assessed disabled 30.0 25.6 30.4 9.4 4.7 86.0
2020 Not declared or assessed disabled 40.7 25.1 22.7 7.4 4.1 88.5
2021 Declared or assessed disabled 33.5 23.3 23.9 11.6 7.6 80.8
2021 Not declared or assessed disabled 45.1 21.2 19.0 8.6 6.1 85.2
2022 Declared or assessed disabled 29.4 23.8 21.1 15.4 10.3 74.3
2022 Not declared or assessed disabled 38.5 23.5 18.2 11.6 8.2 80.1
2023 Declared or assessed disabled 27.1 24.0 22.4 14.9 11.6 73.5
2023 Not declared or assessed disabled 36.9 22.7 18.3 12.1 9.9 77.9
2024 Declared or assessed disabled 24.6 23.0 21.9 16.0 14.5 69.5
2024 Not declared or assessed disabled 36.3 22.2 18.0 12.2 11.4 76.4
2025 Declared or assessed disabled 27.1 23.3 21.3 14.2 14.2 71.7
2025 Not declared or assessed disabled 37.6 22.8 17.2 11.6 10.7 77.7

Data for 2019 is from Equalities Monitoring Report 2023 and was produced by Scottish Government based on December data. Data for 2020 to 2025 was produced by SQA based on August results day data.

 

Higher grade distribution by declared or assessed disabled status

In 2025, the A to C attainment rate for candidates who are declared or assessed disabled was 68.8%. This was a decrease of 0.1 percentage points from 68.9% in 2024. Candidates who are not declared or assessed disabled had an A to C attainment rate of 75.0% in 2025, an increase of 1.2 percentage points from 73.7% in 2024. The difference in A to C attainment between those who are and those who are not declared or assessed disabled in 2025 was 6.2 percentage points. This is an increase on the 2024 value of 4.9 percentage points.

In 2025, the A attainment rate for candidates who are declared or assessed disabled was 21.4%. This was a decrease of 0.2 percentage points from 21.7% in 2024. Candidates who are not declared or assessed disabled had an A attainment rate of 29.1% in 2025, an increase of 0.8 percentage points from 28.3% in 2024. The difference in A attainment between those who are and those who are not declared or assessed disabled in 2025 was 7.6 percentage points. This is an increase on the 2024 value of 6.6 percentage points.

Higher grade distribution by declared or assessed disabled status graphs

Note: The period between 2020 and 2021 indicates that alternative approaches to assessment, relying on teacher judgement, were used to award grades and allow learners to progress.

Figure 11.1: Higher A and A to C attainment for candidates who are declared or assessed disabled, 2019 to 2025.

A A to C 0% 25% 50% 75% 100% 2019 2020 2021 2022 2023 2024 2025

 

Figure 11.2: Higher A and A to C attainment for candidates who are not declared or assessed disabled, 2019 to 2025.

A A to C 0% 25% 50% 75% 100% 2019 2020 2021 2022 2023 2024 2025

 

 

Table 18: Higher grade distribution percentage by declared or assessed disabled status, 2019 to 2025.
Year Category A B C D N A to C
2019 Declared or assessed disabled 19.7 23.3 25.3 19.9 11.9 68.2
2019 Not declared or assessed disabled 26.4 24.3 23.2 15.7 10.4 74.0
2020 Declared or assessed disabled 31.2 26.4 28.9 9.3 4.2 86.5
2020 Not declared or assessed disabled 38.2 27.4 23.2 7.3 3.9 88.8
2021 Declared or assessed disabled 35.0 24.7 22.2 10.6 7.6 81.8
2021 Not declared or assessed disabled 45.8 22.7 18.2 7.4 5.8 86.8
2022 Declared or assessed disabled 25.9 24.1 23.1 16.6 10.4 73.0
2022 Not declared or assessed disabled 32.9 24.5 20.5 13.1 8.9 78.0
2023 Declared or assessed disabled 25.6 24.9 21.1 17.0 11.3 71.6
2023 Not declared or assessed disabled 30.8 24.4 20.9 14.0 9.9 76.1
2024 Declared or assessed disabled 21.7 22.2 25.0 18.3 12.9 68.9
2024 Not declared or assessed disabled 28.3 23.6 21.8 15.3 11.0 73.7
2025 Declared or assessed disabled 21.4 23.2 24.2 18.6 12.6 68.8
2025 Not declared or assessed disabled 29.1 24.4 21.5 14.6 10.5 75.0

Data for 2019 is from Equalities Monitoring Report 2023 and was produced by Scottish Government based on December data. Data for 2020 to 2025 was produced by SQA based on August results day data.

 

Advanced Higher grade distribution by declared or assessed disabled status

In 2025, the A to C attainment rate for candidates who are declared or assessed disabled was 75.3%. This was an increase of 3.9 percentage points from 71.4% in 2024. Candidates who are not declared or assessed disabled had an A to C attainment rate of 74.0% in 2025, an increase of 1.5 percentage points from 72.4% in 2024. The difference in A to C attainment between those who are and those who are not declared or assessed disabled in 2025 was 1.3 percentage points. This is an increase on the 2024 value of 1.1 percentage points.

In 2025, the A attainment rate for candidates who are declared or assessed disabled was 29.4%. This was an increase of 2.4 percentage points from 26.9% in 2024. Candidates who are not declared or assessed disabled had an A attainment rate of 27.1% in 2025, an increase of 1.2 percentage points from 25.9% in 2024. The difference in A attainment between those who are and those who are not declared or assessed disabled in 2025 was 2.3 percentage points. This is an increase on the 2024 value of 1.0 percentage points.

Advanced Higher grade distribution by declared or assessed disabled status graphs

Note: The period between 2020 and 2021 indicates that alternative approaches to assessment, relying on teacher judgement, were used to award grades and allow learners to progress.

Figure 12.1: Advanced Higher A and A to C attainment for candidates who are declared or assessed disabled, 2019 to 2025.

A A to C 0% 25% 50% 75% 100% 2019 2020 2021 2022 2023 2024 2025

 

Figure 12.2: Advanced Higher A and A to C attainment for candidates who are not declared or assessed disabled, 2019 to 2025.

