Jenny Gilruth
Scottish National Party · Scotland
“I thank Pam Gosal for bringing this debate to Parliament and for sponsoring the recent round-table discussion on the topic, which I was pleased to attend, along with colleagues from across the Parliament. There is now a growing consensus on the issue.”
“Back in 2024, the Government published updated national guidance in which I was clear that any headteacher would have my full backing as Cabinet Secretary for Education and Skills should they see fit to implement a ban, but that decision was ultimately left to headteachers’ discretion.”
“As a result of Parliament’s close scrutiny, I believe that we have produced a stronger bill that is consistent with the initial intentions behind it.”
“I thank Daniel Johnson for his commitment in bringing forward the legislation on restraint and seclusion that is before us today. I applaud his approach to working with the Government and I encourage more such good behaviour in the coming parliamentary session.”
“The Education, Children and Young People Committee’s stage 1 report and members’ speeches in the stage 1 debate highlighted clear support for the bill’s general principles.”
“That principle, which underpinned the national guidance that was issued in 2024, remains central today. The Scottish Government’s original intention was to conclude the review of our 2024 guidance before determining whether legislation was required.”
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“Oliver Mundell: Some time has passed since November, and there is frustration in the dyslexia community about how long it is taking to progress some of the proposals and about the fact that, after years of asking, the Scottish Government still has not identified a lead official for adult dyslexia. Will the cabinet secretary look into that? Jenny Gilruth: I am happy to do so. For Mr Mundell’s understanding, I note that I met Dyslexia Scotland recently and discussed that exact issue. I am more than happy to engage with him and with Dyslexia Scotland, alongside officials, to provide an update, because he raises a hugely important point. Mr Mundell will recognise that there is, to some extent, an overlap between the responsibilities of the health and education portfolios. It is important that they work together.”
“I am grateful to Oliver Mundell for raising that important issue, which he has championed through the cross-party group on dyslexia. We are giving careful consideration to Dyslexia Scotland’s passport proposal, which it and Oliver Mundell raised with the First Minister in November last year. I would be happy to keep members, Mr Mundell and the cross-party group informed of progress on that. In addition, we will continue to work with Dyslexia Scotland and local government partners to improve the consistency of early identification of dyslexia in schools, and we will continue to encourage employers to consider reasonable adjustments for employees with dyslexia.”
“I will be more than happy to visit Orkney, along with Mr McArthur, to learn more about the approach in island communities. Dyslexia (Information on Reasonable Workplace Adjustments for School Leavers) 5.”
“That will enable her to gain a clearer understanding of the challenges facing teachers and staff there, as well as the support that is needed to improve access to ASL for pupils. Jenny Gilruth: I am happy to confirm to the member that I am keen to visit Orkney. On Monday, my officials met local officials there, who highlighted the increase in the number of children and young people with identified additional support needs. I know that local officials are very much focused on supporting their teachers to develop their skills and confidence in supporting such children and young people. The Government is providing some support through the Kirkwall ASN centre in Orkney, which receives funding from the learning estate investment programme.”
“Liam McArthur: Yesterday, the Government agreed to undertake a national review of the implementation of the mainstreaming policy and the availability of specialist additional support places across local authorities. Orkney has no specialist schools. Teachers there report increasing barriers to the delivery of ASL, especially for children with more complex support needs. Any review of the mainstreaming policy must consider the specific circumstances of island communities such as Orkney, where all children with additional support needs are provided for in mainstream education. Those schools desperately need targeted support to facilitate the delivery of effective ASL. Will the cabinet secretary agree to visit Orkney and meet representatives of the local education sector?”
“Although recruitment and deployment of teachers are responsibilities for local authorities, in recent weeks the Scottish Government has engaged with a number of councils, including Orkney Islands Council, to discuss education workforce planning and their plans to restore teacher numbers to 2023 levels as part of our agreement with local government. This year, we are providing councils with increased funding of £186.5 million to support that commitment. We are also investing a further £29 million in local and national programmes to enable councils to employ more specialist staff and teachers and to support national initiatives for recruiting and training additional support needs teachers.”
