Abstract
Abstract Formal provision for pupil guidance in Scottish secondary schools has been a controversial innovation. This paper provides some ofthe first evidence of its impact based on the evaluation of its clients and using data collected as part of a major national survey of Scottish school-leavers. It indicates that guidance teachers have been having some influence on the curricular and vocational decisions of more-able leavers and also provides evidence of progress over time. It suggests, however, that in terms of distributing and focussing their efforts such teachers have yet to make much impact on the vocational problems facing less-able leavers. Progress in the area ofpersonal guidance for ail leavers has also been restricted. Some reasons underlying these developments are discussed.
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