A A to C 0% 25% 50% 75% 100% 2019 2020 2021 2022 2023 2024 2025

 

 

Table 19: Advanced Higher grade distribution percentage by declared or assessed disabled status, 2019 to 2025.
Year Category A B C D N A to C
2019 Declared or assessed disabled 22.7 21.8 28.0 8.9 18.7 72.4
2019 Not declared or assessed disabled 27.9 25.3 24.6 9.1 13.2 77.7
2020 Declared or assessed disabled 41.3 27.6 22.4 6.3 2.4 91.3
2020 Not declared or assessed disabled 42.0 29.1 21.0 5.2 2.7 92.1
2021 Declared or assessed disabled 42.6 26.4 17.7 6.1 7.2 86.6
2021 Not declared or assessed disabled 47.0 24.4 17.6 6.2 4.9 88.9
2022 Declared or assessed disabled 30.4 24.8 22.4 16.1 6.2 77.6
2022 Not declared or assessed disabled 29.8 26.4 23.1 13.3 7.4 79.3
2023 Declared or assessed disabled 29.5 25.0 22.5 16.0 7.0 77.0
2023 Not declared or assessed disabled 28.7 25.7 22.9 14.3 8.4 77.3
2024 Declared or assessed disabled 26.9 22.8 21.6 16.6 12.0 71.4
2024 Not declared or assessed disabled 25.9 23.3 23.2 16.1 11.4 72.4
2025 Declared or assessed disabled 29.4 23.2 22.8 14.3 10.4 75.3
2025 Not declared or assessed disabled 27.1 23.8 23.1 15.0 11.0 74.0

Data for 2019 is from Equalities Monitoring Report 2023 and was produced by Scottish Government based on December data. Data for 2020 to 2025 was produced by SQA based on August results day data.

 

Attainment by urban / rural classification

Urban / rural grade breakdowns of attainment have historically been more variable over time and across levels than the other equalities categories in this analysis. In general, however, where one group had higher attainment than another historically, this remained the case in 2025.

Caution is advised in interpreting some of the percentage point changes for different groups over time. For some characteristics, such as remote small towns, the numbers used to calculate the grade breakdowns for different levels are small and likely to be more variable as a result.

National 5 grade distribution by urban / rural classification

National 5 grade distribution by urban / rural classification graphs

Note: The period between 2020 and 2021 indicates that alternative approaches to assessment, relying on teacher judgement, were used to award grades and allow learners to progress.

Figure 13.1: National 5 A and A to C attainment for Large Urban Areas candidates, 2019 to 2025.

A A to C 0% 25% 50% 75% 100% 2019 2020 2021 2022 2023 2024 2025

 

Figure 13.2: National 5 A and A to C attainment for Other Urban Areas candidates, 2019 to 2025.

A A to C 0% 25% 50% 75% 100% 2019 2020 2021 2022 2023 2024 2025

 

Figure 13.3: National 5 A and A to C attainment for Accessible Small Towns candidates, 2019 to 2025.

A A to C 0% 25% 50% 75% 100% 2019 2020 2021 2022 2023 2024 2025

 

Figure 13.4: National 5 A and A to C attainment for Remote Small Towns candidates, 2019 to 2025.

A A to C 0% 25% 50% 75% 100% 2019 2020 2021 2022 2023 2024 2025

 

Figure 13.5: National 5 A and A to C attainment for Accessible Rural candidates, 2019 to 2025.

A A to C 0% 25% 50% 75% 100% 2019 2020 2021 2022 2023 2024 2025

 

Figure 13.6: National 5 A and A to C attainment for Remote Rural candidates, 2019 to 2025.

A A to C 0% 25% 50% 75% 100% 2019 2020 2021 2022 2023 2024 2025

 

 

Table 20: National 5 grade distribution percentage by urban / rural classification, 2019 to 2025.
Year Category A B C D N A to C
2019 Accessible Rural 37.8 24.1 18.4 11.6 8.1 80.3
2019 Accessible Small Towns 35.4 24.3 19.1 12.5 8.7 78.8
2019 Large Urban Areas 37.3 23.1 18.7 12.0 8.9 79.1
2019 Other Urban Areas 31.7 24.2 20.2 13.4 10.4 76.1
2019 Remote Rural 34.2 25.3 19.1 12.7 8.8 78.6
2019 Remote Small Towns 28.0 25.5 21.0 14.2 11.3 74.5
2020 Accessible Rural 44.7 24.0 21.1 6.6 3.5 89.9
2020 Accessible Small Towns 42.1 24.8 22.1 7.2 3.7 89.0
2020 Large Urban Areas 44.3 24.3 21.2 6.7 3.5 89.8
2020 Other Urban Areas 39.6 24.9 23.1 7.8 4.7 87.6
2020 Remote Rural 42.2 26.0 22.1 6.8 3.0 90.3
2020 Remote Small Towns 34.9 26.8 25.3 9.0 4.0 87.0
2021 Accessible Rural 48.0 20.2 17.4 8.4 6.0 85.7
2021 Accessible Small Towns 45.5 21.0 19.0 8.5 6.0 85.5
2021 Large Urban Areas 49.3 20.0 17.3 7.7 5.9 86.5
2021 Other Urban Areas 44.0 21.4 19.8 8.8 6.0 85.1
2021 Remote Rural 46.4 22.4 17.9 7.9 5.4 86.7
2021 Remote Small Towns 37.6 22.0 20.8 10.9 8.7 80.4
2022 Accessible Rural 43.1 22.6 16.7 10.5 7.0 82.5
2022 Accessible Small Towns 40.2 23.0 18.1 11.1 7.6 81.3
2022 Large Urban Areas 43.1 22.4 16.6 10.3 7.6 82.1
2022 Other Urban Areas 36.5 23.6 18.6 12.4 8.9 78.7
2022 Remote Rural 39.1 24.1 18.2 11.3 7.3 81.4
2022 Remote Small Towns 30.4 24.3 20.7 15.0 9.7 75.4
2023 Accessible Rural 40.3 22.4 17.2 11.2 8.8 80.0
2023 Accessible Small Towns 37.5 22.8 18.2 12.0 9.5 78.5
2023 Large Urban Areas 42.3 21.6 16.7 10.7 8.7 80.6
2023 Other Urban Areas 34.8 22.8 18.8 12.9 10.7 76.4
2023 Remote Rural 35.0 24.3 19.5 12.3 8.9 78.8
2023 Remote Small Towns 29.4 22.6 21.5 14.4 12.1 73.5
2024 Accessible Rural 40.3 21.7 16.9 11.3 9.8 78.9
2024 Accessible Small Towns 36.9 22.1 17.8 12.1 11.1 76.8
2024 Large Urban Areas 41.0 21.1 16.5 11.2 10.2 78.7
2024 Other Urban Areas 34.4 22.4 18.6 12.5 12.1 75.4
2024 Remote Rural 35.3 23.0 18.5 12.4 10.8 76.8
2024 Remote Small Towns 27.3 22.6 19.8 15.0 15.3 69.7
2025 Accessible Rural 40.7 22.6 16.4 10.8 9.5 79.6
2025 Accessible Small Towns 38.7 22.5 17.2 11.4 10.2 78.4
2025 Large Urban Areas 42.5 21.4 15.7 10.5 9.9 79.6
2025 Other Urban Areas 35.2 23.3 17.9 12.3 11.2 76.5
2025 Remote Rural 36.7 23.6 18.0 11.7 9.9 78.4
2025 Remote Small Towns 30.3 21.8 19.8 14.0 14.0 72.0

Data for 2019 to 2025 was produced by SQA based on August results day data.