“I intend to leave the matter there, because I am sure that the member is entirely aware of that fact. I call Gordon MacDonald for a supplementary question.”
“Douglas Ross: On a point of order, Deputy Presiding Officer—[Interruption.] Yes, “Here we go” for the SNP members who do not want to hear this. The Deputy Presiding Officer: Mr Ross, if you have a point of order, please proceed with it. Douglas Ross: I have a point of order. The question that was submitted was very specific. I asked the cabinet secretary which of the questions during a previous session—which she missed to campaign for SNP votes—she would have answered if she had been here. Does the cabinet secretary not know which questions she would have answered, or is she deliberately misleading the Parliament by not telling us? The Deputy Presiding Officer: I thank Mr Ross for his contribution. It is not clear that that is a point of order, because the chair is not responsible for the substance of ministerial responses.”
“Will Jenny Gilruth—not in her usual condescending way—give an apology to the Parliament for missing that session and, more important, an apology to our pupils, parents and teachers for the disrespect that she showed by missing it? The Deputy Presiding Officer: Before I ask the cabinet secretary to respond to that, I remind members of the requirement to treat each other in a courteous manner. Jenny Gilruth: As is set out in rule 13.7 of the Parliament’s standing orders, “oral questions may be answered by any member of the Scottish Government or a junior Scottish Minister”. Mr Ross had the opportunity today to raise any issue that was pertinent to the children and young people of Scotland. What a pity—although it is not surprising—that he chose not to do so.”
“The question, as drafted, cites 25 April 2025, which was a Friday, and the Scottish Parliament does not sit on a Friday. However, all the education and skills questions that were taken on Thursday 24 April were answered by a minister from the education and skills portfolio. Douglas Ross: Sorry—I asked a very specific question. On that day, there were issues in the portfolio of the Cabinet Secretary for Education and Skills on teachers experiencing physical violence and verbal abuse, on vaping in schools and on teachers stuck on temporary contracts. If the cabinet secretary is honest with the chamber, she will say that she was on the stump for Scottish National Party votes when she should have been here, doing her job.”
“Jenny Gilruth: It is also worthwhile putting on record the funding that we have provided—more than £1 billion in the past financial year alone—for additional support needs. The debate has been helpful, and I am more than happy to engage with Opposition members on the next steps in supporting our holistic approach to Scottish education. The Deputy Presiding Officer: I call Roz McCall to wind up the debate on behalf of the Scottish Conservatives. Ms McCall, you have up to six minutes. 16:29”
“The point was powerfully conveyed by Richard Leonard that there is strong support for the position on mainstreaming from all our trade unions, the Organisation for Economic Co- operation and Development and, more recently, the national discussion on education, which reported in 2023 that mainstreaming is a strength of Scotland’s education system. However, I accept the challenges that we have heard from Opposition members today. To that end, I propose that, at the earliest possible opportunity, we engage in a round table, along with local government and COSLA, to talk about what more might be done to support additional support needs in our schools. I mentioned some of the investment that we have made through the pupil equity fund— The Deputy Presiding Officer: Cabinet secretary, you will need to conclude.”
“In education debates, we speak regularly about the wider challenges—in attendance, behaviour and attainment—and Mr Rennie was right not to divorce them from issues that relate to additional support needs. I wonder whether the Opposition might reflect on the scope of the review in totality, so that we do not narrow our focus too much on additional support needs and are mindful of those wider challenges across our school estate, post-pandemic. Presiding Officer, I am very mindful of the time, and I will move on shortly. In closing, I want to make a number of points about the progress that there has been in recent years for our children who have identified support needs. The attainment gap is closing, which is certainly welcome news. We also see that success is measured in different ways for children who have an identified support need.”
