 The next item of business is the statement by Jenny Gilruth on relationships and behaviour policy in schools. The cabinet secretary will take questions at the end of our statement, therefore there should be no interventions or interruptions. I call on the cabinet secretary around 10 minutes to please him. The issues associated with behaviour and relationships in our schools are thorny ones for any Government. It is imperative that we address those issues and that we do so honestly. That is what I will do today. Yesterday, the Government published the behaviour in Scottish schools research, which provides the accurate national picture of behaviour in our schools. I wish to thank the researchers at Scotsend for their work on the publication and, of course, the teachers and support staff who contributed. The report is a substantive one. It does not shy from the real challenges in our schools and I will not seek to sugarcoat the Government's response to the seriousness of the challenge ahead of us. It is essential that we get that right. Members will recall that, in May of this year, I committed to engagement with teachers, support staff, local authority staff and parents, carers and children and young people's representatives through a range of behaviour summits. In June, I convened a headteachers task force to hear directly the views and concerns of headteachers from across Scotland on issues surrounding school exclusion. In September and in October, I chaired behaviour summits focused on recording and monitoring of incidents, with the last summit yesterday focused on the outputs from the Bissar research. The summit sessions and engagement events, along with the research evidence, will inform the areas that we need to focus on in the joint action plan. The research shows that both primary and secondary school staff have been reporting generally good behaviour amongst most pupils, and indeed the most commonly reported positive behaviours, where pupils following instructions and seeking support from staff or peers when needed. It is important that we keep that big picture in mind. I also ask colleagues across the chamber to bear in mind that those issues are not unique to Scotland. Context is important. The research noticed that the pandemic's impact has contributed to delays in relation to communication skills and also to dysregulation. Indeed, as I outlined in the statement to Parliament earlier this month, the number of young children in Scotland experiencing speech and language delays has increased since Covid, with this difference being doubled between our poorest and wealthiest communities. Covid has not created challenging behaviour, but rather it has exacerbated the conditions in which it allows it to flourish. Similarly, action for our children reported earlier this month that, as the cost of living crisis has deepened, more children are going to school hungry. More of our young people are anxious or stressed, and they bring this with them to school. It is also worth saying that Scotland is not unique. The Welsh Education Minister Jeremy Miles spoke only last week about similar challenges, and the chief inspector for schools in England has confirmed an increase in disruptive behaviour post-pandemic. Internationally, the OECD has confirmed this shift through its own research. That context is important in terms of the framing. The research tells us that low-level disruptive behaviour, disengagement and some forms of serious disruptive behaviours have increased since 2016. That includes increases in behaviours such as violence and abuse between pupils and towards staff. I am absolutely clear that our schools should be safe and consistent learning environments for all. No teacher or support assistant should ever face violence or abusive behaviour in their place of work. While it is clear that it remains low-level disruption rather than violence that has the greatest impact on staff rather on day-to-day basis, the impact of that can be debilitating for teachers. It also disrupts others from their learning. The research identifies a number of emerging trends in behaviour from our young people, including in-school truncie, vaping, disruptive use of mobile phones and misogyny. At one of the task force events that I chaired, a headteacher told of young people who would lap the school building. They are present during registration but not during lessons. Instead, they wander the corridors or they sit in the toilets. These young people are not learning. The research shows that many of our children are struggling. That is particularly true of those who missed out on transitions from early years to primary or from primary to secondary. It is extremely concerning that some of the biggest challenges with violence and aggression are seen in our youngest children in primary 1 to 3. Our young people should not be demonised. When the Bissar research was first commissioned back in 2006, we had Asbo's and David Cameron hugging Hoogarty's hoodies, and while Mr Cameron might be back, I do not think that we want a return to punitive approaches. Societies moved on. Equally, we should all be mindful of citing specific examples in the chamber that involve our young people, because none of us knows the context. Those are all Scotland's children, but we have to commit for a plan for improvement. The status quo is not an option. Scotland's schools are not run by me as Cabinet Secretary, nor would I wish it to be so. It is imperative, therefore, that local authorities are engaged in the action required to improve behaviour and relationships in Scotland's schools. The report mentions the lack of support from some local authorities and disparate approaches to behaviour management policies. To that end, we will develop a national action plan to set out the parameters to improve behaviour and support better relationships in Scotland's schools. The plan will include a range of practical suggestions and solutions. It will be established with representatives from education, parents and carers, teaching unions, directors of education and, of