 

Higher grade distribution by urban / rural classification

Higher grade distribution by urban / rural classification graphs

Note: The period between 2020 and 2021 indicates that alternative approaches to assessment, relying on teacher judgement, were used to award grades and allow learners to progress.

Figure 14.1: Higher A and A to C attainment for Large Urban Areas candidates, 2019 to 2025.

A A to C 0% 25% 50% 75% 100% 2019 2020 2021 2022 2023 2024 2025

 

Figure 14.2: Higher A and A to C attainment for Other Urban Areas candidates, 2019 to 2025.

A A to C 0% 25% 50% 75% 100% 2019 2020 2021 2022 2023 2024 2025

 

Figure 14.3: Higher A and A to C attainment for Accessible Small Towns candidates, 2019 to 2025.

A A to C 0% 25% 50% 75% 100% 2019 2020 2021 2022 2023 2024 2025

 

Figure 14.4: Higher A and A to C attainment for Remote Small Towns candidates, 2019 to 2025.

A A to C 0% 25% 50% 75% 100% 2019 2020 2021 2022 2023 2024 2025

 

Figure 14.5: Higher A and A to C attainment for Accessible Rural candidates, 2019 to 2025.

A A to C 0% 25% 50% 75% 100% 2019 2020 2021 2022 2023 2024 2025

 

Figure 14.6: Higher A and A to C attainment for Remote Rural candidates, 2019 to 2025.

A A to C 0% 25% 50% 75% 100% 2019 2020 2021 2022 2023 2024 2025

 

 

Table 21: Higher grade distribution percentage by urban / rural classification, 2019 to 2025.
Year Category A B C D N A to C
2019 Accessible Rural 30.9 24.7 21.8 13.9 8.7 77.4
2019 Accessible Small Towns 28.2 24.2 22.6 15.3 9.7 75.1
2019 Large Urban Areas 30.8 23.9 21.3 14.3 9.7 76.0
2019 Other Urban Areas 24.4 23.9 23.7 16.5 11.5 72.0
2019 Remote Rural 26.2 24.9 24.1 15.7 9.1 75.2
2019 Remote Small Towns 20.0 23.9 25.0 19.1 12.0 68.9
2020 Accessible Rural 41.0 27.2 21.8 6.5 3.6 90.0
2020 Accessible Small Towns 40.6 27.1 22.0 6.9 3.4 89.7
2020 Large Urban Areas 42.3 26.2 21.2 6.6 3.7 89.7
2020 Other Urban Areas 36.6 27.4 24.0 7.8 4.3 88.0
2020 Remote Rural 41.3 28.0 21.5 6.3 2.9 90.7
2020 Remote Small Towns 32.3 29.3 27.2 8.1 3.1 88.8
2021 Accessible Rural 49.5 21.8 16.4 6.9 5.4 87.7
2021 Accessible Small Towns 47.3 23.1 17.6 6.7 5.3 88.0
2021 Large Urban Areas 49.6 21.4 16.8 6.6 5.6 87.8
2021 Other Urban Areas 44.9 22.8 18.8 7.6 5.9 86.5
2021 Remote Rural 46.9 22.6 17.8 7.4 5.3 87.3
2021 Remote Small Towns 40.9 23.0 19.9 9.2 7.0 83.8
2022 Accessible Rural 36.1 25.3 19.4 11.8 7.4 80.8
2022 Accessible Small Towns 33.3 25.1 20.3 13.0 8.3 78.7
2022 Large Urban Areas 37.7 23.6 18.8 11.7 8.2 80.1
2022 Other Urban Areas 31.6 24.4 20.9 13.6 9.6 76.8
2022 Remote Rural 33.0 25.2 20.9 12.9 8.0 79.1
2022 Remote Small Towns 26.7 24.0 23.7 15.5 10.1 74.4
2023 Accessible Rural 34.8 24.2 19.7 12.7 8.6 78.7
2023 Accessible Small Towns 32.9 24.4 20.5 13.4 8.8 77.8
2023 Large Urban Areas 35.2 23.7 19.3 12.7 9.1 78.2
2023 Other Urban Areas 29.4 24.4 21.3 14.4 10.6 75.1
2023 Remote Rural 30.7 24.7 21.8 14.1 8.8 77.2
2023 Remote Small Towns 24.6 23.1 23.0 17.5 11.8 70.7
2024 Accessible Rural 31.5 24.4 21.0 13.6 9.5 76.9
2024 Accessible Small Towns 29.9 24.0 21.2 14.4 10.5 75.1
2024 Large Urban Areas 33.5 22.8 20.1 13.8 9.8 76.4
2024 Other Urban Areas 26.5 23.6 22.3 15.9 11.6 72.4
2024 Remote Rural 26.0 24.1 22.2 16.0 11.7 72.3
2024 Remote Small Towns 20.5 21.7 25.7 18.5 13.7 67.8
2025 Accessible Rural 33.9 24.6 19.8 13.0 8.6 78.4
2025 Accessible Small Towns 30.0 24.6 21.4 14.1 9.9 76.1
2025 Large Urban Areas 33.3 23.7 19.9 13.3 9.9 76.8
2025 Other Urban Areas 27.3 24.6 22.2 15.0 10.8 74.2
2025 Remote Rural 27.3 25.0 22.4 15.6 9.7 74.7
2025 Remote Small Towns 20.2 24.3 22.4 18.9 14.2 66.8

Data for 2019 to 2025 was produced by SQA based on August results day data.

 

Advanced Higher grade distribution by urban / rural classification

Advanced Higher grade distribution by urban / rural classification graphs

Note: The period between 2020 and 2021 indicates that alternative approaches to assessment, relying on teacher judgement, were used to award grades and allow learners to progress.

Figure 15.1: Advanced Higher A and A to C attainment for Large Urban Areas candidates, 2019 to 2025.

