English: But, actually, what does that mean in practice and what is a whole-school approach? Teachers tell us that they are concerned about their students' mental health. They feel that they're being asked to deal with mental health issues outside their competencies as teachers, and they often feel unsupported by specialist services. There is a clear need for teachers to have help and support in responding to children experiencing difficulties such as anxiety, low mood and compulsive self-harm or conduct disorders. But, it's also important, I think, that we must not medicalise the process of growing up. This is what young people themselves told us in the 2016 'Making Sense' report, compiled by and representing the views of young people. Almost 40 per cent in that survey cite that their teacher is a person whom they would prefer to seek support from. This theme was further developed in 'Mind over matter', which highlighted the important role of education in addressing the emotional and mental health needs of young people. And in particular, the needs of the so-called 'missing middle', young people with real emotional problems but who aren't necessarily mentally ill and who often find themselves with little support. And that's why, as Jayne referred to, the Minister for Health and Social Services and I convened the joint ministerial task and finish group in September 2017. Experts from across the field of education and health have been gathered together to advise us on the work that we need to do to deliver a whole-school approach to emotional and mental well-being. Ensuring not just teachers but everyone who works in our schools are able to contribute positively to young people's well-being. When I gave evidence to the committee in June, I indicated that I am committed to producing a framework that will support schools in developing and implementing consistent whole-school approaches, and it will provide guidance to schools on assessing their own well-being needs and strengths, and support them in developing a plan of action to address issues identified following assessment, backed by robust monitoring and evaluation arrangements. We will support schools in this work with a range of resources to help them promote mental well-being. I'm pleased to say that we're not starting with a blank sheet of paper. We have already, as we've heard from Members around this room, really good foundations on which we can build. For instance, as Jayne said, I know from my visit to Pill Primary School in Newport last year, more schools - more and more - are recognising nurture groups as a proven means to help young people at both primary and secondary phases. It helps them to develop trust and communication skills and improves their self-esteem. And they can be really effective when young people have experienced sudden severe trauma, when they are on the verge of becoming school refusers, and also as a support to parents and carers to build bridges with schools and education and to help engage them in their children's learning, when often they themselves have not necessarily had a positive experience of education when they were small. Our schools' counselling services support over 11,500 young people annually, but I recognise there is still too much variation in waiting times for those services, and that's why the Minister for health and I have recently agreed additional funding to address some of the variation in provision, addressing long waiting lists and promoting collaborative arrangements across local authorities and health boards to improve provision. This funding forms part of a wider investment of £2.5 million this year to improve not just counselling provision, but also to train our school staff in their own and their students' emotional well-being, and to provide and to test both universal and targeted interventions in school. On World Suicide Prevention Day, I was also very pleased to launch our new suicide and self-harm guidance, developed specifically to support teachers and professionals who regularly come into contact with young people. That guidance focuses on early intervention and the safe management of self-harm and suicidal thoughts when they arise. It provides a quick and accessible source of advice and good practice for practitioners. If Members have not yet had a chance to read those resources, I really would urge you to do so. I'm grateful for the professionals that have helped produce them. Our CAMHS school in-reach pilots are also showing real benefits since their launch, and I'm very pleased to announce that we have agreed extra funding to extend the pilots until December 2020 to coincide with the final evaluation report of that programme, and this has been