. • There is no mechanism for sharing best practice and knowledge across local authorities and training for teachers on ASL provides high level best practice information rather than practical examples of what works well. • A lot of training in relation to ASL is performance-related and target-driven rather than learning best practice from 5 each other and acknowledging one approach does not necessarily fit all schools. • Teachers highlighted problems with the school built environment and said that the design of new schools with large campuses and large open spaces are often not suitable for many pupils with ASN. • There were inconsistencies across schools regarding violent incident reporting on SEEMIS where some schools only recorded pupil to pupil incidences and others also included teacher to pupil incidences.