A A to C 0% 25% 50% 75% 100% 2019 2020 2021 2022 2023 2024 2025

 

Figure 15.2: Advanced Higher A and A to C attainment for Other Urban Areas candidates, 2019 to 2025.

A A to C 0% 25% 50% 75% 100% 2019 2020 2021 2022 2023 2024 2025

 

Figure 15.3: Advanced Higher A and A to C attainment for Accessible Small Towns candidates, 2019 to 2025.

A A to C 0% 25% 50% 75% 100% 2019 2020 2021 2022 2023 2024 2025

 

Figure 15.4: Advanced Higher A and A to C attainment for Remote Small Towns candidates, 2019 to 2025.

A A to C 0% 25% 50% 75% 100% 2019 2020 2021 2022 2023 2024 2025

 

Figure 15.5: Advanced Higher A and A to C attainment for Accessible Rural candidates, 2019 to 2025.

A A to C 0% 25% 50% 75% 100% 2019 2020 2021 2022 2023 2024 2025

 

Figure 15.6: Advanced Higher A and A to C attainment for Remote Rural candidates, 2019 to 2025.

A A to C 0% 25% 50% 75% 100% 2019 2020 2021 2022 2023 2024 2025

 

 

Table 22: Advanced Higher grade distribution percentage by urban / rural classification, 2019 to 2025.
Year Category A B C D N A to C
2019 Accessible Rural 31.7 25.6 23.4 8.1 11.1 80.8
2019 Accessible Small Towns 29.8 25.6 23.9 8.6 12.1 79.3
2019 Large Urban Areas 36.2 24.9 21.0 7.5 10.4 82.1
2019 Other Urban Areas 26.1 24.0 24.6 9.7 15.7 74.6
2019 Remote Rural 31.6 28.1 21.1 8.1 11.1 80.8
2019 Remote Small Towns 27.9 21.9 23.4 10.9 15.8 73.2
2020 Accessible Rural 46.6 27.9 19.2 4.2 2.2 93.6
2020 Accessible Small Towns 43.7 29.6 19.5 4.6 2.6 92.8
2020 Large Urban Areas 50.4 26.1 17.1 4.4 2.0 93.6
2020 Other Urban Areas 40.9 29.4 21.7 5.1 2.8 92.0
2020 Remote Rural 45.4 30.0 17.7 5.1 1.9 93.0
2020 Remote Small Towns 34.7 32.4 23.4 6.8 2.7 90.5
2021 Accessible Rural 49.3 24.3 16.1 6.1 4.2 89.7
2021 Accessible Small Towns 50.1 23.4 16.6 6.1 3.8 90.1
2021 Large Urban Areas 55.6 22.1 13.7 4.7 3.9 91.4
2021 Other Urban Areas 46.5 24.5 18.2 6.1 4.7 89.2
2021 Remote Rural 46.5 23.0 18.4 6.5 5.6 87.9
2021 Remote Small Towns 36.7 25.5 23.8 6.6 7.4 86.0
2022 Accessible Rural 34.8 26.3 20.9 11.8 6.1 82.1
2022 Accessible Small Towns 32.2 25.8 22.2 12.5 7.3 80.3
2022 Large Urban Areas 38.0 26.1 19.8 10.8 5.3 83.9
2022 Other Urban Areas 27.6 26.0 23.7 14.2 8.6 77.2
2022 Remote Rural 32.9 26.6 24.6 10.1 5.9 84.1
2022 Remote Small Towns 30.0 24.3 20.3 16.7 8.7 74.7
2023 Accessible Rural 33.1 26.8 21.0 12.6 6.5 80.9
2023 Accessible Small Towns 28.8 25.8 22.6 14.0 8.7 77.3
2023 Large Urban Areas 37.7 25.2 19.5 11.6 6.0 82.4
2023 Other Urban Areas 26.9 25.5 23.7 14.6 9.3 76.2
2023 Remote Rural 29.6 26.4 23.5 13.2 7.3 79.5
2023 Remote Small Towns 29.1 21.7 24.0 18.2 7.0 74.8
2024 Accessible Rural 30.5 23.7 22.2 14.2 9.4 76.3
2024 Accessible Small Towns 26.2 23.3 23.7 16.0 10.8 73.2
2024 Large Urban Areas 33.8 23.9 20.2 13.1 9.0 77.9
2024 Other Urban Areas 24.9 23.0 23.1 16.6 12.3 71.1
2024 Remote Rural 27.7 23.0 24.1 15.8 9.5 74.8
2024 Remote Small Towns 21.4 19.7 29.9 17.1 11.8 71.1
2025 Accessible Rural 32.3 24.0 21.4 13.2 9.0 77.7
2025 Accessible Small Towns 27.8 24.2 21.9 15.7 10.4 73.9
2025 Large Urban Areas 34.9 23.9 20.5 11.9 8.8 79.3
2025 Other Urban Areas 26.1 23.5 22.9 15.9 11.5 72.6
2025 Remote Rural 26.9 23.4 26.2 15.2 8.2 76.6
2025 Remote Small Towns 26.4 20.7 22.4 13.4 17.1 69.5

Data for 2019 to 2025 was produced by SQA based on August results day data.

 

Attainment by ethnicity

In general, where one group had higher attainment than another group historically, this remained the case in 2025. For example in 2025, as in several previous years, the A rate and A to C rate was greater for Asian — Chinese compared to other ethnicity groupings.

Caution is advised in interpreting some of the percentage point changes for different groups over time. For most ethnicity groups (except White — Scottish and White — non-Scottish), the numbers used to calculate the percentage breakdowns for each of the different levels are small and likely to be more variable as a result.

National 5 grade distribution by ethnicity

National 5 grade distribution by ethnicity graphs

Note: The period between 2020 and 2021 indicates that alternative approaches to assessment, relying on teacher judgement, were used to award grades and allow learners to progress.

Figure 16.1: National 5 A and A to C attainment for African / Black / Caribbean candidates, 2019 to 2025.

A A to C 0% 25% 50% 75% 100% 2019 2020 2021 2022 2023 2024 2025

 

Figure 16.2: National 5 A and A to C attainment for candidates from all other categories, 2019 to 2025.

A A to C 0% 25% 50% 75% 100% 2019 2020 2021 2022 2023 2024 2025

 

Figure 16.3: National 5 A and A to C attainment for Asian - Chinese candidates, 2019 to 2025.

A A to C 0% 25% 50% 75% 100% 2019 2020 2021 2022 2023 2024 2025

 

Figure 16.4: National 5 A and A to C attainment for Asian - Indian candidates, 2019 to 2025.

