Mindfulness in Schools

Debate between Charlotte Nichols and Andy Carter

Wednesday 7th February 2024 Westminster Hall

[Charlotte Nichols]

I thank the hon. Gentleman for his intervention. Indeed, he wrote a fantastic foreword to the report to which I drew the House’s attention. He is right about the whole-school approach, which I will come to later. I am sure that Mr Gray and I, and other hon. Members present, will be pleased to learn more about the sessions that the APPG on mindfulness is running.

Warrington North is only a short drive from the Welsh border. This policy has already been introduced by the Welsh Government as part of the curriculum for wellbeing. Although that is a long-term strategy, early indications from Wales and the schools in Warrington have been positive in the short and medium term.

Beth, a reception teacher trained through Mindfulness for learning, said:

“Mindfulness has become part of the children’s daily routine and we teach children breathing techniques to support their regulation but I was not aware how the course would impact my own well-being. I now have an understanding of the importance of mindfulness and how it allows and teaches me to respond rather than react to different aspects of my day. Now having personally experienced mindfulness as a practice, it has had a positive influence on my teaching.”

[Andy Carter (Warrington South) (Con)]

As the hon. Member’s constituency neighbour, it is great to see Esther in the Public Gallery today, as well as Tom from the Warrington Guardian, when we are discussing this issue in Parliament. When Esther and I met Dr Jain at the Appleton medical centre, we talked about the overall benefits of mindfulness for the general health of the population. Although we are talking about this in schools, there are real benefits beyond schools. Training young people for these skills for the future will benefit many people over many years. Does the hon. Member agree?

[Charlotte Nichols]

I thank the hon. Member, my next-door constituency neighbour, for that intervention, and I completely agree. That is why this practice should start in primary school. Developing those skills very early on in a person’s life can set them up to have those skills through their life, and I think we will see the benefits of these mindfulness-based interventions throughout people’s lives. This is a long-term plan and strategy. We will not necessarily see many of the benefits right away, but we know we are storing up positive outcomes for the future in a range of areas.

A headteacher from one of my secondary schools told me that embedding a culture of mindfulness was

“changing the way we deal with behaviour incidents, taking away reactivity and helping students and staff to calm down to the point we can better engage about what’s going on. When kids are in isolation, it’s a really useful tool for helping them to reflect and taking the heat out of situations, and guiding them to make better choices”.

Research shows that three features are particularly important to effectiveness and sustainability: the quality and experience of the teacher’s mindfulness practice, how a programme is implemented, and the use of a whole-school approach. Mindfulness is not just about discrete lessons, but should be in the form of a mindfulness thread that runs throughout the day—the way we respond to each other, the way we move around and the way we build relationships, eat food, exercise, and so on.

Sessions on mindfulness in the curriculum are a way to build and develop the skills needed to take it into the rest of the school day and the school’s ethos. It is about giving teachers and school leaders the training and support they need through the postgraduate certificate in education curriculum and in continuing professional development, to be able take it and adapt it to best suit the needs of their school community, which is vital. While we believe the cost implications would be modest, the evidence supports our view that this would pay for itself over time by reducing some of the burden on mental health services, freeing up capacity for more acute cases and providing dividends on the associated costs of unmet mental health need over the long term. This is an investment worth making for the future.

I want to put on the record my thanks to the community in Warrington who, during a cost of living crisis, have dug deep to support this campaign, working with the Mindfulness in Schools Project. I thank the Warrington Guardian and Tom Bedworth in particular; Warrington Wolves; the Warrington Wolves Charitable Foundation, Warrington Borough Council; the business community, including the EngineRooms, Sam Small Ink and Twinkle Time Melts; and all those who have fundraised, including on Wear Pink for Peace Day in November on what would have been Brianna’s 17th birthday. I thank the schools in Warrington, which have gone into this with open minds and hearts, and, in particular, Brianna’s school, Birchwood Community High School.

Above all, I want to thank Esther. Brianna Ghey was sassy, beautiful, kind, courageous and authentically herself. She was loved fiercely, and her death was unspeakably tragic. No parent should ever have to bury their child, but to have gone through what Esther has and to have the drive to seek positive change in the wake of that takes extraordinary courage and compassion. Esther is perhaps the most remarkable person I have ever met. She does not want the sympathy or pity of those here today, but a commitment to stand alongside her and our community in Warrington to deliver a lasting legacy for her daughter. We want to promote empathy, compassion and kindness throughout society, and I hope today’s debate brings us one step closer to achieving that, with a modest, evidence-based ask to put mindfulness on to the national curriculum for the benefit of pupils, staff and our country.