Leading Good Lives: New programme of learning disabilities research

Since 2020, the Fraser of Allander Institute has been researching the lives of people with learning disabilities. We began with a broad programme of work which looked at the barriers and opportunities for people with a learning disability in Scotland’s economy and wider society. From this work, we identified two key areas that became the focus of our second programme of work: improving the quality and availability of data on learning disabilities, and enhancing employment outcomes for individuals with learning disabilities in Scotland.

While we know there is still much to learn and contribute to these areas, we’ve seen encouraging progress in raising awareness and informing change around the experiences of people with learning disabilities. Drawing on the foundations we’ve established, we’re pleased to announce a third programme of research: Leading Good Lives – Achieving Fulfilment, Independence and Inclusion. Funded by Acorns to Trees, this work will run from April 2025 to March 2027. While our core focus remains on the experiences of people with learning disabilities, the proposed research aims to contribute to a Scotland where individuals with diverse cognitive and developmental profiles are better supported through policies and practices that enhance opportunities for independence, inclusion, and fulfilment.

What did we find in our second research programme?

We made several recommendations to enhance Scotland’s data landscape in the short term, including clarifying responsibility for publishing Learning Disability Statistics Scotland (LDSS) and making greater use of existing datasets through routine data linkage. We’ve emphasised the importance of consistent definitions, clear standards, and collaborative working to improve data quality. Working collaboratively, we also began exploring how new technologies—such as personal data stores—could empower individuals, improve service delivery, and enable more detailed, individual-driven data collection to fill gaps left by traditional surveys and administrative sources. The rollout of annual health checks represents a welcome step forward, though significant challenges remain in ensuring full delivery and improving national reporting and regional transparency.

Alongside our consideration of data in the Scotland and across the UK, we examined international approaches to learning disability data collection, identifying examples of good practice while noting that no country has solved all the challenges in this area. Issues such as unclear definitions, inconsistent methodology, and gaps in coverage remain widespread. In response, we suggested that Scotland has a real opportunity to lead in innovative data development. We also estimated the future number of people with learning disabilities who will draw on adult social care services in Scotland, adapting a method used in England. While this analysis offered a starting point, further data improvements are needed to support confident long-term planning and resource allocation.

Employment has been the other key strand of our research. Through case studies with Scottish employers, we identified both successful examples of inclusive hiring and persistent barriers—such as lack of awareness, bureaucratic hurdles, and low expectations from an early age. Our follow-up research with employers across the UK who had not yet hired people with learning disabilities found similar challenges, including limited knowledge, concerns around cost, and inaccessible recruitment processes. Drawing on these findings, we developed options for improvements —such as building resource banks, peer networks, and opportunities for volunteering and job shadowing. This research has sparked conversations across sectors and helped inform policy discussions aimed at creating more inclusive workplaces in Scotland and beyond. The insights gained will be carried forward into our third programme, as we continue to contribute to driving change and improving employment outcomes.

Priorities for the next research programme

Our new research programme, Leading Good Lives, will focus primarily on increasing employment opportunities for people with learning disabilities in Scotland, while also broadening our scope to include those with learning difficulties and developmental disorders. Although many people with learning disabilities want to work, not all do or are able to, and fulfilling lives must not be dependent on employment alone. That’s why a continued emphasis on strengthening the evidence base is central to our work—ensuring that all individuals, regardless of work status, can realise their human rights and live with dignity, independence, and inclusion.

A key priority will be a targeted review of existing employment policies, programmes, and incentives across Scotland and the UK. Many initiatives have aimed to support people with learning disabilities into work, but few have collected strong evidence on what has and hasn’t worked. By mapping these efforts, identifying gaps, and assessing their impact, we aim to provide a clear foundation for future policy and pilot design—ensuring that new initiatives are evidence-based and more likely to deliver meaningful results.

We will also explore the implications of current and proposed changes to social security policy for this population. In our research on learning disabilities and financial security funded by the Robertson Trust, we highlighted the uncertainty people with learning disabilities face when navigating the social security system, particularly when balancing benefits and employment. By exploring alternative models—such as Ireland’s Disability Allowance—and working closely with support organisations, we hope to identify ways Scotland can better support individuals and promote long-term financial wellbeing. We also aim to develop resources for employers and pilot initiatives to support inclusive hiring, particularly within Small and Medium-sized Enterprises (SMEs), with guidance from a newly established steering group and in collaboration with the Institute of Directors.

Through this work, we aim to provide practical insights, policy recommendations, and tools that foster both individual fulfilment and structural inclusion. We will continue to push for better data collection and utilisation to support meaningful monitoring and decision-making. Ultimately, we hope this programme will contribute to a Scotland where everyone with a learning disability, learning difficulty, or developmental disorder is recognised, valued, and better supported. We invite researchers, policymakers, employers, and advocacy groups to collaborate with us in creating a more inclusive and evidence-informed future.