Relationships and Sex Education

Lisa Cameron Excerpts

Monday 25th February 2019 Commons Chamber

[Damian Hinds]

I give my hon. Friend the absolute assurance that that is at the heart of these proposals.

[Dr Lisa Cameron (East Kilbride, Strathaven and Lesmahagow) (SNP)]

I welcome the statement and the measured way in which it has been imparted to Parliament. However, pursuant to the question of the hon. Member for Kettering (Mr Hollobone), in what exceptional circumstances does the Secretary of State foresee headteachers overruling parents, aside from during the term prior to the age of consent?

[Damian Hinds]

As a matter of course, I would not expect headteachers to overrule parents. It is difficult to codify what those exceptional circumstances might be because, by definition, they would be exceptional. I make it clear that the intent of the guidance is to say that when a parent requests that their child be withdrawn from sex education, the request will ordinarily be granted up to three terms before the child reaches their 16th birthday, being the age of consent.

Relationships and Sex Education

Lisa Cameron Excerpts

Thursday 19th July 2018 Commons Chamber

[Damian Hinds]

My right hon. Friend was correct to identify, as did the hon. Member for Ashton-under-Lyne (Angela Rayner), a number of individuals and organisations that have been instrumental in this process. She could of course have added herself to that list; I commend her for her work.

My right hon. Friend is right about the importance of children knowing about issues around harassment and sexual violence. This whole approach is about building up from the very basic building blocks of respect for others. Then, as things develop and children get older, yes, it is very important to deal with these matters. Page 22 of the guidance states: “Pupils should know” about

“the concepts of, and laws relating to, sexual consent, sexual exploitation, abuse, grooming, coercion, harassment and domestic abuse and how these can affect current and future relationships.”

The hon. Lady asked about how parents can ensure that this is happening in schools, but of course in many schools it is happening. It is important to say that. We want schools to publish their policies on these matters and to encourage parental engagement.

Finally, on updates, yes, it must not be another 18 years before that happens again. We will update the guidance about every three years, because the pace at which the world is now changing—the online world in particular—requires that.

[Dr Lisa Cameron (East Kilbride, Strathaven and Lesmahagow) (SNP)]

I thank the Secretary of State for making the statement. The issue is clearly a devolved one, but I have done a lot of work on financial education and its importance. It is a shame that financial education is not compulsory, because it is certainly an education that we all—every single person across the United Kingdom—need in day-to-day living. Financial education is not just about maths; it is about mental health, because being in debt at a young age or not knowing how to manage personal finances lies behind much of the depression, self-harm and suicides that we see among young people. Financial education is also key to relationships, because financial abuse can be a key component of domestic abuse. Being able to manage our finances independently is extremely important in ensuring that people can move on from those types of damaging relationships. Will the Secretary of State therefore look at the importance of financial education within the curriculum and ensure that everyone has the day-to-day living skills that they require for healthy and fulfilling relationships and lives?

[Damian Hinds]

The hon. Lady is right about the importance of financial education, and both the maths and citizenship curriculums include financial education content, such as practical aspects of the sort that she outlined. Another thing in the consultation document, although it is not in the headlines of the description, is a question about what more we might do for 16 to 18-year-olds. Now that the participation age is up to 18, when record numbers of people go away from home to university and have to budget and so on for the first time, we are asking what more could be done for 16 to 18-year-olds.

Presidents Club Charity Dinner

Lisa Cameron Excerpts

Wednesday 24th January 2018 Commons Chamber

[Anne Milton]

I welcome the hon. Gentleman’s contribution, because it is important that we all recognise that men can be very powerful agents for change, at all levels, concerning the abuse of women. The appropriate authorities will look at all of this. Obviously, today’s exchanges in the Chamber will be read by Home Office Ministers, and I know they will take this matter very seriously; I give the hon. Gentleman my assurance of that.

[Dr Lisa Cameron (East Kilbride, Strathaven and Lesmahagow) (SNP)]

What can I say? It is an absolutely appalling event. It objectified women, undermines the steps we have taken towards equality and perpetuates fundamentally abuse in society. When it comes to the Minister, I have to say I believe it is absolutely incongruous to be working seriously on sexual harassment in Parliament and beyond whilst attending this type of event.

[Anne Milton]

I will finish where I started, and that is to say that I share the hon. Lady’s views. Words absolutely failed me when I heard reports of this event.