A A to C 0% 25% 50% 75% 100% 2019 2020 2021 2022 2023 2024 2025

 

Figure 16.5: National 5 A and A to C attainment for Asian - Other candidates, 2019 to 2025.

A A to C 0% 25% 50% 75% 100% 2019 2020 2021 2022 2023 2024 2025

 

Figure 16.6: National 5 A and A to C attainment for Asian - Pakistani candidates, 2019 to 2025.

A A to C 0% 25% 50% 75% 100% 2019 2020 2021 2022 2023 2024 2025

 

Figure 16.7: National 5 A and A to C attainment for candidates from mixed or multiple ethnic groups, 2019 to 2025.

A A to C 0% 25% 50% 75% 100% 2019 2020 2021 2022 2023 2024 2025

 

Figure 16.8: National 5 A and A to C attainment for candidates whose ethnicity was not disclosed or not known, 2019 to 2025.

A A to C 0% 25% 50% 75% 100% 2019 2020 2021 2022 2023 2024 2025

 

Figure 16.9: National 5 A and A to C attainment for White - non-Scottish candidates, 2019 to 2025.

A A to C 0% 25% 50% 75% 100% 2019 2020 2021 2022 2023 2024 2025

 

Figure 16.10: National 5 A and A to C attainment for White - Scottish candidates, 2019 to 2025.

A A to C 0% 25% 50% 75% 100% 2019 2020 2021 2022 2023 2024 2025

 

 

Table 23: National 5 grade distribution percentage by ethnicity, 2019 to 2025.
Year Category A B C D N A to C
2019 African / Black / Caribbean 28.4 23.7 22.8 14.3 10.8 74.9
2019 All other categories 33.8 21.3 20.0 13.3 11.6 75.1
2019 Asian - Chinese 53.1 21.8 14.0 6.8 4.4 88.9
2019 Asian - Indian 44.9 21.8 16.6 10.2 6.5 83.3
2019 Asian - Other 35.0 23.6 21.5 12.7 7.1 80.2
2019 Asian - Pakistani 33.8 24.1 21.5 11.9 8.7 79.4
2019 Mixed or multiple ethnic groups 42.2 22.8 17.0 10.7 7.3 82.0
2019 Not Disclosed / Not known 28.1 24.7 21.8 15.3 10.0 74.7
2019 White - Scottish 32.8 24.6 20.2 12.7 9.7 77.6
2019 White - non-Scottish 35.7 24.1 18.7 11.9 9.5 78.6
2020 African / Black / Caribbean 37.9 24.6 24.2 8.9 4.4 86.7
2020 All other categories 41.0 23.2 22.9 8.4 4.5 87.1
2020 Asian - Chinese 61.3 20.1 13.8 3.4 1.3 95.2
2020 Asian - Indian 53.7 21.8 16.4 4.9 3.3 91.9
2020 Asian - Other 41.7 25.9 22.2 6.7 3.5 89.7
2020 Asian - Pakistani 39.3 25.3 22.9 8.0 4.5 87.5
2020 Mixed or multiple ethnic groups 47.6 24.3 18.3 6.0 3.8 90.2
2020 Not Disclosed / Not known 34.7 25.2 25.9 8.9 5.3 85.8
2020 White - Scottish 40.1 25.2 23.1 7.5 4.1 88.4
2020 White - non-Scottish 42.0 25.0 21.8 7.3 3.9 88.8
2021 African / Black / Caribbean 42.1 21.5 19.2 9.5 7.6 82.8
2021 All other categories 41.7 19.7 20.7 9.3 8.6 82.2
2021 Asian - Chinese 68.4 14.7 10.1 4.3 2.5 93.3
2021 Asian - Indian 61.8 17.5 11.7 5.2 3.8 91.0
2021 Asian - Other 49.4 21.2 17.0 7.6 4.9 87.5
2021 Asian - Pakistani 44.4 19.7 19.2 9.5 7.2 83.2
2021 Mixed or multiple ethnic groups 53.6 18.6 14.5 7.8 5.6 86.7
2021 Not Disclosed / Not known 40.6 22.6 20.9 9.4 6.5 84.1
2021 White - Scottish 44.4 21.4 19.4 8.7 6.1 85.1
2021 White - non-Scottish 45.9 20.9 18.3 8.7 6.2 85.1
2022 African / Black / Caribbean 35.8 23.4 18.4 12.4 9.9 77.6
2022 All other categories 36.6 22.9 18.2 12.3 10.0 77.7
2022 Asian - Chinese 60.4 20.3 11.4 5.0 3.0 92.0
2022 Asian - Indian 54.3 20.6 13.5 7.1 4.5 88.4
2022 Asian - Other 46.6 21.3 16.0 9.5 6.5 83.9
2022 Asian - Pakistani 39.6 22.7 17.2 11.5 8.9 79.6
2022 Mixed or multiple ethnic groups 45.5 22.3 15.2 9.1 8.0 83.0
2022 Not Disclosed / Not known 35.3 23.3 20.7 11.8 8.9 79.2
2022 White - Scottish 37.2 23.7 18.6 12.1 8.4 79.5
2022 White - non-Scottish 42.6 22.8 16.9 10.2 7.4 82.4
2023 African / Black / Caribbean 33.3 22.1 18.4 14.3 11.8 73.9
2023 All other categories 34.9 23.6 17.5 11.8 12.2 76.0
2023 Asian - Chinese 61.1 18.3 10.9 6.2 3.5 90.3
2023 Asian - Indian 56.0 18.0 12.5 7.8 5.6 86.5
2023 Asian - Other 40.6 23.2 17.1 10.9 8.1 81.0
2023 Asian - Pakistani 38.8 21.9 18.1 11.6 9.5 78.8
2023 Mixed or multiple ethnic groups 46.1 20.1 15.3 10.4 8.1 81.5
2023 Not Disclosed / Not known 32.6 23.6 19.4 13.2 11.2 75.6
2023 White - Scottish 35.6 23.0 18.7 12.5 10.2 77.3
2023 White - non-Scottish 39.5 22.1 17.9 11.3 9.2 79.5
2024 African / Black / Caribbean 32.3 23.2 19.1 13.7 11.7 74.6
2024 All other categories 36.5 19.5 17.6 11.9 14.5 73.6
2024 Asian - Chinese 61.4 18.3 9.8 6.4 4.0 89.5
2024 Asian - Indian 52.9 20.0 12.5 7.8 6.8 85.4
2024 Asian - Other 43.6 20.8 15.3 10.6 9.6 79.7
2024 Asian - Pakistani 38.1 22.3 17.5 11.2 11.0 77.9
2024 Mixed or multiple ethnic groups 45.5 21.1 15.0 9.8 8.6 81.6
2024 Not Disclosed / Not known 32.4 20.7 19.2 14.1 13.5 72.4
2024 White - Scottish 34.9 22.4 18.4 12.6 11.7 75.7
2024 White - non-Scottish 38.0 21.7 17.8 11.7 10.8 77.5
2025 African / Black / Caribbean 32.4 22.7 18.6 13.4 12.9 73.7
2025 All other categories 33.4 21.8 17.9 13.5 13.3 73.2
2025 Asian - Chinese 61.8 17.9 10.4 5.6 4.3 90.1
2025 Asian - Indian 57.1 18.9 11.5 6.5 6.0 87.5
2025 Asian - Other 42.0 20.6 16.3 11.2 9.9 78.9
2025 Asian - Pakistani 37.7 21.5 17.1 11.7 11.9 76.4
2025 Mixed or multiple ethnic groups 46.0 21.7 14.6 9.3 8.5 82.2
2025 Not Disclosed / Not known 32.1 22.3 19.4 14.7 11.6 73.7
2025 White - Scottish 36.0 23.2 17.8 12.0 11.0 77.0
2025 White - non-Scottish 41.2 22.3 16.1 10.6 9.7 79.7

