When Lee Coutts left school at 15 without Highers, he couldn’t have imagined he would one day become head teacher at Ullapool High School. His story shows the power of different pathways and the truth behind the SCQF Week 2025 theme: All Learning Counts.
Q: You left school at 15 without Highers — what was going through your mind at that point?
A; When I was 15, all I wanted was to get away from school. I didn’t feel inspired or encouraged there, and I couldn’t see how classroom learning connected to the kind of future I wanted. So I left and took a job in a local warehouse. Looking back, that decision was the start of a different kind of education — I was learning every day through work: responsibility, teamwork, and how to adapt quickly. It showed me early on that learning doesn’t just happen in school, it happens in all sorts of places — and all of it counts.
Q: What inspired you to go back into education and start your journey through college and beyond?
A: The job I left school for quickly made me realise it wasn’t what I wanted to do long-term, and that pushed me to reconsider my options. I’d always had an interest in business, so I decided to explore courses at my local college — Angus College, as it was then — and enrolled on an NC programme before moving onto an HNC.
During that NC year, something shifted. I started thinking more seriously about my future, and for the first time, I felt like my ideas were being taken seriously. A couple of tutors encouraged me to consider teaching, which hadn’t even been on my radar before. Their belief in me made a huge difference — they supported me to gain the English qualification I needed and helped me explore university options.
That guidance led me to choose a combined Business Studies and Professional Education degree at Stirling. It meant I could qualify as a teacher a year quicker than the traditional route, but, more importantly, it marked the point where my real thirst for learning began. I committed myself to lifelong and life-wide learning — an approach I still hold on to today. It’s something I hope people take from my story, including my own pupils now as a head teacher: that every bit of learning counts, no matter when or where it happens, and it can shape your future in ways you might not expect
Q: How did college help open up opportunities for you, and what was the transition to university like without traditional qualifications?
A: College was the turning point where I first felt taken seriously and encouraged to push myself further. My NC and HNC weren’t just qualifications — they gave me the confidence, study skills, and mindset I needed to see myself as someone who could succeed in higher education.
Because I had already studied at SCQF level 7 for a year, the transition to university was actually very smooth. In fact, I often felt better prepared than some of my classmates who had taken the more traditional route. That experience showed me that different pathways can be just as valuable — and that all learning counts, whether it’s through school, college, or life experience.
As a head teacher now, that lesson really shapes how I support my pupils and indeed, staff. I know from personal experience that not everyone thrives on the same path, and I want young people to see that there are many routes to success. What matters most is recognising the value in every bit of learning along the way.
Q: Were there particular challenges along the way that stand out, and how did you overcome them?
A: There were definitely challenges along the way. Leaving school without Highers meant I sometimes questioned whether I really belonged in further or higher education. Moving away from home to start university added another layer of responsibility — I was suddenly supporting myself financially and managing a new environment, all while keeping up with my studies.
Balancing work, living independently, and academic demands wasn’t easy. I also had to complete the extra English qualification I needed before starting university, which meant a lot of extra effort.
What helped me overcome these hurdles was the support I received from tutors and the confidence I gained step by step. Every qualification I completed, every skill I learned, and every challenge I navigated reinforced that learning comes in many forms — not just exams, but life experiences too.
That’s a lesson I now pass on to my pupils: challenges are part of the journey, and every bit of learning counts, no matter where it comes from.
Q: What motivated you to go on to complete a Masters and then a Doctorate in Education?
A: After being awarded a First Class Degree and a Distinction in Teaching, I caught the learning bug — I realised I genuinely loved learning and knew I wanted to keep studying. That curiosity and drive led me to complete a Postgraduate Certificate in Leadership, which I was able to transfer into a Masters in Education. From there, I went on to complete a Doctorate in Education.
But I didn’t stop there. I used some of the credits from those studies to complete a Postgraduate Diploma in Business Administration, and I’m now working on a Postgraduate Certificate in Specialist Qualification for Headship. For me, learning isn’t just about qualifications — it’s about constantly growing, expanding what I can offer to my pupils, and modelling the idea that education can be a lifelong adventure.
I hope my journey shows others that it’s never too late to follow your curiosity and that all learning counts, whether it comes through formal qualifications, work experience, or life itself.
Q: Can you describe the career path that led you from teacher to headteacher, and the experiences that helped most along the way?
A; I started my first teaching post at 21 at Grangemouth High School. A few years in, I spotted a lecturing post at a Glasgow college. It immediately appealed to me — I’d had such positive experiences with college myself, and it felt like a natural next step. I stayed there for 10 years, taking on several promotions along the way.
After completing my Doctorate, an opportunity arose at Strathclyde to support student teachers and practising teachers with their professional development. I led the school experience for all secondary students and became Associate Director of postgraduate research in education. Those three years gave me insight into leadership, mentoring, and the bigger picture of education.
From there, I moved into an Assistant Principal role at West College Scotland, overseeing around 300 staff and £21million of activity. By the time I was 40, I knew it was time to return to school — this time as a head teacher. It might seem unusual, leaving a senior college leadership role to go back to a school setting, but for me it made perfect sense. I wanted to reconnect with learners directly, to see the impact of leadership in the classroom, and to apply the lessons I’d learned over the years in a setting where I could make a real difference in young people’s lives.
I also wanted to model lifelong learning in a very tangible way and show pupils that success doesn’t follow a single path. I recognised that I would need to demonstrate how my leadership skills were transferable, and fortunately Highland Council took a chance on me. That decision has allowed me to bring together everything I’ve learned — from teaching to leading large teams — in a role where I can inspire and support both staff and learners.
Every stage of my journey taught me something valuable — from teaching in classrooms to leading teams and supporting teachers — and reinforced that all learning counts. It also showed me that people need to take chances on others, to think outside the box, and to recognise that non-traditional routes can be just as valuable as conventional ones. That perspective now shapes the way I lead Ullapool High School and the opportunities I try to create for my pupils: there isn’t a single path to success, and every learning experience can make a difference
Q: How does your own non-traditional journey influence the way you support and encourage pupils at Ullapool High?
A: My own non-traditional journey has a huge influence on how I support and encourage pupils at Ullapool High. I know firsthand that success doesn’t only come from following the conventional path — sometimes it comes from unexpected opportunities, determination, and learning in all sorts of ways.
I try to create a culture where pupils understand that every bit of learning counts, whether it happens in the classroom, through work experience, or in life outside school. I share my own story to show them that it’s okay to take different routes, to make mistakes, and to keep learning.
It also reminds me to take chances on young people, just as others did for me. I want every pupil to feel that their potential is recognised and that they have the support to explore new pathways, build confidence, and achieve their ambitions — no matter what route they take.
A: If you could give one piece of advice to your younger self — or to pupils today — what would it be?
A: Trust yourself and your own path — it doesn’t have to look like everyone else’s. Don’t let one ‘no’ put you off; be creative, explore other routes, and keep learning wherever you can. Every experience counts, and every step brings you closer to your goals.