course, with COSLA. We will also ensure that it is informed by the experiences of children and young people. The multi-year plan will set out actions at national, local and at a school level. We will use the feedback from the behaviour summits alongside the BISSER research to inform the areas that we need to focus on in the action plan. To drive this work forward with urgency, I have asked the newly appointed interim chief inspector, Jenny McManus, to strengthen the evidence that HM inspectors gather during their school inspections. That will ensure that we have an accurate picture of behaviour in Scotland's schools to support improvement. The report discusses challenges with teacher confidence, with some believing that approaches to promoting positive behaviour are having a detrimental impact on overall behaviour. There is a perception that the focus on positive relationships means that there are limited consequences anymore for inappropriate behaviour. I am clear of the need for local authorities to identify their own approaches to supporting staff, who, of course, they employ. To that end, I am pleased to announce today that the Scottish Government will provide support of £900,000 for local councils to use to support training for their staff in responding to the new challenges in our schools post Covid. I am grateful to the EIS and to the NASUWT for their recent research on behaviour in our schools. The EIS research points to violent incidents increasing in our schools by over 80 per cent among their members. They also mentioned underreporting and staff feeling unsupported. I also want to make mention of the NASUWT's research, which is specifically considered the gendered impact of challenging behaviour, a theme that has also been captured by the BISSER research, which I indicated that female teachers describe misogyny and sexism with verbal abuse more frequently being directed at them. The gender equality task force in education and learning provides the context for the forthcoming gender-based violence in schools framework, and that framework will give guidance on tackling the issue proactively and preventively, and it will launch in the coming weeks. My former colleagues talked about the corrosive impact of social media influencers poisoning everyday teaching, with the type of intolerance towards women that we all thought long over. That has wider implications for a workforce who are predominantly female. I think that we need to be pragmatic about reporting, because without consistent and accurate recording of incidents, there will be limited evidence for schools and councils to use to support improvement. Today, I encourage in the strongest possible terms more accurate reporting of all incidents of inappropriate, abusive or violent behaviour in our schools. I recognise that in doing so, initially the data on incidents will increase. However, it remains my view that it is necessary for us to continue to strengthen the evidence base in order to inform improvements at school and at local authority level. The fifth iteration of the behaviour in Scottish schools research presents a challenge to all of us interested in improving Scotland's education. We cannot suggest that the pandemic has not exacerbated inequity and nor must we blame it for those challenges. Schools equally cannot do this alone, they need help. Scotland's parents and carers are crucial to supporting improvements that we need to see in our schools. To that end, I have asked Connect and the National Parent Forum for Scotland to directly contribute to the national action plan so that nationally we can support the development of whole-school behaviour management policies that embed the home-to-school link. The BISA research is a substantive body of work. I have invited opposition MSP spokespeople to meet with the researchers and with me directly to allow them to present the findings in more detail. I am also conscious of the expectations within the education portfolio to meet the challenge posed by the report. Many of the levers that I believe we require to pool sit in other parts of government. Therefore, I have asked colleagues for cross-portfolio engagement with health and justice colleagues on their responsibilities to ensure that we can better support an approach that recognises the need for joined-up policymaking. Today, I have set out a five-point plan that attempts to respond to the rallying cry for support that underpins the BISA research. A national plan for action developed in partnership with key stakeholders and informed by headteachers from Scotland's schools. Support spearheaded by our new chief inspector to ensure that HMI inspections are documenting the accurate picture of behaviour in Scotland's schools to help to support improvement. Funding for staff for training to allow our local authorities to better support their teams. A call for more accurate and consistent reporting of incidents in our schools and a dedicated approach to responding to issues surrounding misogyny. However, I also call on action for those who have a role in supporting improved relationships and behaviours in our schools. To support this, Education Scotland published a suite of practical materials developed with teachers on areas such as expectations and consequences. I encourage their use by all Education Scotland staff as they engage and support our schools. The summits and the research have shown that at school, local and national level, there are things we can and should be doing better. I ask all partners to reflect on whether there is action that they can take now to drive local improvements. Let me be clear, Presiding Officer. Violence in Scotland's schools is unacceptable. It is unacceptable for the staff in our schools and for the young people that we entrust in their care. It is essential that pupils and their families are reassured that our schools are safe, consistent learning environments for our young people and for those who work there. We have much to build on, Presiding Officer. Our education system is focused on achieving excellence