Asked by: Cameron Thomas (Liberal Democrat - Tewkesbury)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to help tackle gaps in public knowledge on the origins of the Russian invasion of Ukraine.
Answered by Georgia Gould - Minister of State (Education)
Improved media literacy builds resilience to misinformation and disinformation and fosters critical thinking. The government is improving media literacy through coordinated cross-government work, including funding innovative community-based interventions and launching an awareness campaign to build digital resilience and critical thinking skills online. The Online Safety Act updated Ofcom’s statutory duty to promote media literacy. This includes raising the awareness and understanding of misinformation and harmful content, especially where it affects vulnerable groups.
The government’s independent Curriculum and Assessment Review, published on 5 November 2025, emphasised the value of secure knowledge, the process of questioning and critical enquiry and weighing up evidence across information and sources. The government’s response to the review committed to strengthening media literacy content in the curriculum to ensure vital applied knowledge and skills in media and digital literacy are embedded into the revised curriculum, that subject-specific disciplinary skills including critical thinking and problem solving are clearly articulated in the refreshed programmes of study.
Asked by: Cameron Thomas (Liberal Democrat - Tewkesbury)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she plans to support civic education initiatives aimed at strengthening resilience to foreign propaganda.
Answered by Georgia Gould - Minister of State (Education)
Improved media literacy builds resilience to misinformation and disinformation and fosters critical thinking. The government is improving media literacy through coordinated cross-government work, including funding innovative community-based interventions and launching an awareness campaign to build digital resilience and critical thinking skills online. The Online Safety Act updated Ofcom’s statutory duty to promote media literacy. This includes raising the awareness and understanding of misinformation and harmful content, especially where it affects vulnerable groups.
The government’s independent Curriculum and Assessment Review, published on 5 November 2025, emphasised the value of secure knowledge, the process of questioning and critical enquiry and weighing up evidence across information and sources. The government’s response to the review committed to strengthening media literacy content in the curriculum to ensure vital applied knowledge and skills in media and digital literacy are embedded into the revised curriculum, that subject-specific disciplinary skills including critical thinking and problem solving are clearly articulated in the refreshed programmes of study.
Asked by: Cameron Thomas (Liberal Democrat - Tewkesbury)
Question to the Department for Education:
To ask the Secretary of State for Education, what recent assessment her Department has made of the adequacy of the health and wellbeing of teachers.
Answered by Georgia Gould - Minister of State (Education)
Supporting the wellbeing of our expert education workforce is critical to this government’s mission to break down the barriers to opportunity for children and young people.
The department tracks teacher wellbeing through the longitudinal study, the Working Lives of Teachers and Leaders. Wave 4 shows improved wellbeing across all Office for National Statistics (ONS) validated personal wellbeing measures in 2025. Average life satisfaction, happiness, and feelings of life being worthwhile all increased, while average anxiety decreased.
We also compare teacher and leader wellbeing with the wider population in England. In 2025, these measures remain lower for teachers and leaders.
We commission research to assess teacher wellbeing. For example, the inclusion of ONS-validated personal wellbeing questions in the School and College Voice Survey (SCVS) to capture seasonal differences. The latest data from June 2025 shows that all four wellbeing measures remain broadly in line with the same period last year.
More broadly, our ‘Improve workload and wellbeing for school staff’ service, developed alongside school leaders, contains resources for schools to reduce workload and improve wellbeing. The service can be accessed here: https://improve-workload-and-wellbeing-for-school-staff.education.gov.uk/. The ’Education staff wellbeing charter’ sets out commitments from the department, Ofsted, schools and colleges to protect and promote staff wellbeing. Almost 4,300 schools and colleges have signed up. The charter can be found here: https://www.gov.uk/guidance/education-staff-wellbeing-charter.
Asked by: Cameron Thomas (Liberal Democrat - Tewkesbury)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to support teacher health and wellbeing.
Answered by Georgia Gould - Minister of State (Education)
The department is working in partnership with the sector to improve staff mental health and wellbeing, and boost retention.
We are continuing to fund the charity, Education Support, to provide free professional supervision and counselling to school and college leaders. Professional supervision enables leaders to work with qualified supervisors to develop strategies to support their mental wellbeing. Since April 2024, over 1,300 leaders have been supported.
The department has also worked with the sector and mental health experts to co-create the Education Staff Wellbeing Charter. The Charter sets out commitments from the department, Ofsted, and education settings to protect and promote the wellbeing of staff. As of December 2025, over 4,200 schools and colleges have signed up to the Charter.
The department has developed its Improve Workload and Wellbeing service alongside school leaders, which contains a range of resources for schools to reduce workload and improve staff wellbeing.