Mental Health Education in Schools

Lisa Cameron Excerpts

Monday 6th November 2017 Westminster Hall

[Dr Lisa Cameron (East Kilbride, Strathaven and Lesmahagow) (SNP)]

It is an absolute pleasure to serve under your chairmanship, Mr Wilson. I especially want to thank the hon. Member for Newcastle upon Tyne North (Catherine McKinnell), who excellently set the scene about where we are and where we all hope to progress to. That is the issue: we have come some way, but we are still on a journey in terms of mental health services across people’s lifespan.

I thank the Petitions Committee and the members of the public for supporting a debate on mental health education in schools. It shows that it is extremely important to all: our community, our constituents, children, adults and parents. It is important to MPs, as we can see today. There has been such a great consensus—it is one of the debates that I have attended where there has been such a great consensus—and that is so important to see.

I must declare an interest in mental wellbeing as a psychologist, although I worked largely with adults. I am also a member of the British Psychological Society. I was saying earlier today at a conference on trauma counselling that I think now is a pivotal moment for mental health. We all know, and are in agreement, that something has to be done across the lifespan, and this is our opportune moment to take that forward.

The petition calls for mental health education to be made a mandatory part of primary and secondary school education. That is important. Across the UK and the devolved Governments, we cannot go on with this postcode lottery. It is happening everywhere—no one service is perfect—and we all have so much progress to make. We have all been trying to make sure that services are in place. I see from my own career how far things have come, but we cannot continue with the postcode lottery. It is not fair on people. It is not fair on parents or children. We must address young people’s mental health.

Only 70% of secondary schools and 52% of primary schools currently provide counselling. Research suggests that one in 10 children aged from five to 16 suffers from a diagnosable mental health disorder. It is so important that that is picked up at an early stage. As has been stated so eloquently in this debate, including through Members’ personal experiences, if we can identify and support such children at a key early stage, prevention and early intervention will be by the far most effective interventions. That is why it is so crucial for resourcing to be targeted at that level.

Seventy-five per cent. of children and young people experiencing a mental health problem are not accessing treatment. This is the tip of the iceberg, so much more resourcing is desperately needed. In ensuring that people can come forward and speak, and that they have awareness about mental health issues and can seek treatment, we must ensure that they can access resources for support and treatment at every stage. Ninety per cent. of teachers have reported increased rates of anxiety and depression among pupils over the last five years. Clearly, we need this debate and a consensus and, importantly, we need action.

Mental health first aid training for all teachers is a welcome step forward. It has been mooted that teachers are already overburdened and that adding to their stretched teaching lives might make things very difficult for them. However, I would suggest that they are overburdened because these issues are already prevalent. Children are experiencing them, so we must ensure that they are identified and that adequate care pathways are available. If teachers can have awareness training to pick up early symptoms, that early detection will be key for prognosis.

The Green Paper on children and young people’s mental health is expected later this year, and I am extremely keen to hear what the Minister can tell us about that today. I hope he will indicate the type of progress that might be made, because we are all keen, listening ears here today and right across the United Kingdom. We must share best practice and look at the pilots working in each area of the UK, and we must ensure that those are rolled out when evidence-based practice is making a real difference for children and young people.

The collaboration between education and health services must be improved. The care pathway is needed. As I have said, identifying the issue and enabling young people to speak about it is the first stage. However, many of them will then need to access adequate help at different levels of the care pathway. It is important that we focus on mental health at a school level, because if children can verbalise their issues and teachers can recognise them, we will start to make the progress required.

This is not so much about mental illness, but about teaching wellbeing and coping skills and skills for life. The earlier we can do that, the better—even at pre-school, which has been spoken about, that is key—because the earlier that modulating emotions, concentration and mindfulness can be taught, the greater success children will have going into their adulthood. They will have a greater ability to cope with the stressors that will come into their lives later and they will go on to experience fewer difficulties that require treatment. Addressing this issue is not only economically vital, but about skilling up our future generation to cope with mental wellbeing and to cope holistically with life.

There is a need to push for a statutory footing with clear guidance. I agree with the hon. Member for Halesowen and Rowley Regis (James Morris) that interventions need to be peer-to-peer based and child-friendly. Children use a variety of digital technologies that are well beyond my capability, but that is how they operate in today’s society. They listen to one other—in adolescence, they listen to one another much more than they do to parents and teachers—so we must use our knowledge to ensure that peers educate peers and that we tap into digital technology for a positive response. All too often, social media can have a negative impact on mental health, fostering a culture of bullying. Some children believe that they do not have as many friends online or that they do not measure up, but we can tap into the resources that children use and turn that around, ensuring that their mental wellbeing is a key part of those apps and social media.

