Could I just come in on that? I think there's an interesting, again, qualitative, quantitative, element to what happens to those children who move into PRU, EOTAS provision in their earlier years in school and those as they reach a later point in their school career. So, I think there's a question, then, about—I was talking earlier about those children who move in in years 7/8, 8/9, et cetera, and how they loop back into the mainstream education system, what happens to them, but then what happens to those who may be reaching the end of their formal education career and move into EOTAS, PRU provision, and what happens to those young people afterwards? I'm sure we'll pick up some of that as we go through.
Okay. Thank you. We've got some questions now from Janet Finch-Saunders around the support for learners who are at risk of becoming EOTAS.
Good morning. To what extent is adequate support provided to pupils who are at risk of becoming EOTAS?
Okay. So, this was a major focus around the piece of work that we did, and we came up with a range of suggestions. I think the quick answer is that what we've seen is a strong indication that it isn't, and that it's—. But also that it's not simply a question of the young person, that it's a question of the whole school environment and how that interacts with the challenges that a young person might be facing. So, there are a couple of big things to say on this one. One is that we want to promote a compassionate response and an informed response by everybody in the school to distressed young people—and that distress may show in a number of ways, not necessarily just as obvious distress. So, I think it's understanding that, having a confident response and, obviously, this links with expressing suicidal thoughts and distress as well, which may not come out in exactly that way—but being able to respond where young people are expressing suicidal thoughts. And I think if we connect this with the agenda around adverse childhood experiences, and if you see the young person—. I think what we as Samaritans really wanted to do was to focus on the distressed individual—that's what we do, it's what we're majorly about. So, a young person who is experiencing a whole range of adversity in their own life may be presenting at school in a very challenging way, perhaps. That school may also be their only safe place, and I think that's just a really simple thing just to keep remembering. Hearing headteachers and teachers talk about this, a lot of them are very aware of that, and there are some great examples of schools working to reduce exclusions and understanding the fork in the road that exclusion or not exclusion represents in the life of that young person. There are restorative justice-type approaches being used by schools in Cardiff that seem extraordinarily inspiring. I've heard—. There's been so much interest in this piece of work that we've done, and I've spoken to many educators since, and so it's doing what we needed to do, which is to get people talking about it. Because I think it's not about providing a simplistic answer to this question of support, it is understanding that it's a whole-school question. It's building on the excellent work that is being done by schools in different parts of Wales, joining that up and making that much more general. So, I think that's the opportunity: is to really recognise that this is a big issue, and that, if you don't hold young people within an educational setting, the lifetime consequences for them, including their elevated risk of suicide—it's very hard to reverse that. So, I think we want to focus on a distressed young person and how we respond to that, and it's amazing to move someone on from where they started, and loads of teachers will tell you examples of how they've done that and how they've felt that's not sufficiently recognised by the measures that they're subjected to.