Westminster Hall is an alternative Chamber for MPs to hold debates, named after the adjoining Westminster Hall.
Each debate is chaired by an MP from the Panel of Chairs, rather than the Speaker or Deputy Speaker. A Government Minister will give the final speech, and no votes may be called on the debate topic.
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The Minister for School Standards (Nick Gibb)
It is a pleasure to serve under your chairmanship, Ms Buck. I congratulate the hon. Member for Paisley and Renfrewshire North (Gavin Newlands) on securing this debate and on making a powerful speech with an honest and moving personal story. I also congratulate the hon. Member for Ogmore (Chris Elmore) on making another powerful speech with another moving story. I pay tribute to him for his speech and his activities here and elsewhere, using and highlighting his own experience of being bullied as a child to help others and to drive change. The hon. Member for East Lothian (Martin Whitfield) made the important point that people should not be bystanders when they see bullying occurring. That was a key message of the Diana Awards last week. The hon. Member for Ogmore also pointed to the damage that many of the bullies may have suffered. As one anti-bullying campaigner said last week at the Diana Awards, “Hurt people hurt people.”
The hon. Member for South Shields (Mrs Lewell-Buck) raised the important issue of peer-on-peer abuse. “Keeping children safe in education”, which was revised in 2016, sets out that all schools should have an effective child protection policy that minimises peer-on-peer abuse and sets out how incidents will be investigated and victims supported. We are going to revise and update that guidance. To ensure that we are doing all we can to assist schools and colleges, we will also be publishing interim advice this term specifically on peer-on-peer abuse.
Every individual instance of bullying is important. It can be a barrier to children achieving their potential and taking advantage of the same opportunities as their peers. Bullying can make a child feel isolated and alone when they should be enjoying the companionship of their close friends. As the hon. Member for Paisley and Renfrewshire North said, bullying can undermine a child’s confidence, and that can last a lifetime. New generations of pupils face different challenges in relation to bullying, and we recognise that. Last year he tabled an early-day motion that highlighted the National Society for the Prevention of Cruelty to Children’s figure of 16,000 children absent from school because of bullying. He mentioned that figure again today. There is a very clear process that parents should follow if they have concerns about their child being bullied at school. All schools are required by law to have a behaviour policy that includes measures to prevent bullying among pupils. Parents can then raise direct concerns with the headteacher and governing body, and if those are not resolved, a formal written complaint to the Secretary of State for Education and the local authority team can be made.
Rachael Maskell
In the light of the debate we have had, there is clearly a mismatch of power between those in authority and children. Will the Minister reflect on that in his comments? Clearly it is difficult to raise concerns about bullying when there is such a mismatch of power and when someone is already experiencing a diminution of their power.
Nick Gibb
The hon. Lady raises an important point, and I do not disagree with anything she said. It is why we need to make it absolutely clear what the complaint procedures are. We need to ensure that the guidance that we have about keeping children safe in school is as clear as possible and kept up to date to reflect modern forms of bullying, so that changes in modern society are reflected in schools.
The local authority has a duty to put in place education for any child of compulsory school age, and that includes finding them an appropriate school place. Recent research suggests that the amount of bullying in schools has reduced in recent years, which is welcome. The longitudinal study of young people in England published in 2016 compared bullying among two cohorts of 14-year-olds from 2005 and 2014. In 2014, approximately 30,000 fewer children said that they had been bullied in the previous 12 months. There was a drop from 41% in 2005 to 36% in 2014, although 36% is still unacceptable—as the Opposition spokeswoman said, even one child bullied in a class is one too many.
Different generations of pupils face different challenges, however, and we recognise new and different types of bullying. Each individual instance of bullying is important. It can be a barrier to children achieving their potential and taking advantage of school. That is why Anti-bullying Week is an important event in the school calendar. It shines a spotlight on the issues surrounding bullying and provides an opportunity for schools, children and young people and society in general to talk openly about the effects of bullying on children and young people and take collective action against it. We have seen two examples of that openness in today’s debate.
We know from the Anti-Bullying Alliance that more than three quarters of schools in England take part in Anti-bullying Week, which is welcome. Good schools recognise the issues around bullying, record incidents and review whether the action they are taking is effective. Last week I attended two events run by organisations that we help to fund to run anti-bullying initiatives in schools: the Diana Awards and the Anti-Bullying Alliance. I met many pupils, teachers and organisations committed to tackling bullying. Pupils were keen that, alongside supporting those who are bullied, schools should help to identify the issues that may be contributing to the negative behaviours displayed by those who bully.
As my hon. Friend the Member for East Renfrewshire (Paul Masterton) said, the theme of Anti-bullying Week this year is “All different, all equal”. That theme is particularly important to pupils. We know that some groups of pupils suffer disproportionately high levels of bullying because of the attitudes and behaviours that some other pupils show towards those who are different from themselves. For example, the longitudinal study of young people in England in 2014 found that 46% of respondents with special educational needs reported bullying, compared with 36% of respondents without SEN. That should not be the case. That is why the Government are providing £4.6 million of funding over two years for 10 anti-bullying organisations to support schools to tackle bullying. That funding includes projects to tackle bullying of particular groups.