and equity for all children and young people. We have now to enact a national plan that better supports our teachers and support staff in the workplace, recognising the role of local government as an employer. That plan has to better protect the learning outcomes of our young people, the vast majority of whom are well-behaved. That is a surprise that better behaviour and relationships in our schools can deliver, and I look forward to working with our partners across Scottish education to deliver just that. The cabinet secretary will now take questions on the issues raised in her statement. I intend to allow around 20 minutes, after which we will need to move to the next item of business, and I encourage members who have not already done so, but wish to ask a question to press the request-to-speak buttons. I thank the cabinet secretary for advance sight of her statement, but many listening will be concerned at what amounts to plenty of talk but precious few solutions. There are still no new specific guidance for school staff. There is no review of exclusions policies, as many stakeholders have called for, and there is no plan for dealing with attendance issues. I hope that I can prompt some details of actions that are being proposed. Given that, as the report shows, social media and other identified triggers are less prevalent in primary schools, what has the cabinet secretary's research told her is causing the increase in incidents there, and what solutions will be implemented specifically to address those? Secondly, £900,000 for local councils to use on training is welcome, but from which budget is that being taken? When will it be distributed, and how much training can be provided for £28,000 per council? Finally, the cabinet secretary has apparently belatedly realised that these issues are not generated in and will not be solved by schools alone. As she says, context is important. Inexplicably, the cabinet secretary refused repeated pleas from Opposition spokespersons to help her at the behaviour summits, so why has it taken until now to acknowledge and seek support from other portfolios such as Health and Justice, whose context and presumably budgets will be key? I thank the member for a number of different points that he has raised. I will attempt to respond to all of them. He asked a question at the end of his contribution about engagement with the Opposition. Since my appointment, I have been pretty clear in terms of my engagement with the Opposition. I engage with his predecessor directly on this matter and with other members from other parties. In relation to the behaviour summits itself, I was very clear that it would not have been appropriate for Opposition members to be in the room where we had parents and carers, teachers and a variety of different stakeholders talking about their experiences. However, I have written to the education committee to say that I would be more than happy to come to the committee to talk to this in more detail. I have also engaged with the member on this directly. The important point is that the report that we are discussing today is a 200-page long document. It is important that members have an opportunity to engage with their researchers directly on their contributions to that end. However, I very much recognise the opportunity for engagement with the Opposition on this. The issue is substantive. I hear the member talking from a sedentary position. I would encourage you to ignore any comments from a sedentary position, but I would also discourage those comments from a sedentary position. I welcome Mr Kerr's offers of help, and I think that it is important that we do work on a cross-party basis on this issue. The issues that the report throws up are substantive and they are seriously challenging. The member notes that I belatedly recognise that this cannot just be about schools. I am not necessarily sure that he has been listening to some of my contributions since March. As a former teacher, I have always recognised that this has never just been about schools. That is why it is important that, in Government, we have a cross-portfolio approach to how we respond to some of the challenges here. Engaging our health colleagues directly, for example, and some of the challenges that we experience in our early years where, of course, they have responsibility. The member asks a question in relation to the additional budget. It will come, of course, from the education budget and it will be delivered, as I understand it, in this financial year. I am happy to write to him with more detail on that, but that is the agreement that we have come to with local government colleagues. It is, of course, for local government colleagues to decide upon the training that they think appropriate for the staff in their local area and not, I think, for government to dictate. He asks a question in relation to primary schools. Obviously, there are a number of factors that are interacting with that change and that challenge. I have witnessed it and it totally, myself and some of my visits to Scotland's schools, and it is changing the type of learning and teaching that we see in our early years. Undoubtedly, there are a range of factors playing into this. I mentioned the pandemic that has undoubtedly had an impact in relation to speech and language delays. We also see the on-going impacts of the cost of living crisis with some of our youngest and our poorest attending school, Hungary. There are a variety of different factors that are contributing to that matter, but I commit to working with the member and across the Parliament on this issue, because I recognise the scale of the challenge here. Thank you. I have a lot of members to get in, so we will need brief responses and not multiple questions in a question. Thank you, Deputy Presiding Officer. I thank the cabinet secretary for advance sight of her statement, but I cannot hide my disappointment today. I feel teachers will feel blamed, parents will feel sidelined and pupils could feel abandoned. Many of the issues mentioned have been known for