Asked by: Cameron Thomas (Liberal Democrat - Tewkesbury)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment her Department has made of trends in the number of students with SEND being excluded from school on the economy in the long-term.
Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)
The department regularly monitors trends in suspension and permanent exclusion rates for various pupil groups and undertakes regular reviews of the evidence concerning the long-term outcomes of pupils who have experienced a suspension or permanent exclusion. We are aware that there is an association with adverse life outcomes for pupils who have been excluded.
Asked by: Cameron Thomas (Liberal Democrat - Tewkesbury)
Question to the Department for Education:
To ask the Secretary of State for Education, what consideration her Department has given to using SEND resources to fund increased staffing and provision at mainstream schools; and if she will make an assessment of the potential impact of doing so on the number of children who would remain in mainstream education.
Answered by Georgia Gould - Minister of State (Education)
The department is committed to improving inclusivity and expertise in mainstream schools, ensuring teachers have the tools to better identify and support children before unmet needs escalate, as well as ensuring specialist special educational needs and disabilities (SEND) and alternative provision schools cater to those with the most complex needs.
On 12 December, the government announced a £3 billion investment to deliver around 50,000 specialist places for children and young people with special educational needs and disabilities. The funding will be distributed to local authorities for them to spend on new places in mainstream settings (including SEN units), on adaptations to mainstream settings to make them more inclusive, or on special schools where required.
We will bring forward a full Schools White Paper in the new year, underpinned by our belief that high standards and inclusion are two sides of the same coin.
Asked by: Cameron Thomas (Liberal Democrat - Tewkesbury)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment has her Department made of the potential merits of incorporating history-based video games to enhance learning.
Answered by Georgia Gould - Minister of State (Education)
Schools are trusted to use their judgement to choose high quality resources and deliver their lessons in ways that work best for their pupils.
The independent Curriculum and Assessment Review has recommended that the department works with experts to assess the validity of digital practice in subjects, and we will consider inclusion of relevant digital content in the national curriculum based on this process.
Asked by: Cameron Thomas (Liberal Democrat - Tewkesbury)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps is she taking to ensure that the National Curriculum includes immersive experiences.
Answered by Georgia Gould - Minister of State (Education)
The government response to the Curriculum and Assessment Review, published on 5 November, sets out our plans for a refreshed curriculum to ensure that all pupils develop the knowledge and skills that we know are essential for life, work and innovation.
Schools are trusted to use their judgement to choose high quality resources and deliver their lessons in ways that work best for their pupils.
Asked by: Cameron Thomas (Liberal Democrat - Tewkesbury)
Question to the Department for Education:
To ask the Secretary of State for Education, whether her Department has made an assessment of the potential impact of the availability of low-quality, online children’s content on levels of SEND diagnosis.
Answered by Georgia Gould - Minister of State (Education)
Research from the European Agency for Special Needs and Inclusive Education demonstrates that rates of special educational needs and disabilities (SEND) identification are increasing internationally, and England is one of the countries with a relatively higher percentage change of pupils identified with SEND. The research is available here: https://www.european-agency.org/activities/data/cross-country-reports
My right hon. Friend, the Secretary of State for Health and Social Care announced on 4 December the launch of an independent review into prevalence and support for mental health conditions, ADHD and autism so children, young people and adults can receive the right support
The SEND code of practice: 0 to 25 years makes it clear that meeting the needs of a child with special educational needs does not require a diagnostic label or test. Instead, we expect teachers to monitor the progress of all pupils and put support in place where needed. The guidance is available here: https://www.gov.uk/government/publications/send-code-of-practice-0-to-25.
Asked by: Cameron Thomas (Liberal Democrat - Tewkesbury)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to meet to meet the ambition for kinship care set out by the Independent Review of Children’s Social Care.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
Following the Care Review, the government appointed the first ever National Kinship Care Ambassador and updated the Kinship Care Statutory Guidance for Local Authorities, which can be found here: https://assets.publishing.service.gov.uk/media/670d3ed5e84ae1fd8592f2fa/Kinship_Care_-_statutory_guidance_for_local_authorities__October_2024.pdf.
The government has also extended both the delivery of over 140 kinship carer peer support groups across England and the virtual school head role (on a non-statutory basis) to include championing the education, attendance, and attainment of children in kinship care.
Through the Children’s Wellbeing and Schools Bill, we will mandate all local authorities in England to publish their local kinship offer and offer Family Group Decision Making at pre-proceedings where that is in the child’s best interests.
The department will soon launch a Kinship Allowance Pilot to support eligible kinship carers with the costs of raising a child, which will support up to 4,500 children in kinship care in pilot local authorities. Any wider rollout of this will be informed by findings of the evaluation.
Kinship leave is also in scope of government’s parental leave review, which will recommend improvements to the current parental leave system.