I was going to say, about the question, I think there's a general deficit in child and adolescent mental health services, for example. I'm not criticising the services, I'm just saying the capacity isn't there, as we would like. So, I think there's probably a more general issue there that would, in turn, translate into pupils who've got additional needs, whether they're in EOTAS, PRU or wherever. I suspect—I've not got an evidence base to offer you, but there's a very long-standing problem there.
Siân, you had a supplementary.
Yes. Just to return to teacher training, and you say that new teachers can't go straight into a unit, and maybe more emphasis is needed on that aspect. But generally speaking, if there's an increase in challenging behaviour, are new teachers able—? They don't have the experience, but are they equipped well enough to deal with that? Because we hear of so many people leaving the profession because of this challenging behaviour, and again, I wonder if the system has adequately caught up with that. And we need—not just in this aspect—but we need to look at the system holistically to be more prepared to deal with challenging behaviour. Do you know what I'm saying?
It's not just—. If people decide not to go into teaching after having training, it's not just because of challenging behaviour. There is a change now. There is more time for students in schools, so that helps. You need the theory, but also the practice—that's important to have somebody who can mentor you in the school and that shows good practice. Then there are the policies that the school uses to assure that there is consistency across the whole school.