Lynne, first of all, I’d like to pay an enormous tribute to you, because you are such an advocate for children and young people and for tackling the issues that we have with the child and adolescent mental health services. Because I agree with everything that you’ve said this afternoon: I think it is vitally important that we enable our children to become more emotionally and psychologically resilient. We’re in a really cruel world and it’s getting tougher by the day. Some kids have tough families, very chaotic lives that they have to cope with, other children are always susceptible to what the media have to say, to the celebrity culture—‘You’re too thin, you’re too fat, you’re too tall, you’re too short’—to everything else. There’s bullying and that can be rife. We’ve heard so many times about adverse childhood experiences and the damage they can have on someone in the long term.

So, I think to make emotional health as a proper part of the curriculum, and to use Donaldson to try and drive this change forward, would be absolutely key. So, Cabinet Secretary, I would ask you to perhaps tell us a little bit about what discussions you’ve had with the Cabinet Secretary for Education to drive this forward.

I do want to add that I speak not just as an Assembly Member, but also as a mother, and, as many of us who have young children in our lives whom we love and cherish, we’ve all have been through the times when we’ll have dealt with them as they’ve come home from school having had a terrible day, where they’ve been bullied mercilessly or they just don’t get what it is that they’re not quite right about. And I thought that that film really portrayed that—the loneliness and the isolation that young children can experience. So, anything that the Government can do to ensure that our children are fit to face their adult lives would be very, very welcome.

My own personal opinion: building an emotionally resilient and psychologically tough individual is actually more important than straightforward plain education. In education, we have to get past this business that it’s about learning, it’s about lessons, it’s about exams: if we can deliver, at the end of primary, at the end of secondary, at the end of FE, and at the end of HE, young people who can cope with this world, then we will have succeeded, because they can do the rest of the learning at another stage.