Data for 2019 is from Equalities Monitoring Report 2023 and was produced by Scottish Government based on December data. Data for 2020 to 2025 was produced by SQA based on August results day data.

 

Higher grade distribution by ethnicity

Higher grade distribution by ethnicity graphs

Note: The period between 2020 and 2021 indicates that alternative approaches to assessment, relying on teacher judgement, were used to award grades and allow learners to progress.

Figure 17.1: Higher A and A to C attainment for African / Black / Caribbean candidates, 2019 to 2025.

A A to C 0% 25% 50% 75% 100% 2019 2020 2021 2022 2023 2024 2025

 

Figure 17.2: Higher A and A to C attainment for candidates from all other categories, 2019 to 2025.

A A to C 0% 25% 50% 75% 100% 2019 2020 2021 2022 2023 2024 2025

 

Figure 17.3: Higher A and A to C attainment for Asian - Chinese candidates, 2019 to 2025.

A A to C 0% 25% 50% 75% 100% 2019 2020 2021 2022 2023 2024 2025

 

Figure 17.4: Higher A and A to C attainment for Asian - Indian candidates, 2019 to 2025.

A A to C 0% 25% 50% 75% 100% 2019 2020 2021 2022 2023 2024 2025

 

Figure 17.5: Higher A and A to C attainment for Asian - Other candidates, 2019 to 2025.

A A to C 0% 25% 50% 75% 100% 2019 2020 2021 2022 2023 2024 2025

 

Figure 17.6: Higher A and A to C attainment for Asian - Pakistani candidates, 2019 to 2025.

A A to C 0% 25% 50% 75% 100% 2019 2020 2021 2022 2023 2024 2025

 

Figure 17.7: Higher A and A to C attainment for candidates from mixed or multiple ethnic groups, 2019 to 2025.

A A to C 0% 25% 50% 75% 100% 2019 2020 2021 2022 2023 2024 2025

 

Figure 17.8: Higher A and A to C attainment for candidates whose ethnicity was not disclosed or not known, 2019 to 2025.

A A to C 0% 25% 50% 75% 100% 2019 2020 2021 2022 2023 2024 2025

 

Figure 17.9: Higher A and A to C attainment for White - non-Scottish candidates, 2019 to 2025.

A A to C 0% 25% 50% 75% 100% 2019 2020 2021 2022 2023 2024 2025

 

Figure 17.10: Higher A and A to C attainment for White - Scottish candidates, 2019 to 2025.

A A to C 0% 25% 50% 75% 100% 2019 2020 2021 2022 2023 2024 2025

 

 