“On the back of the debate, will the Government look at how such agreements can be established for people who have had a private diagnosis for their child and want that shared care? Jenny Gilruth: I am happy to commit to looking at that. Private diagnosis might be an issue that local authorities gather data on; we in the Scottish Government would not do so, given that the statutory responsibility falls on local government. I am more than happy to engage with Miles Briggs on that. Miles Briggs made substantial points about teachers facing challenging pressures. Although Willie Rennie was right to say that the pandemic is not the causal factor, I think that it has compounded some of the challenges in our schools.”
“I am sure that colleagues will have seen the programme for government commitment to a data summit. On the consistency of data, we have highlighted that we have a broad approach to gathering data on additional support needs, which includes, for example, the needs of children who have suffered childhood bereavement and those of high-achieving children. A lot of different additional support needs are covered. Miles Briggs: Does the data record how many parents have received a private diagnosis for their child? I have received an email from a GP practice saying that, unfortunately, shared care prescribing agreements have been established only between NHS primary care and NHS secondary care.”
“She talked about the importance of GIRFEC and its interaction with our approach to ASN in our schools. As Stephen Kerr, I think, pointed out in relation to my commentary on Friday at the SSTA congress, when the 2004 act came into force, far fewer children had an identified additional support need. Today, in most schools, the number is at about 40 per cent. In some schools that I visit, it is more than 50 per cent. The landscape has fundamentally changed since that legislation was introduced and in relation to how it is now being enacted. That plays to the points in the Labour Party amendment about the 2004 act’s interaction with delivery at the local level, on which I do not think that we heard disagreement. More broadly, there was commentary on data.”
“There have been different ideas about that, such as on the role of local government, which I note is not expressly mentioned in the motion, although Mr Briggs mentioned it. I would want COSLA to be at the table for any engagement on the points that Ms Duncan-Glancy raised on workforce planning, for example. I also heard the points that Karen Adam made about Banff academy; I have experienced the no- bell school that she mentioned, and if I had stayed in the north-east, I would have gone to Banff academy. Banff academy’s approach to not having a school bell has had a transformative impact on the young people—particularly those with an identified additional support need—and the staff in that school. I want to mention comments from colleagues, but I am conscious that time is tight. Liz Smith made a helpful contribution.”
“We know that it is funding the employment of around 3,000 extra staff in our schools. I was struck that the motion calls for another review. I see one of Mr Briggs’s colleagues nodding. I am sure that, in previous debates brought to the Parliament by the Conservatives, I was instructed by her that the time for reviews is now over. However, I accept the gravity of the challenge. It is important that, as a Parliament, we come together to recognise what more needs to be done on behalf of Scotland’s children and young people. To respond to the points than Willie Rennie made, it is important that there is a collective understanding of what the scope of such a review should be.”
“I have been really impressed by the thoughtful and powerful contributions that we have heard from across the chamber. I thank Miles Briggs for raising the topic, which, as he will know, is constantly raised in my mailbag and during my visits to schools. I was in a school this morning, meeting with staff and speaking to young people about their experiences in school. I put on record my thanks to Molly, who I played shops with, and to Ellis, who asked me for more playtime. There was also an ask from some of the primary school kids for more sharing. It was a heartening visit and it was all about the pupil equity fund and the difference that it has made in our schools. That funding is providing extra money to Scotland’s headteachers to help them pay for investments in extra staff, as we have heard from members across the chamber today.”
“We all share the ambition to make our schools safe and consistent learning environments and, in so doing, support Scotland’s young people and teachers. The Deputy Presiding Officer: The cabinet secretary will take questions on the issues raised in her statement. There will be around 20 minutes for questions, after which we will move on to the next item of business. I encourage members who wish to ask a question to press their request-to- speak buttons.”
