Diolch yn fawr. And I'd like to thank Mark Isherwood for raising this really important issue. Mark, I can always rely on you to teach me something new in these debates—you always have so many facts and figures at your fingertips, and they're always very useful for us to take note of, and certainly I'll be making sure that we take note of those and follow up some of those issues. Forgive me for not being in the Chamber today.

Migraine is, as we've heard, one of the most common neurological conditions, and yet we very rarely speak about it and its impact in this Chamber. Many of us will have had first-hand experience of migraine, or some insight into the enormously debilitating impact it can have on sufferers and their quality of life. And as we've heard this afternoon, migraine is a severe and painful long-term health condition—so much more than just a really bad headache. And unfortunately, for the majority of children and young people with migraine, this will follow them into adulthood.

And perhaps the cruellest aspect of the condition is its ability to strike with little or no warning, and with no rhyme or reason, disrupting and upsetting really special occasions and everyday events. And the potential for disruption to children, as many of you have noted, and young people's education, their ability to learn and their ability to take part in all other aspects of school life, can be clearly understood. And I understand this, as my eldest brother was someone who suffered migraines and took literally months off school, affecting his education considerably.

Now, in the time I have this afternoon, I want to highlight some important measures that are already in place to support children and young people in a learning environment. Now, under section 175 of the Education Act 2002, local authorities and governing bodies must make arrangements to ensure their functions

'are exercised with a view to safeguarding and promoting the welfare of children' in school or other places of learning. This includes supporting children with healthcare needs.

Now, to support this, our 'Supporting learners with healthcare needs' guidance contains both statutory guidance and non-statutory advice to support learners to ensure minimal disruption to their education. This emphasises the need for a collaborative approach from education and health professionals, placing the learner at the centre of decision making, and of course it's important also to involve parents. 

It's further supported by quick guides for staff, parents and young people. Health professionals would be involved in the preparation of an individual healthcare plan to address any health needs that impinge on the child's or young person's time at school. We've got some good examples of where requirements and the spirit of the Act and its guidance are being put into practice. Aneurin Bevan University Health Board has developed a recovering from illness paediatric service, designed specifically to meet the needs of children and young people who are coping with illnesses. The team works with children, young people and their families to support them in coping with the very real challenges of having a health condition and aims to help them manage symptoms that can get in the way of doing things that really matter to them.