Hate Crimes

Debate between Baroness Burt of Solihull and Baroness Fox of Buckley

Wednesday 21st February 2024 Lords Chamber

[Baroness Fox of Buckley (Non-Afl)]

My Lords—

[Baroness Burt of Solihull (LD)]

My Lords—

Domestic Abuse Bill

Debate between Baroness Burt of Solihull and Baroness Fox of Buckley

Committee stage & Committee: 6th sitting (Hansard) & Committee: 6th sitting (Hansard): House of Lords
Wednesday 10th February 2021 Lords Chamber

[Baroness Fox of Buckley (Non-Afl)]

My Lords, I might as well start by saying that as Baroness Fox of Buckley in North Wales, and with close family and friends who work in the area of domestic abuse, there is some tying up that we can bring together in my last contribution to this Committee stage.

All the amendments in this group, apart from the Welsh one, are about preventive measures that focus on children. Although I am not a fan of cycle of abuse theories, which I think are too fatalistic and deny agency, I want to address the broader question of education as a solution and raise some reservations before we get to Report. Of course, I am not in any way opposed to the resources and specialised service provision that the noble Baroness, Lady Meacher, suggested, but I am more concerned about the way that sex and relationships education, or just education in general, is used as the solution. I think that can be problematic.

Indeed, the Minister earlier today—goodness know when; she probably will not remember because it has been a long day—made a point that summed up what a lot of people have been saying: that we need to teach pupils what healthy relationships look like. I thought, “Well, good luck with that.” I do not know whether the Government know the secret of healthy relationships or whether they have a blueprint for success. If so, I hope they will share it. But, in all seriousness, I do not know how appropriate it is for the state to suggest, let alone teach, that there is an agreed or right way of conducting one’s intimate, personal private life. This might be asking too much of teachers—I declare my interest as a former teacher. Practically every single social problem has been outsourced to schools at some time or another, with the thought that schools will solve it and, in some instances, with queueing curriculum priorities.

When it comes to relationships, there is a real problem. If you teach maths or physics, you might have the right answers. Even I, as a former English teacher, would say that teaching the moral complexity of a Shakespeare tragedy would be a doddle in comparison with teaching what a good relationship is. There just is not a right or wrong way to do it.

We have to be careful as we tread the line between socialisation and a coercive, even, kind of social engineering. I always worry when adults talk about the need to talk to children about how they should behave, because it is always easier to win an argument with them and manipulate young minds than to win an argument with adults. That makes me nervous as well.

Because this is the end of this stage of the Bill and some of the issues that have been raised are worth reflecting on in relation to the whole Bill, I would like us to think of the perils involved in how we view relationships and decide what a healthy relationship is. I do not know about other noble Lords but, for me, other people’s relationships are always a bit of a mystery. I know couples who, as far as I can see, spend all their time squabbling, arguing and fighting, and sometimes even shouting. To an outsider, that might look like an unhealthy relationship, but I know that they are families full of love and it is just the way that they express themselves.

I know some religiously conservative couples who have adopted a traditional approach to relationships in terms of gender: maybe a wife who is financially dependent on her husband has adopted a subservient demeanour or is very modest, and perhaps the man is the man about the house and strikes a certain macho pose. On the surface, according to some of what we have heard in Committee, those relationships might look problematic and there might even be signs where one might spot abuse, yet, in reality, these are consenting relationships between religiously conservative people and they are healthy and happy. I just make the point that, although these might not be my chosen types of relationships, it is not my business, and it should not be the business of the state either. Conversely, I know couples who have open relationships, where one or both of the partners are promiscuous. That is definitely not my thing but, in a free society, that is up to them. My point is that every relationship has its own dynamic. It is negotiated by the participants involved and that is their choice.

Let us then think about teaching children. If we teach pupils that those versions of relationships—the various distortions that I have cited—are toxic, and that their dad being macho might mean that he is abusive and that their modest, subservient mum is a victim, or that the fact that their divorcing parents are for ever fighting means that that is a sign of abuse, we risk alienating children from their parents.

Possibly, if we looked at it from a different angle and said that the teaching model should not be to say those relationships are wrong but, rather, it should be to describe unhealthy relationships with graphic images of violence and horrifying narratives of abuse, some of which we have heard during Committee, then I fear that we will feed the young with a diet of alarmist scaremongering that will put them off intimacy and relationships, which in most instances are the wonder of life—full of love and so on.

The noble Lord, Lord Alton, talked powerfully about the dangers of filling young minds with ugly visions when he was referring to pornography. I also do not want us to corrupt young minds by telling them that relationships are so damaging that they have to be scared all the time. In other words, the whole area feels like a moral minefield. We have to be careful when asking schools to be involved in this or saying that education will solve it that we do not fuel battles between parents and the state about which family values should be imparted and what model relationships should look like. We have to question whether that is what we want from this Bill.

My appeal to anyone, anywhere in the world, who is watching and who might be worried about the well-being of children and about them coping with the stresses of family life is that we demand that the Government open the schools as soon as possible, because that would really help. I thank noble Lords for their patience.

[Baroness Burt of Solihull (LD) [V]]

My Lords, I will start by talking to my Amendment 184. I am most grateful to the noble Baronesses, Lady Massey of Darwen and Lady Bennett of Manor Castle, for their support and for their excellent and knowledgeable contributions. Amendment 184 would place a duty on the Secretary of State to publish separate statutory guidance on teenage relationship abuse. The amendment not only covers teenagers who experience domestic abuse but extends to those who perpetrate abuse within their own teenage relationships.

The Minister may say that this duty has no place in the Bill because of the statutory definition that domestic abuse occurs between two adults over the age of 16, but that definition does not stop it making provisions for people of all ages who are affected by domestic abuse. There is no suggestion that the age for domestic abuse or for criminalising anyone should be lowered. The amendment would place a duty on the Secretary of State to issue guidance that acknowledges that teenage domestic abuse is a reality and that special referral pathways are needed to stop teenager abusers and abused turning into their adult versions.

To miss out these youngsters would be to miss out a vulnerable, troubled and abused section of our young people, who are unseen, unheard of and, as a result, unsupported. Research by the National Society for the Prevention of Cruelty to Children found that one in four young girls between the age of 13 and 17 reported some form of physical relationship abuse. That is pretty much the same as in the adult population. We need to ensure that help is available for our children now. What is the point of waiting until they are 16 to start trying to pick up the pieces?

The Government’s Working Together to Safeguard Children report makes no mention whatever of teenage relationship abuse. This oversight has led to policies and referral pathways that do not meet needs. Recent research by the Children’s Society found that only 21% of local authorities had a policy or protocol in place responding to under-16s, and policies and protocols really matter. It worries me that we have introduced compulsory relationship and sex education lessons in schools yet abuse among teenagers remains pervasive. If no services are available to tackle teenage relationship abuse now, we will see teenagers with a problem grow into adults with a problem.

Talking about the other amendments, I thank the noble and learned Lord, Lord Thomas of Cwmgiedd, who made some thoughtful observations on devolution on government Amendments 178 and 188. Amendment 180 is in the names of my noble friend Lady Featherstone and the noble Baroness, Lady Meacher—as well as the noble and learned Baroness, Lady Butler-Sloss, who, regrettably, was unable to join us—and they too made knowledgeable and interesting contributions, which, in the interests of the time of night, I will not go into now. On Amendment 183, the noble Lord, Lord Farmer, talked about evidence-based motivational drivers of abuse in his usual clear and authoritative manner.

I feel as though I have been through a bit of a masterclass this evening, but, the hour being late, I do not want to detain the House by elaborating further. As such, I will leave my last contribution of this stage for now.