The Anti-Bullying Alliance’s project is focused on tackling bullying related to special educational needs and disability. It includes face-to-face training for teachers, including trainees. It also provides helplines and online information for parents of children with special educational needs and disabilities. The Anne Frank Trust’s project encourages young people to think about the importance of tackling prejudice, discrimination and bullying using film clips as a catalyst for discussion. Those projects work alongside a project to report bullying online and projects to specifically tackle homophobic, biphobic and transphobic bullying in schools.
The hon. Member for Paisley and Renfrewshire North referred to Stonewall’s 2017 survey, which showed that 45% of lesbian, gay, bisexual and transgender young people had experienced bullying as a consequence of their sexuality or the perception of their sexuality. In Stonewall’s 2012 survey, that figure was 55%; in 2007, it was 65%. That is a welcome fall, reflecting how attitudes in society have improved over the last 10 years, but it remains unacceptable that 45% of LGBT young people still suffer HBT bullying.
The hon. Member for York Central (Rachael Maskell) raised the important issue of workplace bullying. We also know from the Stonewall survey that in 2014, 13% of schoolteachers reported homophobic bullying. That figure, too, has fallen, from 25% in 2009—but again, 13% is too high. Employers are responsible for preventing bullying and harassment. They are liable for any harassment suffered by their employees. Anti-bullying policies can help, and ACAS’s advice covers that for employers and employees.
Last year’s inquiry by the Women and Equalities Committee into sexual harassment and sexual violence in schools highlighted the scale of the problem. We want schools to be safe, disciplined environments where teachers can teach uninterrupted, and all pupils can thrive academically and embrace who they are. That is why it is important to create a culture of respect in schools. By creating that culture across the whole school, pupils can enjoy the knowledge-rich education they deserve in a safe and supportive environment, which allows them to embrace who they are.
Schools already have a range of legal duties that frame the positive action that they can, and should, be taking. We have already updated our anti-bullying guidance to ensure that all types of bullying and harassment are taken seriously, and to signpost schools to support in tackling different types of bullying. Creating a whole-school culture of respect is also reflected in Government advice on behaviour and discipline. The Tom Bennett review of behaviour in schools makes it clear that having a whole-school policy, consistently applied, with clear systems of rewards and sanctions, is central to achieving good behaviour. Tom Bennett argued for the importance of a whole-school culture that is clearly communicated to all staff and pupils. He stated that the best behaviour policies balance a culture of discipline with effective pastoral support. The combination of clear boundaries and known sanctions for poor behaviour in a caring atmosphere is crucial to promoting good behaviour and wellbeing for all pupils. We have put in place a set of measures to ensure that schools have the powers they need to address bullying, in the context of our overall behaviour measures, such as giving teachers new disciplinary powers and holding schools to account through Ofsted inspections.
Bullying of any kind can, however, now just as easily occur online as face to face. As the hon. Member for Paisley and Renfrewshire North pointed out, cyber-bullying is increasingly becoming a means by which face-to-face bullying is extended beyond the school day, following the young person home. The Government have already put in place a number of powers that enable schools to prevent and tackle cyber-bullying, which includes making how to behave online part of the computing curriculum. Headteachers have the power to regulate pupils’ conduct when they are not on school premises and under the lawful control or charge of a member of school staff. When bullying outside of school is reported to teachers, it should be investigated at the school and acted on.
We have ensured that schools have the power to ban or limit the use of mobile phones and other electronic devices in school. We have also given staff greater powers to search for prohibited items such as mobile phones and, if necessary, to delete inappropriate images or files on electronic devices. The Government Equalities Office funded the UK Safer Internet Centre to develop cyber-bullying guidance for schools, and an online safety toolkit to help schools to deliver sessions about cyber-bullying, peer pressure and sexting. The Department for Digital, Culture, Media and Sport recently published the Government’s safer internet strategy. One of the questions that pupils asked the Department during last week’s anti-bullying events was whether tackling bullying should be part of the curriculum. Of course schools can play an important role in teaching about relationships. The Department is committed to help schools to deliver high-quality relationships education, and relationships and sex education, ensuring that pupils are taught about healthy and respectful relationships—both online and offline—and have the knowledge and confidence required to prepare for adult life.
To help to give effect to that, we included provisions in the Children and Social Work Act 2017, which the hon. Member for South Shields referred to, to place a duty on the Secretary of State for Education to make relationships education mandatory at primary school, and RSE mandatory at secondary school, through regulations. The Department has begun a process of engagement with stakeholders to develop the regulations and guidance for relationships education and RSE, and to ensure that subject content is age-appropriate and inclusive for all stages. We expect the regulations and guidance to be subject to public consultation next year.
The hon. Member for East Renfrewshire asked what is being done to ensure that children do not remain in the same class as their bully. As I said, we will be consulting on revisions to statutory guidance—the “Keeping children safe” education guidance—shortly. As I said in response to the hon. Member for South Shields, we intend to issue interim advice to schools this term.
I am grateful for the support that hon. Members have given to this agenda. It has helped to raise awareness of some important issues and concerns. The steps that we have taken highlight the importance of taking a strong stance on bullying, both online and offline. The Government have made a financial and legislative commitment to tackle the issue. We must now continue to work closely with schools and our partner organisations to ensure that the momentum behind progress in this important area continues.