a long time, so I imagine that school staff, pupils and parents will be wondering why the announcement today is for the development of a plan rather than a plan, and I welcome clarity on when the Government will publish the plan. We also know from the research yesterday that support staff are experiencing higher levels of disruptive behaviours than other staff. Support staff are often the lowest paid staff, yet they barely get a mention in the statement. Therefore, I am deeply concerned that not only does the £900,000 announcement suggest that the problem is in staff training, but that it is unlikely to scratch the surface of investment needed. At a time when leadership is needed, today's statement feels a bit like the cabinet secretary believes she is a bystander. Whilst local authorities might be the employer, can I ask the cabinet secretary what she is going to do to equip them and schools to properly support and resource the whole community approach that is needed to sort this? I thank the member for her question. She raises a number of points as similar to Mr Kerr, so I will try to respond to them. I really take issue with the member's point in relation to being a bystander, however. We debated this substantively in May. We actually had a very good debate at that time for my recollection. It may not be the member's. I then held a task force with head teachers to talk to the issue specifically on exclusion in June. In September, I chaired the first behaviour summit, which was focused on recording, and in October I focused on the second behaviour summit, which was focused on some of the variants in the system. Yesterday, I chaired that summit to talk to the evidence in that room where parents, teachers and representatives of young people's organisations were. I take issue with the member on that point. The second point that she raises in relation to the action plan. As I set out in my statement, I do not employ Scotland's teachers, nor do I wish to. Some of the action that needs to be taken requires to be taken at local authority level, which is why we will need to come back with the agreed action plan. I am more than happy to write to the member on that. I expect, Presiding Officer, to come back to Parliament, actually, subject to parliamentary approval, to confirm that action plan. However, it will need to be engaged with a cosla, but also with teachers and parents. She spoke about parents directly. I want to take issue with that point, because I had very helpful meeting yesterday with Connect to celebrate their 75th anniversary in the Parliament. I believe that the member was there. A really worthwhile organisation that we work closely with. We also support the national parent forum, which has agreed to support some of our work around what it can do to help to support parents' understanding of whole-school policies and behaviour. I think that that is hugely important to developing the type of support that we need to see. Fundamentally, when responding to issues such as challenging behaviour, schools have a responsibility to do so, and they do that usually very well. They need support from their local authorities. I have taken leadership at national level. I have to say to the member that it is now for other partners to come forward and for us to work together on that action plan. I commit to Parliament to do just that. Okay. We have less than 13 minutes. We have 10 members that want to ask questions, so the questions and particularly the responses will need to be briefer. I call first Ruth Maguire to be followed by Ross McCollum. Presiding Officer, the cabinet secretary highlighted the need for accurate recording of all incidents in school, even if that means figures rise. Does the cabinet secretary agree with me that it is incumbent on all of us in this chamber to not demonise children and young people and to engage with those figures constructively rather than sensationalising or using them to focus on individual schools, noting that that is precisely what can put teachers off reporting? I absolutely agree with the member. I think that there is a level of fear within the teaching population around about reporting because they are concerned that when they do report, their individual school will be identified. I think that all members need to be cognisant of that. As I have indicated in my statement, it is essential that schools and our councils, of course, base their actions and policies on these issues on the best available evidence. I heard during the summit process itself that some schools and school staff were concerned about recording incidents because of the negative perception of increased incidents, but I am absolutely clear that we must record all incidents in order to address those issues appropriately, which has been a key theme from today's statement. I received an email from a father in Fife telling me of the horrendous bullying his care experienced son experienced attacks that were filmed and jeered on by onlookers, months of physical abuse met with empty promises of investigation that came to nothing, months of continual attacks that the boy hiding in the toilets and teachers and staff impotent in the face of classroom behaviour, forcing the family to remove their son on the grounds that the school simply could not keep him safe. So what does the cabinet secretary have to say to teachers, school staff, parents and carers who have waited six months with a promise of action to hear nothing but yet another future plan that hasn't been developed yet? I have to say to member that I am not necessarily sure that I would agree with that characterisation. However, she outlines a very sensitive case in Fife, of course, and my thoughts are with that family, which must be a very challenging time that they have gone through. I recognise some of the individual challenge that will be associated with that. We all hear of examples in our own constituencies, I am sure, of similar events, and that can be deeply challenging. In relation to the support that exists for parents and teachers themselves, the