“That is why, ahead of the publication of the national action plan, I engaged with all parties and their suggestions for improvements. I hope that party spokespeople can see some of those suggestions reflected in the national action plan and in our progress to date. In a similar spirit, as we enter phase 2 of the plan, I am keen to engage on the development of further solutions so that, collectively, we can consider how they might be integrated in the plan. I have set out the progress that has been made during the first nine months of the action plan and my commitment to further action. I hope that members across the chamber can share that commitment as we move to the next phase of the action plan.”
“We have already refreshed guidance on the recording of bullying incidents and, during phase 2 of the plan, we will undertake a broader review of processes for recording incidents, including violent incidents, to identify potential means of streamlining processes and improving consistency. Our schools and school workforce remain central to all that. In recognition of their importance, we are investing an additional £29 million in this year’s budget to support provision of the additional support needs workforce in our schools. That resource will be used to support the recruitment, retention and training of the whole of the inclusion workforce. I am aware of how much interest there is in this topic across the chamber.”
“It also supports YouthLink Scotland to deliver the no knives, better lives programme, to develop resources and to deliver training sessions to hundreds of practitioners and young people. I recognise the BISSR findings, which were reinforced by our relationships and behaviour summits, that staff can feel disempowered by using consequences. However, I am absolutely clear that consequences are an essential part of a supportive learning environment. As I mentioned, we will publish new guidance on consequences before the summer recess, and I will update the Parliament at that point. I also recognise the concerns that have been raised about the potential underreporting of incidents and about variation in practice among local authorities.”
“Today, I extend an invitation to all MSPs to be part of that alliance and to work collectively with the Government to tackle the threat of the far right and, in particular, the threat that extremism brings to women in society. I turn to the steps that we are taking to respond to the most serious behaviour in our schools. This year, as part of our broader investment in violence prevention, we are investing £2 million to address youth violence and the carrying of weapons in and around our schools. That brings our total investment to more than £6 million since 2023. Such investment supports Medics Against Violence to engage with young people in schools and youth clubs to address the consequences in our schools of knife carrying and knife injuries.”
“As part of the programme for government, we have committed to further supporting that initiative. Beyond gender-based violence, we know that the rise of extremism and far-right ideology across wider society is having a detrimental impact on our young people. That concern was shared by the teaching trade unions when I met them all yesterday as part of our professional association forum. As I confirmed at last Friday’s NASUWT conference, I have committed to engaging further on that topic, building on the gathering that the First Minister held two weeks ago, to understand the role of our education system in tackling the harms of the far right.”
“I have already highlighted the good work that is being done on the gender-based violence framework, which was launched last year. We are also continuing our investment in the mentors in violence prevention and Equally Safe at School programmes, which are aimed at addressing violence against women and girls. I am particularly concerned about the impact of online content. In January, I was fortunate to attend the launch of the new digital discourse initiative. The free resource provides practical strategies and curriculum tools to support school staff to challenge online hate and disinformation. I heard at first hand from staff and pupils at Cathkin high school about how helpful that resource has been in aiding the understanding of terminology and providing practical tools to address those issues in schools.”
“Like many members, I was deeply concerned by the recent NASUWT and Educational Institute of Scotland findings on the experiences of female teachers and staff, which echo those of our own BISS research. As a female politician, I have to say that the findings are, sadly, also reflective of some of the experiences that are encountered by women in politics in 2025. That is because our classrooms can hold up a mirror to who we are as a society. Therefore, we should not divorce wider societal shifts from behaviour in Scotland’s schools. Gender-based violence should not be tolerated in our society. Important conversations are needed about how to address the attitudes that are influencing such violence, and I welcomed my most recent meeting with the NASUWT to that end on Friday, when I attended its conference.”
“As part of the violence prevention framework, partners in the third sector have launched the “Quit Fighting for Likes” campaign, which includes a suite of resources for teachers to engage young people in conversations that are aimed at preventing the filming and sharing of violent incidents on social media. That is just a snapshot of some of the action that is detailed more fully in the progress report, with which I am sure members have engaged. Today, I will focus on our next steps in the action plan, with particular reference to two areas that are of specific concern to members: the increase in gender-based violence and responding to the most challenging behaviour in our schools.”
