Mindfulness in Schools

Debate between Charlotte Nichols and Tim Loughton

Wednesday 7th February 2024 Westminster Hall

[Charlotte Nichols (Warrington North) (Lab)]

I beg to move,

That this House has considered mindfulness in schools.

It is a pleasure to serve under your chairship, Mr Gray. Hon. and right hon. Members present today will no doubt be aware of the tragic case of the 16-year-old schoolgirl, Brianna Ghey, who was murdered in my constituency a year ago this coming Sunday. What they may be less aware of, and this is something I hope to remedy today, is the campaign that was set up in the wake of one of Warrington’s darkest days by her mother, Esther Ghey. The Peace in Mind campaign, working with the Warrington Guardian and with the support of our community, has fundraised over £50,000 since September to bring mindfulness into schools in Warrington. Today, our ask is that the Government commit to bringing that into all schools.

That ask sits within the wider national context of a mental health crisis facing our young people, and an NHS ill-equipped to meet the demand. Alongside that, schools are seeing a crisis in recruitment and retention, with a record number of teachers leaving the profession last year, and more than 3 million working days of sick leave taken last year—a rise of more than 50% compared with pre-pandemic levels. Teachers and school staff are struggling, just like their pupils. While I do not claim that mindfulness is a panacea, I think we can clearly demonstrate that, first, it can be part of the solution to these twin crises, and secondly, the necessity of the Government to act.

Mindfulness programmes are becoming increasingly popular in schools and educational settings worldwide, with a growing quantitative evidence base emerging from research studies. Mindfulness in schools is about introducing children to skills as early as possible to support their lifelong wellbeing. It has benefits for educators, too, including stress regulation and reduction, increased self-compassion and teaching efficacy. Professor Jon Kabat-Zinn, who is considered to be the godfather of modern mindfulness, said:

“Mindfulness means intentionally paying attention to present-moment experience, inside ourselves, our minds and bodies, and in our environment, with an attitude of openness, curiosity, kindness and care.”

That has never been more needed. Emma Mills, headteacher at Birchwood Community High School in Warrington North, wrote in the Times Educational Supplement:

“Lockdown has had a profound effect on our young people: significant social and educational milestones missed; an increased reliance on social media and the online world. We had already seen the challenges and negative influences of social media in schools long before Covid, but lockdown has exacerbated these ten-fold.

Attendance in schools is shockingly low, and safeguarding concerns are through the roof, as are mental health concerns. We are seeing a generation of children who lack empathy, lack resilience and for whom mental health problems have become part of everyday life.

Anxiety, self-harm and suicidal ideation have become part of our teenagers’ vocabulary…It is an unforgiving world full of trolls, hate and vitriol. It is a world we cannot remove or escape, so we need to make sure—

our young people—

“are equipped to deal with it.”

The Mindfulness Initiative’s 2021 report, “Implementing Mindfulness in Schools: An Evidence-Based Guide”, draws on earlier research, including the 2015 “Mindful Nation UK” report from the all-party group on mindfulness, and lays out a robust framework for mindfulness-based interventions in education. I am happy to provide a copy of that report to all interested Members and the Minister. It notes:

“Positive outcomes for children and young people include improved psycho-social and physical health and wellbeing, reduced mental health problems (including stress and depression), and improved social and emotional skills, behaviour, cognition and learning and academic performance.”

Mindfulness trains students to understand and direct their attention with greater awareness and skill, which can improve the capacity of children to focus and concentrate, with less distractions, and develop their working memory and ability to plan. It can help them to recognise worry, manage difficulties and cope with stresses like exams. Self-regulation can help to manage impulsivity and reduce conflict and oppositional behaviour. Although it should not be used as a disciplinary tool, it can help to take the heat out of a situation by providing greater space between stimulus and reaction, and helping a student to understand their feelings, behaviours and the choices they are making.

[Tim Loughton (East Worthing and Shoreham) (Con)]

I declare an interest as co-chair of the all-party group on mindfulness, who wrote part of the report, which I am delighted she is reciting. More than 300 parliamentarians have been on mindfulness courses in this place, to great benefit. The hon. Lady is very welcome to come on the one that is starting in a couple of weeks’ time, as indeed are you, Mr Gray—I am sure it will do you a lot of good.

[Tim Loughton]

On this specific point—and it is good that something constructive is coming out of this whole ghastly episode of Brianna Ghey, with the great work that her mother is doing—does the hon. Lady agree that, in schools, it is important that mindfulness is an all-school approach and that it is not used just for certain young people with problems? It is important that mindfulness in schools is enjoyed entirely as a whole-school approach and that it is non-judgmental. That is what makes it so popular.

[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.”