Focusing on diagnostic testing and access to it is also key, particularly for autism, and I have tried to champion it throughout my time in this House, because it is badly needed. Parents continually come to us all saying that they are unable to access adequate services. We need a map of clinicians with the relevant training around the UK, so we can look at where the gaps are in autism diagnosis training. We then need to fill those gaps and make sure that, no matter where someone stays, if they require a diagnosis, it happens, so that parents can access the services required for their child.

The British Psychological Society is calling for access to applied psychologists to ensure the full assessment of complex cases. We have heard about the types of complex cases that should perhaps be prioritised, including looked-after and accommodated children who might have already experienced trauma and might be most at risk.

In conclusion, I will speak briefly about a couple of my constituents. The first wrote to me as a very concerned parent, desperate for support for her 10-year-old child who struggled for years with her mental health but who has been unable to access child and adolescent mental health services. I will take that case forward, but just how many more parents are struggling with those issues across the United Kingdom? We must all work together across all the nations to ensure that we fill those gaps.

Helen Mitchell is an excellent lady who has triumphed over adversity and runs the Trust Jack Foundation, a trust created in memory of her son who suffered mental illness and took his own life. She supports services for young children suffering mental illness, including art therapy, support groups and befriending. We must remember that it is not just skills but the community and health—all of us must work together to ensure that mental wellbeing is something we take forward positively for all.

--- Later in debate ---

[Nick Gibb]

It is the same point that Ed Timpson made at that Committee, but it is important for this debate that we are extending those pilots to 1,200 more schools and colleges in 20 additional clinical commissioning group areas.

As well as the role of the wider teaching staff, many schools have staff with more specific roles in relation to mental health. Around half of schools and colleges have a dedicated lead for mental health; more than two thirds of schools have a designated member of staff responsible for linking with specialist mental health services; and 87% of institutions reported that they had a plan or policy in place for supporting pupils with identified mental health needs.

Evidence shows that a whole-school approach, established with a commitment from senior leadership and supported by external expertise, is essential to a school’s success in tackling mental health. A whole-school approach involves the work of all staff and students, with clear links to school policies, for example on behaviour, and a culture and atmosphere that promote good mental health. Tom Bennett’s review of behaviour in schools found that a consistently applied whole-school policy, with clear systems of rewards and sanctions, was key to securing good behaviour. He argued for the importance of a whole-school culture that is effectively communicated to all staff and pupils and stated that the best behaviour policies balance a culture of discipline with strong pastoral support. The combination of clear boundaries and known sanctions for poor behaviour with a caring atmosphere is fundamental to promoting good behaviour and wellbeing for all pupils.

My right hon. Friend the Member for Harlow suggested a study of the impact of social media on children’s mental health. We are working closely with the Department for Digital, Culture, Media and Sport on the internet safety strategy, which includes working on online safety with experts, social media companies, tech firms, charities, mental health practitioners and young people. I am sure that that work will highlight gaps in the evidence, as he suggested.

My right hon. Friend also asked when we would next publish a survey on children’s mental health. The Department of Health has commissioned a new survey that will examine the prevalence of mental health and wellbeing problems among children and young people nationally. The new prevalence survey will enable us to make comparisons with the prevalence recorded in the 2004 survey and will be published in 2018.

A number of hon. Members asked about Ofsted’s role in helping to deliver these objectives in our schools. Under the current inspection framework, inspectors reach a graded judgment on pupils’ personal development, behaviour and welfare and consider their spiritual, moral, social and cultural development. We will work with Ofsted on any implications that arise from mandatory relationships education and relationships and sex education.

My hon. Friend the Member for Telford (Lucy Allan) raised the important issue of mental health and children in care. The forthcoming Green Paper will consider how to improve support for vulnerable children and young people, including children in care. This includes ways of improving access to support, better joint working among services and improved training for professionals. An expert working group has been established to look at ways of improving support and care for children and young people in care; it will report shortly and we will fully consider all its recommendations. We will pilot new approaches that draw on the group’s findings to improve the quality of mental health assessments for looked-after children.

[Dr Cameron]

Will the report also consider transition from child services to adult services? Transition is a crucial time: young people who may previously have received services often fall through the gaps and do not get the continuation of care that they need.