backed by additional funding. The pilots demonstrate that developing those crucial relationships - and Jayne spoke about this a lot - across organisational boundaries is the key to delivering success. School staff report benefits in having a contact with whom they can discuss issues directly, and crucially in a timely fashion. This benefits not only young people but also teachers who feel better supported to address their children and young people's needs. But I know - I very much know - that we can do so much more. I want to build on this momentum by further developing activity to support teachers so that they have a greater understanding of child development, especially during those crucial adolescent years, which can be really difficult for everybody, and the knowledge to learn and engage with emerging issues around emotional and mental well-being for learners. And, working with our universities, we will develop learning resources for student teachers and ensure that similar support is available to existing teachers. It's also crucial to me that we continue to consult with young people themselves about what further support we should be providing to them. And that's why we have convened a youth stakeholder group, drawn from diverse geographical and social backgrounds, including mental health service users themselves. I have to say, I have been hugely impressed with their commitment to this process, their knowledge and their boundless enthusiasm. Together with the Welsh Youth Parliament, which has, as we've heard, agreed that emotional and mental health support should be one of their main issues, I'm sure that they, alongside Lynne Neagle, will continue to hold Welsh Government to account for our work in this area. Like everyone here left in this Chamber this evening, I want every young person in Wales to flourish. I want them to learn and I want them to succeed, particularly in terms of the development of a whole-school approach to support those with emotional health and well-being issues. It's not an either/or, acting Presiding Officer, it's of equal importance, intrinsically linked to their ability to succeed in education. And I want, once again, to thank Jayne and colleagues for their contributions this evening. Diolch yn fawr.
Welsh: Ond beth y mae hynny'n ei olygu'n ymarferol mewn gwirionedd a beth yw agwedd ysgol gyfan? Dywed athrawon wrthym eu bod yn pryderu am iechyd meddwl eu myfyrwyr. Teimlant ei bod yn ofynnol iddynt ymdrin â materion iechyd meddwl y tu allan i'w cymhwysedd fel athrawon, ac maent yn aml yn teimlo nad ydynt yn cael cefnogaeth gwasanaethau arbenigol. Mae'n amlwg fod angen i athrawon gael help a chymorth i ymateb i blant sy'n profi anawsterau fel gorbryder, hwyliau drwg a hunan-niwed cymhellol neu anhwylderau ymddygiad. Ond mae'n bwysig hefyd, rwy'n credu, i ni beidio â gwneud y broses o dyfu i fyny yn un feddygol. Dyma a ddywedodd y bobl ifanc eu hunain wrthym yn yr adroddiad 'Gwneud Synnwyr' yn 2016, a luniwyd gan bobl ifanc, ac sy'n cynrychioli eu barn. Mae bron i 40 y cant yn yr arolwg hwnnw'n dweud bod eu hathro'n berson y byddai'n well ganddynt gael cymorth ganddynt. Datblygwyd y thema hon ymhellach yn 'Cadernid Meddwl', a dynnodd sylw at rôl bwysig addysg wrth fynd i'r afael ag anghenion emosiynol ac iechyd meddwl pobl ifanc. Ac yn benodol, anghenion yr hyn a elwir yn 'ganol coll', pobl ifanc sydd â phroblemau emosiynol go iawn ond nad ydynt o anghenraid yn dioddef salwch meddwl ac yn aml, ni chânt lawer o gymorth. A dyna pam, fel y cyfeiriodd Jayne, y sefydlodd y Gweinidog Iechyd a Gwasanaethau Cymdeithasol a minnau y grŵp gorchwyl a gorffen gweinidogol ar y cyd ym mis Medi 2017. Daeth arbenigwyr o bob rhan o'r maes addysg ac iechyd at ei gilydd i'n cynghori ar y gwaith sydd angen i ni ei wneud i gyflwyno agwedd ysgol gyfan tuag at ymdrin â lles emosiynol a meddyliol gan sicrhau bod pawb sy'n gweithio yn ein hysgolion, nid athrawon yn unig, yn gallu cyfrannu'n gadarnhaol at les pobl ifanc. Pan roddais dystiolaeth i'r pwyllgor ym mis Mehefin, nodais fy mod yn ymrwymedig i gynhyrchu fframwaith a fydd yn cynorthwyo ysgolion i ddatblygu a gweithredu agwedd ysgol gyfan sy'n gyson, a bydd yn rhoi arweiniad i ysgolion ar asesu eu hanghenion a'u cryfderau eu hunain o ran lles, a'u cynorthwyo i ddatblygu cynllun gweithredu i fynd i'r afael â'r materion a nodir yn dilyn asesiad, wedi'u cefnogi gan drefniadau monitro a gwerthuso cadarn. Byddwn yn cefnogi ysgolion yn y gwaith hwn gydag ystod o adnoddau i'w helpu i hyrwyddo lles meddyliol. Rwy'n falch o ddweud nad ydym yn dechrau gyda thudalen wag o bapur. Fel y clywsom gan yr Aelodau o amgylch yr ystafell hon, mae gennym eisoes sylfeini da iawn y gallwn adeiladu arnynt. Er enghraifft, fel y