The Classical Association, working with the charity Classics for All, is conscious of the vulnerability of Classics in the secondary education system and wants to understand the reasons behind this. Concern about the decline of classical subjects at GCSE and A Level has been mounting, indicated largely by exam entry data suggesting that entries for classical subjects are low and in the case of the ancient languages in decline.1 The Council of University Classics Departments Bulletin annually publishes statistics for student entries for national examinations at GCSE and A level in classical subjects. But this does not capture the full picture, nor does it represent the other constituent parts of the UK, which have their own examination systems. Therefore, in late 2021 the Classical Association and Classics for All designed a new Classical Studies Survey (the ‘Survey’), to fill in more detailed information about what is going on in schools' classics departments more widely through the UK, across Key Stages 3–5, and to provide practising teachers with an opportunity to make recommendations for future developments in courses for classical subjects. The Survey asked teachers to comment on the current situation for Latin, Ancient Greek, Classical Civilisation and Ancient History, the factors affecting these trends, and what support they considered they would need for Classics to survive in their institutions. This Survey collated data rigorously and enables the Classical Association on behalf of the classics teaching community to make compelling arguments in relation to education policies and examination reform.

How accessible is the field of Latin and ancient Ancient Greek languages in the Dutch education system? In recent years this discussion has resurfaced in the light of societal developments which focus on equality of opportunities.1 Moreover, our field faces the challenge to explain in both international and national discussions what makes its study so relevant in the current times, both in secondary and tertiary education.2 This article provides a short overview of the current situation of Latin and ancient Ancient Greek education within the Dutch secondary education system before looking in more detail at its impact on Dutch students. It ends with directions for improving the accessibility of the field of Classics education. In order to illustrate the functioning and consequences of the current situation, in June 2021 a large-scale survey among 1,700 Dutch students of the gymnasium (secondary education with Latin and ancient Greek) provides us with interesting experiences, biases and thoughts about the accessibility of classical education. If we believe that knowledge of the ancient languages and literatures is a valuable resource for the younger generations of our modern society and in addition we see that our field, as any field, would profit from a more diverse group of researchers and teachers, the direction for future improvements is clear; but concrete steps in that direction should be taken at various levels. With this article, I hope to contribute to such improvements to the educational system and contemporaneously to our field.