, Children, Young People, and Education Committee
Mental Health support in Higher Education—evidence session 7
Thank you, Chair, and thank you for joining us this morning. My first question is: what is your members' assessment of the situation with regard to student mental health? Aside from the proposed changes to questions in the national student survey, are there…
, Children, Young People, and Education Committee
Mental Health support in Higher Education—evidence session 6
Thank you. Thank you, Chair.
, Children, Young People, and Education Committee
Mental Health support in Higher Education—evidence session 6
Thank you. Which students are most in need of support, and what do student support services need to address any inequalities in mental health outcomes?
, Children, Young People, and Education Committee
Mental Health support in Higher Education—evidence session 6
Thank you. Do you think that student support has changed since the pandemic, and what are the challenges and benefits of such changes? For example, is it possible, or desirable, to deliver more student support services in online spaces?
, Children, Young People, and Education Committee
Mental Health support in Higher Education—evidence session 6
Thank you, Chair. Good morning and thank you for joining us this morning. What is your assessment of the current situation with regard to student mental health, and how useful do you think the proposed changes to the national student survey will be in…
, Plenary
Debate on Petition P-06-1294, 'Don't leave metastatic breast cancer patients in Wales behind'
Diolch to the Business Committee for the urgency, enabling this debate to take place following last week's Petitions Committee meeting. I know that Tassia is here today, and I'd like to thank her and congratulate her on her efforts to raise awareness of…
, Children, Young People, and Education Committee
Mental Health support in Higher Education—evidence session 5
Thank you. How can education and healthcare providers work together to address inequality in terms of mental health, particularly in groups of students who are more likely to experience poor mental health?
, Children, Young People, and Education Committee
Mental Health support in Higher Education—evidence session 5
You work with a wide range—. This is to Mind Cymru. You work with a wide range of people experiencing mental health issues. To what extent is the higher education student population atypical and in need of targeted mental health support? How do mental health…
, Children, Young People, and Education Committee
Mental Health support in Higher Education—evidence session 5
Thank you, Chair, and thank you for joining us this morning. How well do you think we understand the extent of mental health challenges among the student population in Wales? And how could our data and wider intelligence with regard to student mental health…
, Children, Young People, and Education Committee
Mental Health support in Higher Education—evidence session 4
As long as you can hear me, that's okay. I was just asking do you think that younger pupils find it more difficult to access mental health, or are more reluctant to access mental health, than pupils in higher education?
, Children, Young People, and Education Committee
Mental Health support in Higher Education—evidence session 4
I don't know what's happening. My screen keeps going off and on. It's like as if they're knocking me on and off on the other side. Sorry, Chair.
, Children, Young People, and Education Committee
Mental Health support in Higher Education—evidence session 4
Can you see me?
, Children, Young People, and Education Committee
Mental Health support in Higher Education—evidence session 4
Thank you. How do you think that younger pupils—[Inaudible.]—find it as easy as their peers, the older pupils, or do you think that they find it actually more difficult?
, Children, Young People, and Education Committee
Mental Health support in Higher Education—evidence session 4
Thank you, Chair. Thank you for joining us this morning. How well do we understand the extent of mental health challenges among the student population? And how could our data and wider intelligence with regard to student mental health and well-being be…
, Children, Young People, and Education Committee
Mental Health support in Higher Education—evidence session 3
Thank you. We know that there are inequalities in terms of mental health provision across the board, especially for students from ethnic minority backgrounds. How do you think we can address this? Also, I know that all education settings provide their own…
, Children, Young People, and Education Committee
Mental Health support in Higher Education—evidence session 3
Thank you, Chair. We know that our young people find that there’s a stigma surrounding seeking mental health help. What do you think can be done to break down the barriers? And also, how do you think universities and educational settings can make it more…
, Children, Young People, and Education Committee
Mental Health support in Higher Education—evidence session 3
Right, I'll move on then. To what extent is the higher education student population atypical and needing targeted mental health support? Do mental health conditions for other young people compare to their peers in higher education?
, Children, Young People, and Education Committee
Mental Health support in Higher Education—evidence session 3
Thank you, Chair. Thank you all for joining us this morning. My first question is: to what extent are there gaps in the information about mental health conditions from students in higher education? How should these be addressed and, also, by whom?
, Culture, Communications, Welsh Language, Sport, and International Relations Committee
Welsh in Education Strategic Plans (WESPS): Evidence session with local government representatives
Thank you. And lastly from me, does the 10-year education workforce plan provide local authorities with the certainty required to deliver on their WESP targets? And how can the professional learning offer for staff be strengthened?
, Culture, Communications, Welsh Language, Sport, and International Relations Committee
Welsh in Education Strategic Plans (WESPS): Evidence session with local government representatives
Thank you, Chair, and thanks for joining us today. Could you tell us please what engagement takes place between local authorities and stakeholders in the development of WESPs and what role do stakeholders play in supporting the delivery of local authority…
, Culture, Communications, Welsh Language, Sport, and International Relations Committee
Welsh in Education Strategic Plans (WESPS): Evidence session with Welsh medium early years, post-16 and adult learner provision
Thank you.
, Culture, Communications, Welsh Language, Sport, and International Relations Committee
Welsh in Education Strategic Plans (WESPS): Evidence session with Welsh medium early years, post-16 and adult learner provision
Yes, thank you. Thank you, very interesting. Could you tell us what is the impact of the 10-year education workforce plan on the pre- and post-compulsory school age sector and how can we ensure a sufficient flow of Welsh-medium staff to allow local…
, Culture, Communications, Welsh Language, Sport, and International Relations Committee
Welsh in Education Strategic Plans (WESPS): Evidence session with Welsh medium early years, post-16 and adult learner provision
Diolch, Chair. Thank you all for joining us this morning. Could you tell us what engagement takes place between local authorities and stakeholders in the development of WESPs, and what role do stakeholders play in supporting the delivery of local authority…
, Petitions Committee
Motion under Standing Order 17.42(ix) to resolve to exclude the public from the remainder of the meeting
That concludes the public business. We will now go into private session to discuss our work over the coming term. So, I propose, in accordance with Standing Order 17.42, that the committee resolves to meet in private for the remainder of the meeting. Are…
, Petitions Committee
Updates to previous petitions
Okay. We'll close the petition.