dywedodd Jayne, ers fy ymweliad ag Ysgol Gynradd Pilgwenlli yng Nghasnewydd y llynedd, gwn fod mwy o ysgolion - mwy a mwy - yn cydnabod bod grwpiau anogaeth yn ffordd brofedig o helpu pobl ifanc yn y cyfnod cynradd ac uwchradd. Mae'n eu helpu i ddatblygu sgiliau ymddiriedaeth a chyfathrebu ac yn gwella eu hunan-barch. A gallant fod yn effeithiol iawn pan fydd pobl ifanc wedi dioddef trawma difrifol sydyn, pan fyddant ar fin dod yn ddisgyblion sy'n gwrthod mynd i'r ysgol, a hefyd fel cymorth i rieni a gofalwyr adeiladu pontydd gydag ysgolion ac addysg ac i'w helpu i ennyn eu diddordeb yn addysg eu plant, pan nad ydynt hwy eu hunain yn aml wedi cael profiad cadarnhaol o addysg o reidrwydd pan oeddent yn fach. Mae ein gwasanaethau cwnsela mewn ysgolion yn cefnogi dros 11,500 o bobl ifanc bob blwyddyn, ond rwy'n cydnabod bod gormod o amrywiad o hyd yn yr amseroedd aros ar gyfer y gwasanaethau hynny, a dyna pam y mae'r Gweinidog iechyd a minnau wedi cytuno'n ddiweddar i roi arian ychwanegol tuag at ymdrin â pheth o'r amrywiad yn y ddarpariaeth, a mynd i'r afael â rhestri aros hir a hyrwyddo trefniadau cydweithredol ar draws awdurdodau lleol a byrddau iechyd er mwyn gwella'r ddarpariaeth. Mae'r cyllid hwn yn rhan o fuddsoddiad ehangach o £2.5 miliwn eleni tuag at wella, nid yn unig y ddarpariaeth gwnsela, ond hefyd i hyfforddi staff ein hysgolion mewn perthynas â'u lles emosiynol eu hunain a'u myfyrwyr, ac i ddarparu ac i brofi ymyriadau cyffredinol ac wedi'u targedu yn yr ysgol. Ar Ddiwrnod Atal Hunanladdiad y Byd, roeddwn hefyd yn falch iawn o lansio ein canllawiau newydd ar hunanladdiad a hunan-niwed, a ddatblygwyd yn benodol i gynorthwyo athrawon a gweithwyr proffesiynol sy'n dod i gysylltiad â phobl ifanc yn rheolaidd. Mae'r canllawiau hynny'n canolbwyntio ar ymyrraeth gynnar a rheoli hunan-niwed a meddyliau hunanladdol yn ddiogel pan fyddant yn codi. Mae'n darparu ffynhonnell gyflym a hygyrch o gyngor ac arferion da i addysgwyr. Os nad yw'r Aelodau wedi cael cyfle eto i ddarllen yr adnoddau hynny, buaswn yn eich annog yn gryf i wneud hynny. Rwy'n ddiolchgar i'r gweithwyr proffesiynol a helpodd i'w cynhyrchu. Mae ein cynlluniau peilot mewngymorth CAMHS i ysgolion hefyd yn dangos manteision gwirioneddol ers eu lansio, ac rwy'n falch iawn o gyhoeddi ein bod wedi cytuno ar gyllid ychwanegol i ymestyn y cynlluniau peilot tan fis Rhagfyr 2020 i gyd-fynd ag adroddiad gwerthuso terfynol y rhaglen honno, a chafodd hyn ei gefnogi gan gyllid ychwanegol. Mae'r cynlluniau peilot yn dangos bod datblygu cysylltiadau hollbwysig o'r fath - ac mae Jayne wedi siarad am hyn droeon - ar draws ffiniau sefydliadol yn allweddol i sicrhau llwyddiant. Mae staff yr ysgol yn nodi'r budd sy'n deillio o gael cyswllt y gallant drafod materion yn uniongyrchol â hwy, ac mewn modd amserol, sy'n hollbwysig. Mae hyn o fudd nid yn unig i bobl ifanc ond hefyd i athrawon sy'n teimlo eu bod yn cael eu cynorthwyo'n well i ddiwallu anghenion eu plant a'u pobl ifanc. Ond rwy'n gwybod - rwy'n gwybod yn iawn - y gallwn wneud cymaint mwy. Mae arnaf eisiau adeiladu ar y momentwm hwn drwy ddatblygu mwy o weithgarwch i gefnogi athrawon fel y bydd ganddynt well dealltwriaeth o ddatblygiad plant, yn enwedig yn ystod blynyddoedd tyngedfennol y glasoed, sy'n gallu bod yn anodd iawn i bawb, a'r wybodaeth i ddysgu ac ymwneud â materion sy'n dod i'r amlwg ynghylch lles emosiynol a meddyliol dysgwyr. A chan weithio gyda'n prifysgolion, byddwn yn datblygu adnoddau dysgu ar gyfer athrawon dan hyfforddiant ac yn sicrhau bod cymorth tebyg ar gael i athrawon presennol. Mae hefyd yn hanfodol i mi ein bod yn parhau i ymgynghori â'r bobl ifanc eu hunain ynglŷn â pha gymorth pellach y dylem fod yn ei ddarparu iddynt. A dyna pam ein bod wedi cynnull grŵp rhanddeiliaid ieuenctid, o gefndiroedd daearyddol a chymdeithasol amrywiol, gan gynnwys defnyddwyr gwasanaethau iechyd meddwl eu hunain. Rhaid i mi ddweud, mae eu hymrwymiad i'r broses, eu gwybodaeth a'u brwdfrydedd di-ben-draw wedi creu argraff fawr arnaf. Ynghyd â Senedd Ieuenctid Cymru, sydd wedi cytuno, fel y clywsom, y dylai cymorth emosiynol ac iechyd meddwl fod yn un o'u prif ystyriaethau rwy'n siŵr y byddant hwy, ynghyd â Lynne Neagle, yn parhau i ddwyn Llywodraeth Cymru i gyfrif am ein gwaith yn y maes hwn. Fel pawb sydd ar ôl yma yn y Siambr heno, rwyf am i bob person ifanc yng Nghymru ffynnu. Rwyf am iddynt ddysgu ac rwyf am iddynt lwyddo, yn enwedig o ran datblygu agwedd ysgol gyfan tuag at gefnogi'r rhai sydd â phroblemau iechyd emosiynol a lles. Nid yw'n fater o un neu'r llall, Lywydd dros dro, mae yr un mor bwysig, yn rhan annatod o'u gallu i lwyddo mewn addysg. Ac rwy'n awyddus, unwaith eto, i ddiolch i Jayne a'r cyd-Aelodau am eu cyfraniadau heno. Diolch yn fawr.