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Before I bring in Satwat Rehman, I want to add another issue. Looking back to the pandemic, we have evidence that includes case studies about families who found it difficult to get childcare when their employers required them to go back to work. Was that the responsibility of the employers—was it bad practice by them—or was it a lack of synchronicity with the easing of the lockdown? The Government was indicating that companies could take their workers back, but childcare was not yet up to full speed. Perhaps Satwat Rehman would answer my first question as well as addressing that one.

Okay, it is not extra, but—

I thank the witnesses for coming.

The situation seems pretty stark. The demand from young people is up, as we heard from the previous witnesses and as we can see in the written evidence. Waits for diagnosis for mental health problems, autism or other conditions are longer. The numbers of co-ordinated support plans have gone down in the past eight years. The numbers of additional support teachers are down, too, as are funding for ASN and referrals to social work.

The system was already under strain before the pandemic and demand has gone up since it began. What chance do young people have of getting the support that they need under those circumstances?

Anybody who wishes to answer. I think that the EIS has a particularly strong view on the issue, so Laurie Black might wish to start.

I am keen to understand the wider impact of mainstreaming on other pupils and on teachers, as well as what we can do to address the consequences that Laurie Black has just set out. I would like to understand how widespread the situation is and whether support mechanisms are in place to deal with the consequences. My question is not against mainstreaming; it is just about how we cope with some of its consequences and side effects.

No, thank you, convener. I have finished.

I prefer to be brief, convener.

Mainstreaming is an important area. I am sure that everyone supports the mainstreaming approach, but, as we see in the written evidence, there are consequences for wider learning, for other pupils and for the classroom environment. I am keen to understand more about what that looks like and what we can do to try to address those issues. Perhaps Laurie Black could comment first.

Do teachers feel that they get enough support when such incidents happen, to help them to manage the circumstances?

Would any of the other witnesses like to comment?

Thank you, Professor Stobart. That has been very helpful.