and be undernourished, they are more likely to come to school with emotional problems because of the stresses and strains that they live with with their family. they are least likely to be able to learn at home. we have seen over the last ten years funding for local authorities cut by nearly half so the services asjules said, if you look out they are not there, both for children s physical health, emotional health and social health, have gone, they have been decimated. the youth clubs, children s centres, they have been halved. a lot of work is notjust done in school settings? it cannot be done just in school settings. the problem is when school leaders look around them for all the support services that were there 15 years ago, because of austerity they are no longer there. nhs research says one in six
nhs research says one in six young people might have mental health problems, up from one in 9. that was in 2017. these are rough figures. we are talking about individuals and we cannot treat them as one group. there are additional health pressures. there are additional health pressures. then we have special educational needs to talk about but in terms of those figures, how does the support network that is available supplement and support that in schools? what do schools have from the research you have done that provides them with some kind of infrastructure? it really varies from school to school. there is no national offer. what is a good example? where would you say that is a school or area of the country where they have got it right
the problem is when school leaders look around them for all the support services that were there 15 years ago, because of austerity they are no longer there. nhs research says one in six young people might have mental health problems, up from one in 9. that was in 2017. these are rough figures. we are talking about individuals and we cannot treat them as one group. there are additional health pressures. then we have special educational needs to talk about but in terms of those figures, how does the support network that is available supplement and support that in schools? what do schools have from the research you have done that provides them with some kind of infrastructure? it really varies from school to school. there is no national offer. what is a good example? where would you say that is a school or area of the country where they have got it right or are moving towards getting it right?
plan, the ambition cannot be to just go back to pre pandemic levels of education attainment and equality because that was not good enough and it was declining. we know by edgy international standards, the government has invested significantly lower amounts in funding in education for recovery. it amounts to £310 per pupil in england whereas in countries like the usa and the lebanon, it isjust under or over £2000 per pupil so we are talking about a very big difference. are talking about a very big difference. , ., ., ., ., ,, difference. let us move on to talk about something difference. let us move on to talk about something raised difference. let us move on to talk about something raised by - difference. let us move on to talk about something raised by jules, | difference. let us move on to talk. about something raised by jules, the about something raised byjules, the question of mental health. research commissioned by the nhs suggests one in six children of school age has a
research that amounts to best practice in this area? is there evidence on which we could draw to know what might help because the pandemic might be a new experience globally but lots of country that might countries have crises in delivering education whether wars, natural disasters, on an annual basis or some placesjust natural disasters, on an annual basis or some places just have to deal with these things like geography, one thinks of the outback in australia, other things we could draw on? , ., ., ., . draw on? there is a lot of evidence but the main draw on? there is a lot of evidence but the main thing draw on? there is a lot of evidence but the main thing we draw on? there is a lot of evidence but the main thing we need - draw on? there is a lot of evidence but the main thing we need to - draw on? there is a lot of evidence | but the main thing we need to focus on is how we can use the best evidence of what works to improve young people s education, particularly to close th