Abstract
ABSTRACT In Scotland there is on-going concern about the status of geography in education. The numbers of pupils studying geography has been falling, as has the number of universities offering the subject. All when the relevance and importance of geography should be high, given the significance of issues such as climate and biodiversity change. Who studies geography is crucial knowledge for a vibrant discipline seeking to engage with relevant actors to grow the subject and perceptions of its value. This paper combines quantitative data for academic years ending 2016–2021 from the Scottish Pupil Census with Scottish Qualification Authority geography entry and attainment statistics for secondary school pupils, plus Higher Education Statistics Agency figures for undergraduate and postgraduate geographers in Scottish universities. It shows that the tide may now be turning for geography study in Scotland, entries are rising at all stages as its attainment. There remain huge differences between local authorities. Female students tend to predominate, as do learners in the lowest deprivation quintiles. The empirical knowledge of characteristics of who is studying geography at each national stage of education in Scotland is enlightening. The question for all professional geographers is how we might together improve on the current situation.
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