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The Scottish Government does not collate data on the number of people with ADHD appearing before the courts in Scotland.

The information held on the Scottish Courts and Tribunals Services (SCTS) live operational case management systems is structured to support the processing of court business, rather than for statistical reporting or research purposes. SCTS and their staff provide administrative support to the Scottish courts, tribunals and their judiciary and rely on information provided by justice partners to consider any adjustment that may be required to facilitate a court hearing. Their computer systems do not record information of this nature.

In criminal proceedings, adjustments for vulnerable witnesses are requested by the Crown or defence - usually in advance of hearing - and are considered by the sheriff or judge. In civil proceedings, information is provided to the court by parties and solicitors. This information is typically only names and addresses of the parties and their legal representatives.

The Learning Disabilities, Autism and Neurodivergence (LDAN) Bill aims to ensure that the rights of neurodivergent people, including people with ADHD, are respected, protected and championed. The Bill consultation sought views on proposals for how the Justice system (including the Courts system) could be improved for neurodivergent people.

I refer the member to the answer to question S6W-37115 on 6 May 2025. All answers to written Parliamentary Questions are available on the Parliament's website, the search facility for which can be found at https://www.parliament.scot/chamber-and-committees/written-questions-and-answers.

This information is not held centrally by the Scottish Government. Local Authorities are responsible for providing a range of public services, including education, so the member may wish to approach local government for the information requested.

Local authorities oversee the delivery of education, and they have a statutory duty to identify, provide for, and to review the support that they provide for pupils with additional support needs in their local community. In the context of the rising number of children with additional support needs the Scottish Government is investing an additional £29 million for additional support for learning this year. This is in addition to the record spend of over £1 billion by local authorities in 2023-24. The additional investment will include an allocation for local and national programmes to support the recruitment and retention of the additional support for learning workforce. We continue to invest £15 million a year in pupil support assistants.

The Scottish Government is providing £23.4 million of funding in 2025-26, to the Regional Transport Partnerships and their local authority partners through the Active Travel People and Place programme. One of the key areas of investment in this programme is “Schools and Young People”, which targets investment in behaviour change initiatives to encourage more children and young people to use active travel as a way of travelling to school. The aim of this programme is to make sustainable travel choices the most desirable way to travel for young people and families by providing the necessary interventions and adaptations that make active travel more attractive.

This year, we will also increase our funding (to £2.5m) for Bikeability Scotland, the national cycle training programme for school aged children. Bikeability Scotland provides the next generation of cyclists with the skills and confidence they need to ride safely on our roads. In 2023-24, the last period for which data is available, more than 54,039 children received cycle training. We expect that figure to rise to 70,000 this year.

We allocated over £100 million across a number of infrastructure programmes to develop and deliver walking, wheeling and cycling infrastructure in 2024-25. This includes funding through the Active Travel Infrastructure Fund (ATIF), our primary vehicle for supporting infrastructure projects.

Through the ATIF, Transport Scotland directly funded 16 local authorities and one Regional Transport Partnership for projects that are: improving routes and junctions at various locations to ensure children can cross safely; addressing missing links; supporting safer routes to school; and enhancing safety by improving lighting.

The funding support provided through the Active Travel Infrastructure Fund will continue in 2025-26, giving local authorities the autonomy to support the design, development, and delivery of active travel infrastructure measures according to their individual local priorities.

The Scottish Government is aware of the reports indicating that the cost of publicly funded care home beds in Scotland is higher than in England. This disparity is likely to be influenced by several factors, including differences in service models, staffing levels, and the geographical distribution of care facilities.

I refer the member to the answer to question S6W-37086 on 6 May 2025. All answers to written Parliamentary Questions are available on the Parliament’s website, the search facility for which can be found at https://www.parliament.scot/chamber-and-committees/written-questions-and-answers

The Scottish Government does not hold the information requested.

Myself and the previous Cabinet Secretary for Education and Skills have supported the annual Vision Schools Scotland Awards ceremony by attending and contributing to the ceremonies where achievement of schools and pupils in Holocaust Education are recognised.

Since 2021, Scottish Government has provided £126,247 in funding to the Vision Schools Scotland programme to further support Holocaust education in schools. This includes funding up to £36,352 for the 2024-25 financial year.

Scotland does not have a mandatory curriculum. Instead, Curriculum for Excellence is a flexible framework for teachers to determine what they wish to teach and how, including providing learning and teaching about the Holocaust.

The Curriculum Improvement Cycle will begin the review of Social Studies this academic year, where all aspects of the social studies curriculum will be reviewed. Practitioners will play a central role in this process.