Chamber and committees

There have been no compulsory purchases of a building or land under the Land Reform (Scotland) Act 2003 since 2003.

The Land Reform (Scotland) Act 2003 originally contained two rights to buy.

The Community Right to Buy (Part 2) which is a right for a compliant community body to register an interest in land. If granted, this right means that if and when an owner of such land should decide to sell, then the community body is given the first option to buy at market value. This is not a compulsory purchase power.

The Crofting Community Right to Buy (Part 3) is a right that applies only to crofting areas and which, if granted, gives a compliant crofting community body the right to force the compulsory sale of the crofting land identified in their application. Only two Part 3 applications have ever been approved, but these were not taken forward as the owners in both cases agreed to a negotiated transfer.

The Community Empowerment (Scotland) 2015 inserted a third right to buy to the 2003 Act. This third right was the Community Right to Buy Abandoned, Neglected or Detrimental Land. This right, if granted, gives a compliant community body the right to force a compulsory sale of land which is either abandoned, neglected or detrimental to the wellbeing of the community. To date, there have been three applications under this part of the Act and none of these have been approved by Scottish Ministers.

The Scottish Government works closely with relevant third sector organisations at a policy and communication level when developing public health messaging. Charities across Scotland are invited to disseminate vital public health messages via relevant charity outreach and platforms.

No specific strategy is in place to help charities share public health messages on government social media feeds. Any request from a charity for information to be shared on Scottish Government social media feeds is reviewed on a case by case basis by relevant officials across policy and communications.

The Scottish Government and COSLA published ‘ Creating Hope Together , Scotland’s ten year suicide prevention strategy’ in September 2022 alongside an initial three year action plan. The development of the strategy and action plan involved engagement with key stakeholders, including those working across the further and higher education sector, as well as people with lived experience of suicide. The action plan includes a focus on developing tailored approaches to suicide prevention to meet the needs of different groups, and students are identified as one such group.

The Government is also currently developing a Student Mental Health Plan, due to publish in Spring 2023, which will complement ‘ Creating Hope Together’ and the Mental Health and Wellbeing Strategy, which is due to publish in Spring 2023. The Student Mental Health Plan will provide a framework for action by universities and colleges.

The Student Mental Health Plan will be informed by key research, such as the Mental Health Foundation’s Thriving Learners Surveys and Universities UK’s ‘Suicide-safer universities’ resource. The development of the Plan is being driven forward by the Student Mental Health and Well Being Working Group, which I chair. Membership includes NUS Scotland, Think Positive, Universities Scotland and Colleges Scotland.

Modern Apprenticeship (MA) statistics are publicly available on the Skills Development Scotland (SDS) website at Modern Apprenticeships | Skills Development Scotland .

Registered starts by year are detailed in the table below . Figures for 2022-23 are available until the end of Quarter 2, with year-end statistics expected to be published in May 2023.

The Scottish Government regularly meets with the university sector, through the Student Mental Health and Wellbeing Working Group and the Equally safe in Colleges and Universities Core Leadership Group on issues relating to student well-being and safety where these issues are considered.

Death registration data collated by National Records of Scotland contains information on the occupation of the deceased. Public Health Scotland (PHS) include this information in the Scottish Suicide Information Database.

In 2021, PHS published a thematic analysis of probable suicides by occupation group, which includes students. This can be accessed here: https://www.publichealthscotland.scot/media/8047/2021-scotsid-report.pdf

Following careful consideration of responses to the consultation on the Children (Care and Justice) (Scotland) Bill, the Scottish Government is content that there is sufficient legislative provision to enable secure transport to be utilised when necessary, and to ensure the safety of the child and others.

An overly prescriptive approach to minimising restraint practices could bring adverse consequences around escalation and criminalisation. Instead, Ministers consider that a blended framework of regulation, guidance, practice support and precise reporting is likely to best serve Scotland’s children.

Work is ongoing with partners to reduce, and where possible eliminate, the use of restraint in respect of children in care. This includes working with the Scottish Physical Restraint Action Group (SPRAG) to explore definitions of restraint, along with the availability of data, training and support.

A national service specification for secure transport is being developed by the joint Scottish Government and COSLA led Secure Care Group. The specification states that any use of restraint must be in line with Scotland’s Holding Safely guidance. This specification aims to bring consistency to the expectations and requirements, wherever secure transport requires to be commissioned. It covers areas such as data gathering and staff training. It also prohibits the use of mechanical restraint, handcuffs or pain-inducing techniques.

The health and wellbeing of children and young people is a top priority for the Scottish Government.

We do not take a prescriptive approach to the education curriculum in Scotland. The curriculum is not statutory and therefore it is for individual schools and local authorities to decide which approaches they use to help them deliver relevant and engaging learning.

The curriculum already provides opportunities for teachers to deliver learning and teaching on bereavement and loss. One of the health and wellbeing “experiences and outcomes” ensures that young people are learning skills and strategies which will support them in challenging times, particularly in relation to change and loss.

In addition, Education Scotland's National Improvement Hub contains resources for schools to support them in delivering learning and teaching on bereavement issues.

The Scottish Government has not carried out recent assessment of the financial viability of independent, third sector Scottish Hospices.

As confirmed by the First Minister in the Chamber on 15 December 2022, the Scottish Government will meet with Hospice representatives to discuss the pressures they are facing, in common with other voluntary and statutory sectors, due to the impact of increased inflation and energy costs.

The mental health and wellbeing of children and young people is a top priority for the Scottish Government. We are committed to improving support for children and young people’s mental health, in order to ensure early intervention and prevention of suicide.

We do not take a prescriptive approach to the education curriculum in Scotland. The curriculum is not statutory and therefore it is for individual schools and local authorities to decide which approaches they use to help them deliver relevant and engaging learning.

Schools are encouraged to develop the curriculum to suit their local context and meet the needs of children and young people, this can include delivering learning on suicide prevention. It is good practice for schools to consult with children and young people and respond to their views appropriately, to ensure this meets the needs of all children and young people in the school or educational setting.

Education Scotland's National Improvement Hub contains resources and learning for school staff to support young people in relation to self-harm and suicide. In addition, in June 2021, we published an online professional learning resource aimed at school staff to support young people’s mental health and wellbeing. The resource includes a section on suicide.