Seòmar agus comataidhean

The Scottish Government does not gather this information. It is for local authorities to determine how they deliver the service to suit the needs and circumstances of children and young people in their area. We produced guidance to support local authorities, available at: Access to counselling in secondary schools: guidance - gov.scot (www.gov.scot)

I will lead the summit on behaviour and relationships in our schools, with the first stage of the taking place on 5 September. The views and experiences of school staff will be central to the summit process, which is focusing on practical support at classroom, school and local level to make a difference on this issue.

A multi-stage approach to the summit is planned to ensure the issues are considered in detail and to allow the later stages of the summit to benefit from the latest data following the publication of the Behaviour in Scottish Schools research. This research will provide a robust national picture in relation to behaviour in Scotland’s schools when it publishes in Autumn this year.

As well as our plans for the summit, I convened a Headteacher taskforce which includes representatives from across the education sector. The taskforce met in June and we considered the issue of school exclusions and consequences. We will use these discussions to inform our approach to the summit.

I will continue to update Cabinet colleagues in the usual manner.

The General Teaching Council for Scotland’s (GTCS) Standard for Full Registration, which is the benchmark for competence required of all registered teachers, outlines that all teachers are required to demonstrate a depth of knowledge and understanding of pedagogical and learning theories, and draw on these appropriately to inform practice in areas such as dyslexia. Furthermore, the GTCS Guidelines for Accreditation of Initial Teacher Education Programmes, are clear that programmes should expose all students to national priorities and pedagogies to develop their understanding and practice in areas such as dyslexia.

Over 700 teachers have GTCS registration in additional support needs which is available to those with appropriate qualifications.

The Scottish Government does not hold this information. The Scottish Government collects data on teachers through the annual teacher census, statistics from this are available on the Scottish Government website at: https://www.gov.scot/publications/teacher-census-supplementary-statistics/

The Independent Panel on Career Pathways for Teachers was established in August 2018 in response to a request from the Scottish Negotiating Committee for Teachers (SNCT).

The final report of the Panel published on 30 May 2019 set out 10 recommendations aimed at developing and supporting new flexible and exciting career pathways for teachers and headteachers.

The Scottish Government remains committed to working with the SNCT and partners to progress these ambitions.

The Scottish Government has published guidance for teaching staff which focuses on supporting positive behaviour and includes advice on prevention and de-escalation of incidents.

The latest iteration of our longitudinal Behaviour in Scottish Schools Research will report in the Autumn. The research informs the development of policy, guidance and support by providing a clear and robust picture of current relationships and behaviour in schools, and of policy and practice in this area.

Future developments will also be informed by discussions from the Head Teacher’s taskforce on school exclusion and the forthcoming summit on relationships and behaviour in schools. A multi-stage approach to the summit is planned, with events already having taken place in September, with more planned in October and November. These events will focus on practical support at classroom, school and local level to make a difference on relationships and behaviour.

There is a wide range of support material and resources on Education Scotland’s National Improvement HUB . Education Scotland have also provided professional learning through training the trainer models, and webinars. The resources are designed to address the behaviour of vulnerable children and young people whose behaviour is unregulated and results in significant challenges for themselves, practitioners and their peers.

Our aims and principles make clear that there should be availability of counselling services during school holidays, to ensure continued support to vulnerable young people. However, it is a matter for local authorities to decide how to deliver the service to best suit the needs and circumstances of children and young people in their area.

It is important to highlight that school counselling is just one of a range of services in place to support children and young people’s mental health. Our work on supporting children and young people’s mental health and wellbeing is set within a context of much wider support for children and young people’s mental health within communities and in relation to specific concerns.

Through the children and young people’s Community Mental Health and Wellbeing Supports and Services Framework, the Scottish Government is providing local authorities with £15 million per annum to fund community-based mental health supports for children and young people aged 5-24 (26 if care-experienced), their family members and their carers. The services are focussed on prevention and early intervention, and include supports for positive mental health and wellbeing as well as for emotional distress.

The Scottish Government does not hold this information.

The SFC’s “College Infrastructure Strategy: The Approach to Delivering Scotland’s College Infrastructure”, published in November 2022, recognises that investment in college infrastructure is needed and will identify future infrastructure investment needed for a sustainable college estate. It is a collective approach between the SFC and colleges and aims to develop a 10-year Infrastructure Investment Plan for Scotland’s colleges. The work on delivering the strategy has begun and this will include baselining the condition of the college estate.

The Scottish Government is currently considering next steps and will update the Scottish Parliament later this year.