Universities: Statutory Duty of Care

Alex Sobel Excerpts

Tuesday 13th January 2026 Westminster Hall

[Rachael Maskell (York Central) (Lab/Co-op)]

It is a pleasure to see you in the Chair, Sir Christopher. I congratulate my hon. Friend the Member for Rushcliffe (James Naish) on setting out the case for a statutory duty of care so well.

Students face an array of intersecting pressures throughout their student journey. One is the cost of living. York is one of the most expensive places to be a student, not least because of the lack of supply and the cost of accommodation. That bears down on students, who have to take on more responsibilities, often working full time alongside their studies. Having to dedicate more of their time to surviving compromises their studies, yet universities seem quite impervious to understanding those cost pressures by putting mitigation in place, whether by providing accommodation or by supporting students who do not succeed because they have to spend more time on their work.

Transport pressures also bear down on students, as does the array of challenges that young people face today, including social media, violence and sexual violence, and we have talked about the interplay of neurodivergence and mental health. It is really important that there be a statutory duty of care on universities to provide holistic support around a student.

We must also recognise the challenges facing international students, who have not yet been mentioned in this debate. They are from another jurisdiction with different mental health models, but they also face challenges with their immigration status, which I have come across in York. We need to look at the system. An Iranian student today who would not be able to return to Iran because of the situation there must be able to change their status here. There are many intersections for international students, which we must take on board.

In 2015, York had a real surge in the number of students who took their lives. I congratulate the universities and the wider community on looking at how they could put mitigation in place, but 1,108 students have since taken their lives across the country. Therefore, this situation does permeate the sector.

[Alex Sobel (Leeds Central and Headingley) (Lab/Co-op)]

As near neighbours with universities in our constituencies, my hon. Friend and I see a real patchwork of support at universities across the country. Does she agree that a statutory duty would bring universities on a level playing field with hospitals, schools and employers? I am co-chair of the all-party parliamentary group on students, and this is something that we have long called for. Does she not think it is time that we brought forward the statutory duty to support all those students?

[Rachael Maskell]

I agree. We must legislate in this place; that is why we are here. I particularly want to thank the student unions, because they are the people who are making the case, day by day, to the employers and the universities about the need to provide that statutory duty and the necessary services.

I want to address a different issue that has not been raised in the debate, around mental health services. We know that they are in crisis and, as a result, they are not responding to needs. Often, somebody will have a relationship with their mental health service at home but not when they move to a new area. We need a better transition for people who are neurodivergent, but also for those who experience mental health challenges, to ensure that they are properly engaged with those mental health services. The problem we have is that it is always somebody else’s problem, so we need to ensure that those mental health services are provided through a different model. Particularly within the student setting, I encourage a primary rather than secondary care model, because often the thresholds are in the wrong place for proper engagement. In the primary care setting, there can be a partnership formed between the university, the GPs and professionals to ensure that those services are timely.

My final point is about students who do not succeed in their studies and the welfare services that are wrapped around those students. There must always be a second chance for a student. Perhaps they do not get the scores they need; perhaps their relationships with some of their lecturers and professors are not, shall I say, cordial. As a result, conflict can often arise. We always need a second chance for a student so that there is another avenue to pursue and another opportunity ahead of them. That is what a statutory duty of care will confirm for students.