“As part of inspections, every school in Scotland now receives enhanced feedback on relationships and behaviour. Education Scotland has been supporting local authorities and schools with bespoke professional learning, tailored to the needs of their staff, on topics such as expectations, consequences and de-escalation. Practical resources to support staff on specific topics have also developed. That work includes updating the “Keeping Your Cool in School” programme, which uses discussion and reflection to equip primary-aged children to recognise and manage strong emotions.”
“Between November 2023 and March 2025, good progress was made against all 20 actions that are set out in the plan. I will take a few moments to highlight some of that progress. We have prioritised responding to emerging areas of concern. That is why new guidance has been published on preventing and responding to gender-based violence and on mobile phones. We have also updated “Respect for All”, our national anti-bullying guidance, to include strong messages about our expectation that all instances of bullying should be recorded. Our national education agencies have a crucial role here. In November 2023, I announced support, spearheaded by our interim chief inspector of schools, to ensure that inspections by His Majesty’s Inspectorate of Education support improvements in behaviour in our schools.”
“Importantly, the plan is jointly owned with COSLA to reflect the sharing of legal responsibilities between the Government and our councils, which carry the statutory responsibility for running Scotland’s schools. The plan was developed in collaboration with the Scottish advisory group on relationships and behaviour in schools, which means that it was informed by our main teaching unions, the Association of Directors of Education in Scotland, Education Scotland, the Association of Scottish Principal Educational Psychologists, parent representatives and wider stakeholders. The plan contains 20 overarching actions under eight themes and is to be delivered by March 2027, and the first progress report was published at the end of March.”
“A further discussion will take place shortly, and I look forward to continuing that conversation with all parties. We all know that the reasons underpinning trends in behaviour are complex. Staff who responded to the behaviour in Scottish schools research highlighted the impact of wider societal factors—including poverty, deprivation and the cost of living crisis—as the root cause of some disruptive behaviour. Given that a core mission of the Government is getting it right for every child, we have a commitment to support all young people to help them to reach their potential. I turn to my update on the relationships and behaviour in schools action plan.”
“Those events have been pivotal in allowing us to hear about the post-Covid challenges that our schools face and in creating the necessary conditions to have frank and pragmatic conversations about the solutions with those who are at the chalkface. I stress the need to look beyond party politics and to work across the Parliament to collectively discuss solutions. There is a role for each of us in working together, with the interests of our young people in mind. That is why, in advance of the publication of the behaviour action plan, I engaged with Opposition members to hear their ideas for solutions. A further example of that approach was the First Minister’s youth justice summit, at which members from across the Parliament heard directly from young people.”
“Today’s update on relationships and behaviour in schools follows the progress made on the national action plan that was published last August by the Scottish Government and the Convention of Scottish Local Authorities. I can inform members that further progress, most notably on consequences, will be published before the summer recess. As cabinet secretary, I spend much of my time engaging with teachers and other school staff across the country. Over the past six months, I have hosted a series of regional events, with all of Scotland’s secondary school headteachers being invited to attend, and we are now halfway through the events for all primary school headteachers. I again pay tribute to teachers in Scotland’s schools, from Dumfries to Inverness and Aberdeen, who are helping to make a difference every day.”
“On a point of order, Presiding Officer. I could not connect to the app. I would have voted no. The Presiding Officer: Thank you, Ms Gilruth. We will ensure that that is recorded. Foysol Choudhury: On a point of order, Presiding Officer. I had the same issue again. I would have voted no. The Presiding Officer: Thank you, Mr Choudhury. We will ensure that that is recorded. I call Lorna Slater for a point of order.”