Table 24: Higher grade distribution percentage by ethnicity, 2019 to 2025.
Year Category A B C D N A to C
2019 African / Black / Caribbean 18.9 24.7 26.8 17.5 12.1 70.4
2019 All other categories 29.8 22.7 21.7 15.7 10.1 74.2
2019 Asian - Chinese 44.7 25.5 16.6 8.1 5.1 86.8
2019 Asian - Indian 37.1 24.2 18.4 12.5 7.8 79.7
2019 Asian - Other 26.4 24.6 22.3 16.2 10.4 73.4
2019 Asian - Pakistani 23.8 23.8 24.3 17.0 11.1 71.9
2019 Mixed or multiple ethnic groups 30.3 24.2 22.3 14.4 8.8 76.8
2019 Not Disclosed / Not known 26.2 25.1 24.9 13.8 10.0 76.1
2019 White - Scottish 25.7 24.4 23.4 16.0 10.5 73.5
2019 White - non-Scottish 31.0 23.6 21.9 13.9 9.5 76.5
2020 African / Black / Caribbean 30.9 28.2 25.9 9.7 5.4 84.9
2020 All other categories 40.8 24.0 23.3 7.4 4.5 88.1
2020 Asian - Chinese 53.1 24.3 15.5 4.6 2.4 92.9
2020 Asian - Indian 45.2 25.0 19.7 6.2 3.8 89.9
2020 Asian - Other 37.0 25.8 24.3 7.0 5.8 87.2
2020 Asian - Pakistani 36.0 26.4 23.8 8.7 5.0 86.2
2020 Mixed or multiple ethnic groups 43.1 26.3 20.4 6.9 3.3 89.8
2020 Not Disclosed / Not known 37.2 25.4 24.3 7.5 5.5 87.0
2020 White - Scottish 37.6 27.6 23.5 7.4 3.9 88.7
2020 White - non-Scottish 41.5 26.3 22.0 6.7 3.5 89.8
2021 African / Black / Caribbean 39.0 23.8 19.9 9.7 7.7 82.6
2021 All other categories 47.6 22.8 15.5 7.1 7.0 85.9
2021 Asian - Chinese 62.9 18.2 10.1 5.6 3.3 91.1
2021 Asian - Indian 54.4 20.4 14.8 5.6 5.0 89.5
2021 Asian - Other 44.9 20.8 19.2 7.7 7.4 84.9
2021 Asian - Pakistani 42.7 22.0 17.7 8.3 9.2 82.4
2021 Mixed or multiple ethnic groups 52.3 19.8 16.2 6.3 5.5 88.2
2021 Not Disclosed / Not known 44.5 21.5 20.7 7.3 5.9 86.7
2021 White - Scottish 45.3 23.0 18.6 7.5 5.6 86.9
2021 White - non-Scottish 47.7 21.7 16.9 7.2 6.4 86.4
2022 African / Black / Caribbean 30.0 24.5 21.0 14.6 10.0 75.4
2022 All other categories 32.2 24.3 20.8 11.7 10.9 77.3
2022 Asian - Chinese 53.7 21.3 14.5 6.3 4.3 89.4
2022 Asian - Indian 42.2 24.1 17.9 9.7 6.1 84.3
2022 Asian - Other 34.0 23.5 21.1 12.6 8.8 78.6
2022 Asian - Pakistani 32.2 24.1 21.4 13.2 9.2 77.6
2022 Mixed or multiple ethnic groups 39.3 25.3 18.0 10.5 7.0 82.5
2022 Not Disclosed / Not known 33.6 23.6 19.8 13.8 9.2 77.1
2022 White - Scottish 32.1 24.6 20.8 13.4 9.1 77.5
2022 White - non-Scottish 35.3 24.6 19.5 12.3 8.4 79.3
2023 African / Black / Caribbean 25.6 23.2 23.1 16.5 11.6 71.8
2023 All other categories 30.6 23.2 19.2 16.3 10.8 72.9
2023 Asian - Chinese 49.5 21.7 15.0 8.7 5.1 86.2
2023 Asian - Indian 38.9 27.7 15.9 10.3 7.3 82.5
2023 Asian - Other 35.2 23.1 19.7 12.9 9.1 78.0
2023 Asian - Pakistani 28.6 24.2 21.1 15.4 10.6 73.9
2023 Mixed or multiple ethnic groups 37.1 25.5 18.1 11.3 8.1 80.7
2023 Not Disclosed / Not known 28.6 25.4 22.0 14.1 9.9 76.0
2023 White - Scottish 29.8 24.4 21.3 14.3 10.1 75.6
2023 White - non-Scottish 34.6 24.0 19.4 12.8 9.2 78.0
2024 African / Black / Caribbean 23.9 22.7 23.7 17.1 12.6 70.3
2024 All other categories 28.1 22.7 22.5 14.9 11.8 73.3
2024 Asian - Chinese 49.4 21.5 15.4 8.2 5.6 86.2
2024 Asian - Indian 42.5 22.0 17.0 10.4 8.1 81.5
2024 Asian - Other 28.9 24.5 21.8 15.6 9.2 75.2
2024 Asian - Pakistani 29.1 22.3 22.2 15.1 11.3 73.6
2024 Mixed or multiple ethnic groups 37.0 23.1 17.2 12.8 10.0 77.2
2024 Not Disclosed / Not known 27.7 22.1 21.9 16.3 12.0 71.7
2024 White - Scottish 27.0 23.8 22.3 15.7 11.2 73.0
2024 White - non-Scottish 31.2 23.4 21.0 14.1 10.3 75.5
2025 African / Black / Caribbean 22.8 23.2 24.4 17.1 12.5 70.4
2025 All other categories 32.6 21.7 18.9 14.9 11.9 73.2
2025 Asian - Chinese 49.3 23.2 14.9 7.9 4.8 87.3
2025 Asian - Indian 38.4 22.6 17.6 12.0 9.4 78.6
2025 Asian - Other 33.0 23.0 20.1 12.6 11.3 76.1
2025 Asian - Pakistani 26.1 24.5 21.4 15.1 12.9 72.0
2025 Mixed or multiple ethnic groups 35.9 22.8 19.9 12.4 9.1 78.6
2025 Not Disclosed / Not known 26.6 22.7 22.9 15.7 12.2 72.1
2025 White - Scottish 27.9 24.7 22.0 15.0 10.5 74.5
2025 White - non-Scottish 31.9 24.4 20.1 13.5 10.1 76.5

Data for 2019 is from Equalities Monitoring Report 2023 and was produced by Scottish Government based on December data. Data for 2020 to 2025 was produced by SQA based on August results day data.

 

Advanced Higher grade distribution by ethnicity

Advanced Higher grade distribution by ethnicity graphs

Note: The period between 2020 and 2021 indicates that alternative approaches to assessment, relying on teacher judgement, were used to award grades and allow learners to progress.

Figure 18.1: Advanced Higher A and A to C attainment for African / Black / Caribbean candidates, 2019 to 2025.

A A to C 0% 25% 50% 75% 100% 2019 2020 2021 2022 2023 2024 2025

 

Figure 18.2: Advanced Higher A and A to C attainment for candidates from all other categories, 2019 to 2025.

A A to C 0% 25% 50% 75% 100% 2019 2020 2021 2022 2023 2024 2025

 

Figure 18.3: Advanced Higher A and A to C attainment for Asian - Chinese candidates, 2019 to 2025.

A A to C 0% 25% 50% 75% 100% 2019 2020 2021 2022 2023 2024 2025

 

Figure 18.4: Advanced Higher A and A to C attainment for Asian - Indian candidates, 2019 to 2025.

A A to C 0% 25% 50% 75% 100% 2019 2020 2021 2022 2023 2024 2025

 

Figure 18.5: Advanced Higher A and A to C attainment for Asian - Other candidates, 2019 to 2025.

A A to C 0% 25% 50% 75% 100% 2019 2020 2021 2022 2023 2024 2025

 

Figure 18.6: Advanced Higher A and A to C attainment for Asian - Pakistani candidates, 2019 to 2025.

A A to C 0% 25% 50% 75% 100% 2019 2020 2021 2022 2023 2024 2025

 

Figure 18.7: Advanced Higher A and A to C attainment for candidates from mixed or multiple ethnic groups, 2019 to 2025.

A A to C 0% 25% 50% 75% 100% 2019 2020 2021 2022 2023 2024 2025

 

Figure 18.8: Advanced Higher A and A to C attainment for candidates whose ethnicity was not disclosed or not known, 2019 to 2025.

A A to C 0% 25% 50% 75% 100% 2019 2020 2021 2022 2023 2024 2025

 

Figure 18.9: Advanced Higher A and A to C attainment for White - non-Scottish candidates, 2019 to 2025.

A A to C 0% 25% 50% 75% 100% 2019 2020 2021 2022 2023 2024 2025

 

Figure 18.10: Advanced Higher A and A to C attainment for White - Scottish candidates, 2019 to 2025.