local authority has an obligation and responsibility at that level, and there are a range of actions that it can take. Of course, we have national guidance in relation to exclusion. I think that Mr Kerr raised the issue of exclusion specifically, and I did not have time for my response to him, but I think that through the national action plan that is something that we might want to consider in more detail, so that our staff are equipped with a range of different actions that they can take to manage challenging behaviour as and when it does occur. It does occur in classrooms, we all accept that, but it is important that teachers have those at their disposal, and fundamentally that they are supported in taking the necessary action when they need to when challenging behaviour arises. Fulton MacGregor, to be followed by Alec Rowley. Thank you, Presiding Officer. The Cabinet Secretary joined me last night at the reception for the parent-led organisation, Connect, celebrating their 75th anniversary and some of the fantastic achievements over those years. What engagement there was with parents and carers in publishing this report, and does she think that changing relationships and behaviour in school will only truly happen if there is proper collaboration with those who care for our young people outside of school times? For his question, it was a fantastic celebration last night of Connect. Of course, at their 75th anniversary, as I mentioned in my response to Pam Duncan Glancy, a really powerful organisation who has done a power of work over a number of years campaigning for Scotland's children. Our parents and carers, as I believe, are absolutely key to driving the improvements that we need to see in our schools in terms of behaviour. From the start of the process back in May, I made it very clear that the summits themselves would include parent representatives who have made a very valuable contribution to our discussions. Their role remains critical to progress and, with that in mind, I have asked Connect and, of course, the national parent forum for Scotland to directly contribute to the national action plan. Alec Rowley, to be followed by Ben Macpherson. Presiding Officer, this statement from the SNP Government fails to offer any meaningful actions to tackle the problems in our schools. Fails to understand the pressure staff are working under. Fails to recognise the wider consequences of bad behaviour by a few on the majority. Teachers up and down Scotland will be dismayed that point 1 of a five-point plan is to make a plan. How many plans will it take before teachers get the support that they need? Does the cabinet secretary not recognise that the Government is going to have to commit far more resources to address the challenges in our schools? He seems to think that I am in charge of Scotland's schools. As cabinet secretary, our local authorities have a responsibility to run their schools. They have to be part of this process in relation to the agreed action plan. I committed, I think, in my response to Pam Duncan-Glancy to come back to update Parliament on that action plan. However, it is fundamental that they take a role in that. Of course, if the member has read the report, there is some critique, I have to say, of some of the support that exists in Scotland's schools at the current time in that regard. Whether that is through QIOs or other education support managers, there is a plethora of different support that local authorities can provide in terms of supporting good behaviour in our schools. Education Scotland also has a role to play in that regard. We have 32 different attainment advisers who work with our local authorities to provide support on the ground. Today, Education Scotland has provided further advice that will help to support the development of good practice in our schools and to support staff with some of the strategies that they need. Cabinet secretary, we have seven minutes and we have six members who want to ask a question. I am going to have to ask you to conclude when we move on to Ben Macpherson to be followed by Willie Rennie. The research pointed to worrying increases in abuse by young people towards teachers and support staff, but it also showed that the majority of abuse is between pupils. Can the cabinet secretary provide an update on the Government's anti-bullying guidance, entitled Respect for All, and how the findings of the bizarre research can feed into the planned refresh of that guidance? Mr Macpherson is absolutely right to raise the issues surrounding bullying. Ross McCall alluded to an incident in her own region that may be related to bullying. It seems to be a common theme coming out from the summit discussions. We are currently reviewing our anti-bullying guidance, and we have established a working group to help with that process. However, the priorities that have been identified for the review, particularly in light of bizarre, I should say, include online bullying, prejudice-based bullying and recording and monitoring of incidents. As part of that review, we are also engaging with children and young people to ensure that the update reflects their experiences and expectations. Today's statement just misses the point. It is not more training that staff need. It is more support resources, such as educational psychologists and specialist teachers. There is not much at all that is new on boundaries and consequences. Does the cabinet secretary really think that the plan will cut violence in schools by the time of the next survey? I thank the member for his question. I have to say that he asked for additional resources, and we are already providing £145 million in next year's budget to protect increased teacher numbers and support staff. That is fundamental because we recognise the role of teachers in supporting good behaviour in our young people. He talks about the plan and identifying consequences and how that might be dealt with. I have to say that it is not for me as cabinet secretary to respond to individual incidents. We need to make sure that we are not disempowering