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“In closing, I want to say that I am very proud that Scotland was one of the first nations to embed learning for sustainability as an entitlement for all learners, and I am pleased that Eco-Schools continues to engage our children and young people and to inspire them to take an interest in environmental and social issues and to deliver, through their own actions, positive change across their school community. Once again, I pay tribute to the achievements of the pupils and staff at St Andrew’s RC primary school and congratulate Keep Scotland Beautiful on the 30th anniversary of the Eco-Schools programme. The Deputy Presiding Officer: That concludes the debate, and I close the meeting. Meeting closed at 17:28. This is the final edition of the Official Report for this meeting.”
“Jenny Gilruth: Ms Grahame will not be surprised to hear that, as a fellow former teacher, I agree with that sentiment. We know about the importance of outdoor learning in increasing and improving attainment, and having our young people engage in that way is hugely important. I have observed that engagement myself in many schools across the country—it really supports an enriched learning environment. I am conscious of the time, Deputy Presiding Officer.”
“Our schools are invited to take part in a further set of live lessons for natural Scotland week between 12 and 16 May, to mark the United Nations decade for ecosystem restoration and to explore what we can all do to help protect and restore our natural heritage. Eco-Schools has grown and developed in Scotland alongside our curriculum for excellence. Christine Grahame: My point is linked to curriculum for excellence. We have been talking about how important it is for young children to understand the environment and sustainability; there are children who will not engage in the classroom in the same way as others, but, once they get outside into a garden and planting things, they begin to engage with life around them and to express themselves, speak and become confident. The programme is, therefore, a winner all round.”
“As we have heard this evening, the programme has, in the years since, helped to articulate what climate education means, and it has supported teachers in translating that into their day-to-day practice in our schools. In the years since 1994, pupils from all over Scotland have demonstrated a passion and an interest in the themes covered by the Eco-Schools programme. Our schools continue to engage with a wide range of activities under the programme, including the green flag award itself; the climate- ready classrooms programme; the young reporters for the environment competition; and live lessons delivered via our Glow platform.”
“We also heard from the member about the broader celebrations that are planned in June— actually, it was Foysol Choudhury who made that point, I think. My apologies, Deputy Presiding Officer. I am sure that all MSPs will use June as an opportunity to get out and support schools in their constituencies and regions. We have heard much from members about the Eco-Schools programme. However, as Christine Grahame’s motion recognises, the contribution of the programme more broadly over the past 30 years has been phenomenal, and I would like to reflect on how far that work has come. Eco-Schools was launched in the UK, Denmark and Germany back in 1994, with Scotland awarding our first green flag in 1995.”
“Craig Hoy: Is the cabinet secretary aware that, when schools or councils face cash pressures, it is often initiatives such as the Eco-Schools programme—in which councils provide, for example, free plants or access to their nurseries, by which I mean plant nurseries rather than educational nurseries—that are affected? There are sometimes financial constraints on councils that affect the roll-out of such schemes, so will the cabinet secretary continue, in Government, to advocate for the relatively small but important amounts of funding that allow those projects to be delivered? Jenny Gilruth: I am more than happy to give the member an undertaking in that regard, and I recognise the point that he makes.”
“As members will have heard this evening, it is challenging and requires real commitment from staff and young people alike. Craig Hoy rightly mentioned the vital work of Keep Scotland Beautiful, and I repeat and commend his sentiment. I put on record that we could not run the Eco-Schools programme without Keep Scotland Beautiful. Mr Hoy also mentioned St Andrew’s RC primary nursery and the happy and welcoming learning environment that it provides to the young people there. I think that he also said that a Christmas card winner had been selected from that nursery class—is that correct? I see him nodding. That kind of welcoming environment is always a testament to the efforts of the staff and support workers in our schools, and I again put on record my thanks to them for all that they do to support and teach our young people every day.”