[Nick Gibb]

The hon. Lady raises an important point that will be considered in the Green Paper that we will publish shortly.

My right hon. and learned Friend the Member for North East Hertfordshire (Sir Oliver Heald) raised peer-to-peer counselling. One of the pilots that we have just launched relates to peer-to-peer support for children and young people with mental health. We are working with the Anna Freud Centre on it, and have just invited interested schools and colleges to apply. The programme is being independently evaluated so that we can share its findings with other schools and colleges when the pilot ends in 2019.

We want to provide all young people with a curriculum that ensures that they are prepared for adult life in modern Britain. Most schools already use their curriculum and school day to support pupil wellbeing, for example through the personal, social and health and economic education curriculum and a range of extracurricular activities. Good schools establish an ethos, curriculum and behaviour policy that teaches children about the importance of healthy, respectful and caring relationships. The Government want to ensure that all children receive a high-quality education in that respect. The Children and Social Work Act 2017 requires the Secretary of State for Education to impose a statutory duty on all primary schools to teach relationships education and on all secondary schools to teach relationships and sex education. The Act also gives the Government the power, which we will consider carefully, to make PSHE a compulsory subject in all schools.

A thorough engagement process will be undertaken to determine what schools should teach with respect to these subjects. We will say more about that process shortly; we announced today that Ian Bauckham, an experienced headteacher, will lead that work. We are also carefully considering what support schools may need to adapt to changes and improve provision. I can confirm that relationships education will focus on teaching pupils about different types of relationships and the difference between healthy and unhealthy relationships, both online and offline, which will help pupils to understand their own and others’ relationships and their impact on mental health and wellbeing. That knowledge will support pupils to make good decisions and keep themselves safe and happy.

When considering how to teach these issues in schools, we need to look at what the evidence says. To help with this, the Department is undertaking a programme of randomised controlled trials to assess the effectiveness of school-based interventions to support children and young people’s mental health and wellbeing. We are also exploring, through pilots, how pupils can support each other with their mental wellbeing. The aim of these trials is to determine whether approaches such as mindfulness are effective and to make information available to any school that might be considering offering such interventions. Of course, it is equally important that we identify approaches that are not effective.

My right hon. Friend the Member for Mid Sussex (Sir Nicholas Soames) asked about teacher training. Our randomised controlled trials include two international mental health programmes—Youth Aware of Mental Health, and the mental health and high school curriculum guide—and programmes that link physical and mental health through exercise, activities and routines. Those evidence-based approaches will ensure that schools can provide the right support to children and young people.

The Prime Minister has committed to a range of other activities with regard to children and young people’s mental health. The “Supporting Mental Health in Schools and Colleges” survey showed that 90% of institutions offered at least some training to staff in supporting pupils’ mental health and wellbeing, and that in most cases that training was compulsory. To support school staff further, the Department of Health is funding a mental health first-aid training offer for every primary and secondary school in England. That training, which 1,000 schools should receive by the end of the year, will help teachers to identify and support pupils with mental health issues as early as possible.

The Government have also committed to tackling the effect that bullying can have on mental health. The Department for Education and the Government Equalities Office are providing £4.6 million of funding over two years to support 10 projects to help schools prevent and tackle bullying. These include projects that target the bullying of particular groups, such as those who have special educational needs and disabilities and those who are victims of hate-related bullying; a project to report bullying online; and projects specifically to prevent and respond to homophobic, biphobic and transphobic bullying in schools.

We are committed to supporting the positive mental health of teachers, in particular by alleviating the workload pressures that teachers tell us have an impact on their mental health and wellbeing. We have worked extensively with unions, teachers, headteachers and Ofsted to challenge practices, such as triple or dialogic marking, that create unnecessary workload. As a consequence of this work, we established three independent review groups to address the priorities emerging from our 2014 workload challenge: ineffective marking, use of planning and resources, and data management. Work is progressing to meet all the commitments set out in the action plan published alongside the 2016 teacher workload survey, and we remain open to other ways in which the mental health of wellbeing of teachers can be supported.

As I said, my right hon. Friend the Member for Mid Sussex raised the issue of teacher training. We have strengthened initial teacher training, ensuring that teacher standards include the requirement for trainees to understand mental health and wellbeing. The Department’s 2017 provision survey found that 90% of schools and colleges offered staff training on mental health.

I hope hon. Members are reassured that improving and protecting the mental health of young people remains a key priority for the Government. In 2015 we allocated £1.4 billion over five years for children and young people’s mental health.