Mental Health Education in Schools

Debate between Lord Soames of Fletching and Catherine McKinnell

Monday 6th November 2017 Westminster Hall

[Catherine McKinnell]

I am more than happy to join my hon. Friend in congratulating those organisations. He has campaigned hard on that issue in this place for many years.

HeaducationUK continues:

“Mental health education is delivered via the non-compulsory subject PSHE (Personal, Social, Health and Economic), or sometimes during school assembly or drama lessons. As PSHE is a non-compulsory subject, this means that not all schools teach it, and that in turn means that mental health education isn’t always taught.”

[Sir Nicholas Soames (Mid Sussex) (Con)]

I completely support the thrust of the hon. Lady’s argument. Does she agree that, because of the lack of training for teachers in this particularly important subject, what is being applied now is really just emotional first-aid? If people are to do more, they have to have the ability to teach more. How does she see that working out?

[Catherine McKinnell]

The right hon. Gentleman makes a very important point. Teachers are not mental health professionals: they are teachers by profession. It is therefore vital that we improve not only our educational input but the training and support for teachers so they can deliver this support at an appropriate level and are able to signpost and refer issues if professional input is required. I will return to that key issue later.

--- Later in debate ---

[Catherine McKinnell]

The hon. Lady put that very well.

Comments from Adam Shaw, the creator of the e-petition, are highly pertinent. He says:

“I would personally love to ask”

the Prime Minister

“and Government ministers what the benefits are for not having compulsory mental health education. If you really study this question and ask yourself it seriously, the more ridiculous the concept of not having it becomes.”

As I mentioned, in the last Parliament, the Education Committee, of which I was a member, and the Health Committee published a joint report, “Children and young people’s mental health—the role of education”, which concluded that

“Schools and colleges have a front line role in promoting and protecting children and young people's mental health and well-being.”

We also welcomed the Government’s commitment in March to make personal, social, health and economic education and relationships and sex education a compulsory part of the curriculum from 2019. The Department for Education’s policy guidance accompanying the announcement confirmed that statutory PSHE is expected to cover

“healthy minds, including emotional wellbeing, resilience, mental health”,

and statutory RSE is likely to include

“how relationships may affect health and wellbeing, including mental health”.

However, in the context of this debate and the request of the e-petition, will the Minister say from what age he expects that to be covered in schools, and how much time he expects will be dedicated to it? It is important to highlight that we talking about a cross-party, joint Select Committee report, which expresses its support for

“a whole school approach that embeds the promotion of well-being throughout the culture of the school and curriculum as well as in staff training and continuing professional development.”

As such, we concluded:

“The promotion of well-being cannot be confined to the provision of PSHE classes.”

[Sir Nicholas Soames]

I am very sorry to intrude on the hon. Lady’s good nature by intervening again. I share everything that she says and I will support it to the nth degree, but I am worried about a question that needs to be answered. Given the diversity of teacher training, how will we get the kind of consistency required to deliver the excellent improvements that she suggests?

[Catherine McKinnell]

The right hon. Gentleman raises a pertinent question and one that I would be keen for the Minister to answer when he responds. This is not just about the young people who we want to benefit from a whole-school, holistic approach to mental health education; it is about the ability of our teachers, support staff and the wider school to deliver that. It is partly a training issue but partly, and significantly, also a resource issue. I am pleased that the right hon. Gentleman raised that question and I would like to hear the Minister’s response.

The whole-school and universal approach to mental health is supported by the British Psychological Society and the Association of Educational Psychologists. The charity YoungMinds, which also campaigned on this issue, made the following recommendations to the Government in its recent report, “Wise Up: Prioritising Wellbeing in Schools”. It recommended that existing legislation should be updated

“to enshrine wellbeing as a fundamental priority of schools”

and that mental health and wellbeing should be established

“as a central part of school improvement, by strengthening the focus on wellbeing provision within the Ofsted framework”.

It also recommended that a wellbeing measurement framework should be developed, trialled and established by 2020, that an

“understanding of wellbeing, mental health and resilience”

is embedded in all teacher training, and that schools are provided with

“designated funding to resource wellbeing provision.”

That leads me to a number of key issues that I believe must be addressed alongside the provision of compulsory mental health education if we are serious about genuinely supporting children and young people on this issue.