A A to C 0% 25% 50% 75% 100% 2019 2020 2021 2022 2023 2024 2025

 

 

Table 25: Advanced Higher grade distribution percentage by ethnicity, 2019 to 2025.
Year Category A B C D N A to C
2019 African / Black / Caribbean 22.3 27.4 25.1 12.8 12.3 74.9
2019 All other categories 34.6 27.1 20.6 5.6 12.1 82.2
2019 Asian - Chinese 40.4 19.6 21.6 8.2 10.2 81.6
2019 Asian - Indian 32.5 32.2 22.4 5.1 7.8 87.1
2019 Asian - Other 29.6 21.6 26.8 7.5 14.6 77.9
2019 Asian - Pakistani 26.2 27.9 22.1 11.2 12.6 76.2
2019 Mixed or multiple ethnic groups 32.0 30.5 20.6 11.1 5.8 83.1
2019 Not Disclosed / Not known 36.3 20.9 24.9 5.5 12.4 82.1
2019 White - Scottish 26.9 24.9 25.2 9.3 13.7 76.9
2019 White - non-Scottish 32.1 26.5 22.0 7.7 11.7 80.6
2020 African / Black / Caribbean 29.5 31.1 25.6 9.8 3.9 86.2
2020 All other categories 44.3 24.1 19.2 6.9 5.4 87.7
2020 Asian - Chinese 60.0 22.8 10.8 4.0 2.4 93.6
2020 Asian - Indian 45.4 30.6 15.7 5.6 2.8 91.7
2020 Asian - Other 33.2 26.6 27.6 9.5 3.0 87.4
2020 Asian - Pakistani 33.3 27.7 23.1 11.1 4.7 84.2
2020 Mixed or multiple ethnic groups 43.1 25.5 20.4 6.2 4.7 89.1
2020 Not Disclosed / Not known 35.3 31.6 26.5 3.7 2.8 93.5
2020 White - Scottish 41.8 29.4 21.3 5.0 2.6 92.4
2020 White - non-Scottish 45.4 28.6 19.3 4.5 2.3 93.3
2021 African / Black / Caribbean 39.1 31.0 16.1 7.7 6.1 86.2
2021 All other categories 49.5 24.8 15.3 6.9 3.5 89.6
2021 Asian - Chinese 62.2 17.8 13.0 2.2 4.8 93.0
2021 Asian - Indian 50.0 22.4 14.6 5.5 7.5 87.0
2021 Asian - Other 47.2 20.8 19.0 7.8 5.2 87.0
2021 Asian - Pakistani 38.8 23.6 19.9 8.4 9.2 82.4
2021 Mixed or multiple ethnic groups 55.8 20.3 14.5 5.5 3.9 90.5
2021 Not Disclosed / Not known 49.4 26.0 15.8 5.3 3.4 91.3
2021 White - Scottish 46.6 24.8 17.9 6.0 4.7 89.3
2021 White - non-Scottish 48.2 22.8 16.3 7.4 5.3 87.3
2022 African / Black / Caribbean 23.8 26.6 24.4 19.0 6.2 74.8
2022 All other categories 27.5 26.8 25.8 11.5 8.4 80.1
2022 Asian - Chinese 42.7 25.8 14.7 10.0 6.9 83.1
2022 Asian - Indian 37.0 24.1 20.5 9.9 8.6 81.5
2022 Asian - Other 29.1 27.4 24.0 10.1 9.5 80.4
2022 Asian - Pakistani 25.4 25.6 23.4 16.3 9.3 74.4
2022 Mixed or multiple ethnic groups 37.3 23.5 22.1 11.0 6.1 82.9
2022 Not Disclosed / Not known 27.1 28.7 21.1 15.5 7.6 76.9
2022 White - Scottish 29.0 26.3 23.6 13.6 7.5 78.9
2022 White - non-Scottish 33.9 27.5 20.9 11.8 5.9 82.3
2023 African / Black / Caribbean 24.8 24.3 27.5 14.6 8.8 76.6
2023 All other categories 29.4 25.5 22.4 17.6 5.1 77.3
2023 Asian - Chinese 45.1 24.5 13.9 10.6 5.8 83.6
2023 Asian - Indian 30.9 24.0 24.9 10.3 9.9 79.8
2023 Asian - Other 27.6 29.0 19.3 15.1 9.1 75.9
2023 Asian - Pakistani 20.8 28.4 25.7 16.4 8.7 74.9
2023 Mixed or multiple ethnic groups 36.5 26.7 19.6 10.4 6.9 82.7
2023 Not Disclosed / Not known 28.5 26.8 22.1 14.4 8.2 77.4
2023 White - Scottish 28.0 25.6 23.1 14.8 8.6 76.6
2023 White - non-Scottish 32.3 26.1 22.0 12.5 7.2 80.3
2024 African / Black / Caribbean 18.6 22.5 24.0 20.9 14.1 65.0
2024 All other categories 29.7 24.4 20.2 14.1 11.6 74.3
2024 Asian - Chinese 39.2 21.9 17.3 11.1 10.6 78.4
2024 Asian - Indian 28.5 22.9 19.4 17.5 11.8 70.7
2024 Asian - Other 28.8 24.5 20.3 15.6 10.8 73.6
2024 Asian - Pakistani 21.4 23.8 23.3 18.2 13.3 68.5
2024 Mixed or multiple ethnic groups 30.1 24.4 21.0 15.8 8.7 75.6
2024 Not Disclosed / Not known 26.8 16.0 27.2 16.6 13.4 70.0
2024 White - Scottish 24.6 23.6 23.8 16.6 11.4 72.0
2024 White - non-Scottish 31.0 22.4 22.0 13.4 11.1 75.5
2025 African / Black / Caribbean 19.2 23.2 25.6 17.5 14.4 68.0
2025 All other categories 31.5 23.3 21.3 12.8 11.1 76.1
2025 Asian - Chinese 43.6 22.1 14.2 9.6 10.6 79.8
2025 Asian - Indian 36.4 24.2 18.6 11.5 9.4 79.2
2025 Asian - Other 24.8 23.3 21.3 17.6 12.9 69.5
2025 Asian - Pakistani 19.2 24.6 25.0 16.3 14.8 68.8
2025 Mixed or multiple ethnic groups 30.0 28.8 20.3 11.4 9.4 79.2
2025 Not Disclosed / Not known 32.8 25.2 20.2 12.6 9.1 78.3
2025 White - Scottish 25.8 23.9 23.8 15.6 10.9 73.5
2025 White - non-Scottish 30.6 22.8 22.2 13.9 10.6 75.5

Data for 2019 is from Equalities Monitoring Report 2023 and was produced by Scottish Government based on December data. Data for 2020 to 2025 was produced by SQA based on August results day data.

 

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Date of publication: 05 August 2025

Contact name: Chris Boulter

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