Yes, it's quite common practice. As Nick mentioned, it is about that multi-agency approach—it is working with social care, working with health colleagues, to look at the whole package that goes into these families and to our learners.
Certainly with schools, I know across Wales we've done a lot of training on adverse childhood experiences and trauma-informed practice, so at least people can perhaps better understand some of the reasons why this behaviour is coming through, whereas in the past—I'm thinking myself, now, as a teacher—they were just difficult behaviours. I didn't really know the background to possibly why those behaviours were coming through. So, I think we are more informed as a profession.
Okay, thank you. We've got some questions now on funding from Siân Gwenllian.
May I begin, maybe, with a question, generally speaking—? We're all aware of the funding issues and the challenges of funding that face schools in general. So, can this lead to more exclusions, because additional learning needs have been hit in light of these challenges, and then that the side-effects of that creates more exclusions?