the teaching profession, who are trained professionals and who know how to respond to challenging behaviour as and when they see it. What they need, I think, is better direction in terms of the national support that is available, and they also need support from the local authorities who employ them, unlike the Government. It is important that we have a joined-up approach. That is why the action plan itself will set that out in more detail. Many respondents to an EIS survey on violence and aggression in schools perceive an increase in misogyny against staff. What steps is the Government taking to dismantle gender stereotypes and address sexism in schools? The findings of the EIS survey really correlate with some of the findings from the bitter research itself. As I indicated in my statement, I will bring forward that joint action plan with partners to fully respond to the findings of the research. I think that the plan itself will also give us further actions specifically targeted on gender-based violence in schools to address those concerns. In particular, though, I would also reconfirm that the Scottish Government will shortly, in the coming weeks, publish guidance for schools and education authorities, which provides a framework to respond positively to gender-based violence in schools. That framework provides comprehensive guidance on addressing those concerns, including challenging inappropriate and abusive language and also responding to incidents of gender-based violence in our schools. Cabinet Secretary, the use of mobile phones has been highlighted by secondary school staff. It is one of the most frequent and disruptive behaviours in class. Here in Edinburgh, the head teacher at the Royal High School has taken the opportunity to strengthen their mobile phone policy. Devices are not permitted to be used during the school day and it is being strictly enforced. As a result, there has been a marked improvement in pupil engagement with pupils talking more and being less heightened about what they are missing on their devices. Does the cabinet secretary agree that a consistent and enforced mobile phone policy that restricts their use is vital if we are serious about tackling behaviour issues in our schools? Important point. We have discussed this very recently. I am aware of the work at the Royal High on the issue and the impact that it seems to have had on learning and teaching in that school. Of course, it would be a matter for individual head teachers to look at their school context and particularly how they can enforce that, working with parents and carers in their wider community. However, I am always stuck, Presiding Officer, by the chamber and our own use of mobile devices in the chamber. I think that we all maybe could learn a bit of a lesson from some of the work around about mobile phone bands. Certainly, when I was first elected in 2016, you were not allowed a phone or a laptop with the previous session, Mr Adam, may recall that. I think that our use of mobile phone technology, not just in our young people, has changed the way in which we all interact with each other and we should be mindful of that. I think that schools are maybe teaching us about how we can go about our business in a more effective way, which listens to each other. Presiding Officer, I fully support the Scottish Government's hard work to successfully reduce pupil exclusions, including removal from school registers, while maintaining continued education and support when exclusion is necessary and proportionate. However, in the behaviour in schools 2023 report, teachers warn that a lack of consequences is fueling unacceptable behaviours and that the cabinet secretary provides reassurance that schools and local authorities can act to exclude a pupil when persistent, aggressive and violent behaviour pose a risk to an on-going threat to the wellbeing and safety of another pupil. In answer to the member's question, yes, to be specific, the power to exclude pupils from schools rests with educational authorities is devolved to them to school leaders, so that has not changed. However, our national policy position, which is set out within included, engaged and involved part 2 guidance, confirms that exclusion should be used as a measure of last resort. Once other approaches to respond to that behaviour have been exhausted. I also repeat what I have already said this afternoon that violence in Scotland schools of course is unacceptable. It is unacceptable for the staff in our schools and for our young people, but I recognise what the member says about consequences. That is something that I have heard throughout the summit process and I encourage local authorities in schools to consider their policies in light of the findings of the BISA research. However, I also think that it is important to be clear that where it is appropriate, schools are empowered to use the consequences that they have at their disposal. I am very grateful, Deputy Presiding Officer. These are all Scotland's children, but young people have not been involved in any of the summits. Their voice is absent from this statement, this report or indeed the action plan. Feeling safe in Scotland is the thing that matters most to young people according to the national discussion. In England, one in 10 pupils feel unsafe in school. Does the Scottish Government know how many young people in Scotland feel safe in schools? I thank the member for his question. I should say that youth groups were involved in the summit process, although not young people themselves. However, I have committed through the action plan to engage them directly on that, because I think that the member raises an important point. To the specific point that he asked, I do not have the detail of that in front of me, but I would be more than happy to write to the member with a little bit more detail if we have that detail in the Scottish Government. That concludes the item of business on the statement. There will be a brief pause before we move to the next item of business, to allow front benches to change.