Award winner for most distinguished assignment of a student primary teacher announced
The General Teaching Council for Scotland (GTC Scotland) has awarded the George D Gray CBE MA Award to University of the West of Scotland graduate Claire Hubsmith.
Claire graduated with a BA (Hons) Primary Education and is now completing her induction year at Renfrewshire Council.
Her thesis is titled: What inclusive practices support the social, academic and cultural integration of refugee learners within mainstream primary education?
Key findings and insights
She investigated the practices that teachers use to support refugee learners, drawing on their experiences to understand what promotes successful integration. She identified that adaptive, responsive practices that reflect the unique needs of each learner are vital.
Commenting on her award and thesis, Claire said: “This research has completely shaped how I view inclusive teaching. It has taught me that the approaches that support refugee learners, like trauma-informed practice, language support and strong family partnerships, are valuable for all children. Every classroom includes learners with different needs, experiences and emotions and creating a safe, flexible and nurturing environment helps everyone to thrive.”
Dr Pauline Stephen, GTC Scotland Chief Executive and Registrar, said:
“Our awarding panel were very impressed by Claire’s highly relevant dissertation project, which was grounded in how important teachers’ expression of their professional values is to the experience of learners, whatever their background. The Professional Standards for Teachers include an expectation that teachers build and foster positive, respectful relationships with their learners, respecting their rights as set out in the United Nations Convention on the Rights of the Child.”
Professional values in practice
The professional values of social justice, integrity, trust and respect and a professional commitment are at the core of the Professional Standards for Teachers. Claire’s dissertation is underpinned by these values, particularly social justice.
Claire said: “For me, the professional values are at the heart of everything we do as teachers. They remind us that education is about people first. Expressing those values means seeing every learner’s worth, challenging injustice and creating classrooms built on kindness and respect. Teachers play a powerful role in shaping how children see themselves and others, and by living and modelling those values each day, we can help nurture a generation who believe in fairness, empathy and inclusion, both in school and in the wider world.
Inspiration behind the research
Claire’s inspiration for her thesis began in the classroom. During her placements, she worked with refugee learners who had faced significant adversity yet demonstrated remarkable resilience and determination. Witnessing their strong desire to belong and succeed left a lasting impression on her. At the same time, widespread media coverage of the refugee crisis made it difficult to separate the headlines from the children she was teaching. This prompted Claire to explore what life is like for refugee children beyond the headlines; specifically, their experiences on entering classrooms in Scotland.
Claire found that one of the most compelling aspects of her research was discovering how unique each refugee learner’s story is. Even among children who shared a language or nationality, their experiences, strengths, and needs varied greatly. This reinforced Claire’s belief that inclusion is not about applying a single approach but about listening to and responding to each child as an individual.
A powerful insight she gained was the importance of viewing refugee learners not as challenges to be managed, but as assets who bring valuable perspectives, skills, and experiences to the classroom. For Claire, embracing difference as something to be valued, rather than something to be accommodated, is central to genuine inclusion.
The George D Gray CBE MA Award
The award recognises the most distinguished assignment by a student teacher completing a primary teacher education programme in Scotland.
Assignments are judged on:
- academic distinction
- how the research and thinking involved aligns with the Standard for Provisional Registration
- how the candidates for the award have demonstrated their preparedness for entering the induction phase of their teaching career.
The Standard for Provisional Registration is the benchmark of competence required of all student teachers at the end of initial teacher education who are seeking provisional registration with GTC Scotland.
