Issues and Impact of the Named Person Legislation in Scotland

  • Rachel ShanksEmail author
  • Scott Peter


This chapter concerns the new Named Person Service in Scotland. For school-age children the Named Person will be a teacher and their role will be to advise, inform and support the child, young person or their parent, to help them access services or support or discuss or raise a matter about the child/young person with a service or relevant authority. The Named Person Service is an example of systemic, and potentially transformational, change in which teachers and principals play a key part. When in force school principals will be responsible for: protecting children’s welfare and well-being; (trans)forming ever closer working relationships with other agencies and practitioners; keeping parents and families informed about the Named Person Service; adhering to information-sharing legislation and guidance; and involving children in decisions that significantly affect their lives.


Named Person Scheme Workload Information-sharing Inter-agency working Family-school communications 


  1. Burns, M. (2015). The ‘Named Person’ debate: The case for. Scottish Journal of Residential Child Care, 14(3), 64–68.Google Scholar
  2. Chadwick, G. (2016). Could the named person scheme have a role in addressing mental health problems in vulnerable children? International Journal of Culture and Mental Health, 10(1), 1–6. Scholar
  3. Cleland, A., & Sutherland, E. E. (2009). Children’s rights in Scotland (3rd ed.). Edinburgh: W. Green.Google Scholar
  4. Coles, E., Cheyne, H., Rankin, J., & Daniel, B. (2016). Getting It Right For Every Child: A national policy framework to promote children’s well-being in Scotland, UK. The Millbank Quarterly, 95(2), 334–365.Google Scholar
  5. Connelly, G. (2012). Multi-agency working. In T. G. K. Bryce, W. M. Humes, D. Gillies & A. Kennedy. (Eds.), Scottish education (4th ed.). (pp. 840–849). Edinburgh: Edinburgh University Press.Google Scholar
  6. Cunningham, H. (2005). Children and childhood in western society since 1500 (2nd ed.). Harlow: Pearson Longman.Google Scholar
  7. Data Protection Act 1998, ch.29.Google Scholar
  8. Dudau, A. (2009). Leadership in public sector partnerships: A case study of local safeguarding children boards. Public Policy and Administration, 24(4), 399–415.CrossRefGoogle Scholar
  9. Freedom of Information Act 2000, ch.36.Google Scholar
  10. General Teaching Council for Scotland. (2012a). The standards for leadership and management: supporting leadership and management development. Retrieved from
  11. Health and Social Care Alliance Scotland. (2016). Getting It Right For Every Child: Parent and information pack. Edinburgh: The Alliance Scotland.Google Scholar
  12. Hudson, N. (2013). Children and young people (Scotland) bill SB 13/59. Edinburgh: Scottish Parliament. Retrieved from
  13. Invernizzi, A., & Williams, J. (Eds.). (2008). Children and citizenship. London: Sage.Google Scholar
  14. Jackson, R. (2016). State guardian or head gardener? The imposition of state guardianship by the Scottish Government. A discussion paper. Sheffield: Centre for Welfare Reform.Google Scholar
  15. Kay, E., Tisdall, M., & David, J. (2015). Children’s rights and well-being: Tensions within the children and young people (Scotland) act 2014. In A. B. Smith (Ed.), Enhancing children’s rights (pp. 214–227). London: Palgrave Macmillan.Google Scholar
  16. Kidner, C. (2013). Children and young people (Scotland) bill SB 13/38. Edinburgh: Scottish Parliament. Retrieved from
  17. Lamming, W. H. (2003). The Victoria Climbié death enquiry, presented to Parliament by the Secretary of State for Health and the Secretary of State for the Home Department (CM 5730).Google Scholar
  18. Peterkin, T. (2016, April 2). Revealed: What can happen when a named person reports on your children. The Scotsman [Online]. Retrieved from
  19. Quennerstedt, A., & Quennerstedt, M. (2014). Researching children’s rights in education: Sociology of childhood encountering educational theory. British Journal of Sociology of Education, 35(1), 115–132.CrossRefGoogle Scholar
  20. Scottish Government. (2016). Engagement to implement named person. Retrieved from
  21. Stoddart, E. (2015). The named person: Surveillance and the well-being of children and young people in Scotland. Surveillance and Society, 13(1), 102–116.CrossRefGoogle Scholar
  22. Sutherland, E. E. (2016, September 19). Beyond the named person service. The Journal of the Law Society of Scotland. Retrieved from
  23. Tan, J. (2011). Education and children’s rights. In P. Jones & G. Walker (Eds.), Children’s rights in practice (pp. 109–123). London: Sage.CrossRefGoogle Scholar
  24. The Christian Institute and others (Appellants) v The Lord Advocate (Respondent) (Scotland) [2016] UKSC 51. Retrieved from
  25. Waiton, S. (2016). Third way parenting and the creation of the “named person” in Scotland. The end of family privacy and autonomy? SAGE Open, 6(1), 1–13. Scholar

Copyright information

© The Author(s) 2018

Authors and Affiliations

  1. 1.School of EducationUniversity of AberdeenAberdeenUK
  2. 2.Wallacestone Primary SchoolFalkirkUK

Personalised recommendations