“We heard from Emma Harper about Lockerbie academy—and about Georgetown primary school, too, I think. I see the member nodding, so that is correct. It was fantastic to hear more about the slow fashion movement—I learned a little bit about that in my previous role as Minister for Culture, Europe and International Development—and about the challenge that the movement presents to the fast fashion approach that we often see on the high street today. We heard from Finlay Carson about the work of Shawhead primary school, also in Dumfries and Galloway, on learning for sustainability and about the really impressive work that those young people and their teachers have undertaken. Emma Harper talked about what is involved in the process of becoming an eco-school.”
“I will begin by reflecting on the school’s success in the programme, which we heard about from Ms Grahame and which is a testament to the commitment and hard work of all the school staff in creating engaging and meaningful learning opportunities for their young people. Christine Grahame was right to say that the Eco-Schools programme is an investment in the next generation. It was good to hear about the work of the eco squad, directed by Mrs Valentine, and the outdoor learning space that they have created. The miniature, pocket-sized garden sounds like a fabulous initiative—although quite challenging, I would imagine. I am very much looking forward to the online garden showcase, and, as Ms Grahame stated, St Andrew’s RC primary building on its success as an eco-school. It is a really imaginative project, as she rightly noted.”
“I thank Christine Grahame for lodging the motion, and I thank colleagues on all sides of the chamber for what has been a very positive debate. I did not know that I was going to learn about survival blankets made from crisp packets, so I put on record my thanks to Christine Grahame for that. I am sure that other members share that sentiment. As the Cabinet Secretary for Education and Skills, I welcome the opportunity to celebrate the 30th anniversary of the international Eco-Schools programme and the special commendation for St Andrew’s RC primary school for its work in the programme.”
“In this financial year alone, we are investing £185 million to support foundation, modern and graduate apprenticeships. Our commitment to providing breadth of choice in the senior school phase is reflected in the on- going growth in the numbers of school leavers who achieve one or more vocational or technical qualifications at Scottish credit and qualifications framework level 5 or better and in the fact that 35 per cent of 2023-24 school leavers gained a vocational or technical qualification at or above SCQF level 5. The new pathways have a vital role in equipping learners with the skills that are needed in today’s workforce. They help to ensure that every learner, regardless of background, has a chance to succeed. Accommodation (Standards) 6.”
“Does she agree that there is no single path to success and that it is important to recognise the many routes that exist into careers and fulfilling ambitions, including modern apprenticeships, vocational courses and tremendous colleges, such as New College Lanarkshire in my constituency, which offer articulated routes into career choices? Jenny Gilruth: I agree that, as the member said, there is no single path to success. It is important that we recognise and support the many and various routes into fulfilling careers, whether it is through modern apprenticeships, vocational training or further and higher education. The Scottish Government continues to invest in those pathways, including through supporting colleges such as New College Lanarkshire in the member’s constituency and high-quality apprenticeship opportunities.”
“I recognise that the exam diet can be a stressful time for pupils, and I wish our young people across Scotland the very best of luck as they sit their exams, particularly those in Ms Adamson’s constituency of Motherwell and Wishaw. Importantly, opportunities should be available throughout the school year for every young person to discuss any stress that they may be feeling as they prepare for examinations and to discuss the support to manage that best. Pupils with concerns about their exams should contact their school in the first instance. The Scottish Qualifications Authority has published the “Your Exams” booklet, which contains helpful information on how to prepare for exams and what to expect. Clare Adamson: I thank the cabinet secretary for her answer—I, too, wish every pupil well and hope that they achieve their ambitions.”
“As I intimated in my original response, Dundee City Council will receive an extra £5.1 million as a result of the Government’s investment through the budget, which will help the council to increase teacher numbers to alleviate the challenges that he rightly raises today. It is thanks to that Scottish Government investment that we have the highest-paid classroom teachers, the lowest pupil to teacher ratio and the highest school spending per pupil across these islands. It remains deeply politically incoherent that Mr Marra and his party voted to abstain on further investment in Scotland’s classrooms, where we know and agree that it is needed most. First Minister’s Question Time 12:01 Trade Tariffs 1.”