Why Glasgow’s children need equal access to sport
When writer Syeda Sadaf Zaidi first spotted a teenager sitting alone in a field, she wondered why he wasn’t at school. A conversation with the boy and his family told a wider story of different learning styles, unmet potential, and unequal access to sport.
By Syeda Sadaf Zaidi | Illustration by Olivia Juett
I first noticed the teenage boy sitting in the grass outside a local Glasgow school.
He was there almost every day: sometimes he sat alone, and sometimes his friend sat beside him. Both wore school uniforms, but instead of attending classes, they spent all day outside and left shortly before the school day ended.
I had lots of questions about this situation. Was the school aware? Were the parents? And most of all, what had caused these young people to become so disconnected from the education system?
I realised I knew this boy’s family from my local community, so I gently approached him to start a conversation. At first, he was shy and reluctant to talk, but gradually he opened up. His parents agreed to speak to me too, although the family did not want to be identified because of the sensitive nature of our conversation.
On a warm, sunny day in a small outdoor seating area near his school, the boy explained that he was more interested in sport and physical activity than academic subjects – but, he said, school prioritised other subjects and he struggled to access sporting opportunities because of financial barriers. His parents knew he sometimes skipped school, but felt powerless to help him and didn’t have the money to provide extracurricular opportunities.
“Lots of students face the same difficulties,” the boy said. “Some become discouraged because they know they can’t access the same opportunities as others. Even when they work hard, they feel they’re starting from behind and that can affect confidence and motivation.”
“There are talented children in every community, but not all of them have equal opportunities,” one of his parents agreed. “Too often, success depends on what a family can afford rather than on talent and determination. We constantly think about our children’s future and whether they will have the opportunities they deserve.”
They would like to support their child’s interests and dreams, they said, but struggle to afford the high costs of coaching, equipment, fees and transport. There are lots of sports he and others would like to try, or improve in – tennis, swimming, badminton and gymnastics, for example – but these aren’t available in his school.
The financial pressures create stress and worry for the whole family, they told me. Young people affected by these issues often experience low confidence, anxiety and loneliness, the boy said. As for his parents: “we experience stress, anxiety and uncertainty too,” they said, and they often feel guilty because they can see their son’s sporting potential.
There are also social barriers. “Some families feel uncomfortable entering certain sports environments because they think they might be judged based on their income, background or circumstances,” one parent said. “That can discourage participation and create feelings of exclusion.”
Perhaps most worryingly, the boy described a situation where young people divided themselves into sports teams described as “Scots vs immigrants”. Instead of seeing one another as teammates and friends, some children had become aware of social divisions at a very young age.
Sport should bring people together and enhance belonging, we all agreed, not create further barriers. So what needs to change?
For the parents, partnership working in communities is key. “We would like governments, local authorities, schools, and community organisations to work together,” one said. “More affordable sports programmes, scholarships, and community facilities would help ensure no child is excluded because of financial difficulties.”
And for their son, it’s important that schools recognise a range of different skills and interests. “Not every child learns in the same way,” he points out. “Schools should provide different options to help young people discover their strengths.”
We approached Glasgow City Council for comment on the topic: “Children and young people in Glasgow schools have a plethora of sporting opportunities, events and activities delivered by a committed team of active school co-ordinators.
“The team works in school communities across the city and organise Glasgow wide events – including school holiday activities for children and young people with additional support needs – and bringing equity to all so that no one feels left out and breaking down barriers to sport, health and wellbeing.”
I was nervous before my conversation with this family, knowing that I would be touching on sensitive subjects. Coming away from our discussion, I felt emotional – it was clear to me that these parents cared deeply about their son, but were overwhelmed by financial pressures and unsure how to help him.
Whether a child comes from a wealthy family or a low-income household, whether they were born in Scotland or arrived from another country, every young person deserves the chance to learn, play, grow, and achieve their potential. By working together, schools, families, communities, sports organisations, and governments can create a stronger future for all children.
A football pitch should never be a place where children are divided. It should be a place where they learn teamwork, friendship, respect, and belonging. A school should never be a place where children feel forgotten. It should be a place where every child has the opportunity to discover their strengths and build confidence.
The current political and economic climate is changeable and uncertain for lots of families, the boy pointed out. “During difficult times, it’s even more important that schools, communities and leaders focus on creating opportunities and support for young people.”
Quotes have been edited for clarity
