I thank Delyth Jewell for those questions on two very important areas. In terms of the first, and eco-anxiety, I've already acknowledged in the discussions that we've had how important it is to take this into account, and it's a core part of the work that we're already undertaking in our schools in order to ensure that eco-anxiety, as with a whole range of other anxieties, is part of our understanding of the needs of our pupils.

In terms of the role of that in our curriculum, well, the curriculum, of course, provides for a broad range of changes that will assist teachers in supporting our learners in tackling issues around climate change generally, and eco-anxiety will be part of that. I agree entirely with her that a broader understanding, not only of the challenge, but also in terms of what we as individuals can do, is an important part of responding to that issue of eco-anxiety and issues of well-being and mental health that arise from that. But I would certainly argue that that's at the heart of the curriculum as it is currently designed. It is a constant theme throughout the whole curriculum, and specifically in the context of health and well-being as an area of learning and experience. We are currently providing resources for the new curriculum, and supporting the sector in commissioning and developing those resources, with an emphasis on resources in the context of climate change as part of that. So, I will ensure that we do provide support to provide materials around eco-anxiety as a broader part of that.

The second set of questions related to what support we're providing in dealing with the impact of the pandemic on the mental health and well-being of our young people. I would refer her to the work that the Deputy Minister referred to in her statement—and I've already referred to this—in terms of the whole-school framework. It's a change of culture within schools so that all parts of the school community understand the importance of this agenda and have the skills to provide support for our learners, but also for the education workforce more broadly. And that is a fundamental response to what has happened over recent times. Of course, the foundations were laid pre COVID, but I think we've all learnt just how important this has been over the past year to 18 months.

And in terms of the renew and reform programme, specific funding has been provided within that in order to ensure that we're able to work one to one with those pupils who need that, in order to provide specific support tailored for their needs. That's part of the broader programme; there are many other examples, of course, and I would refer the Member to that document.