Young Carers: Educational Opportunities

Chris Vince Excerpts

Thursday 13th March 2025 Westminster Hall

[Chris Vince (Harlow) (Lab/Co-op)]

I beg to move,

That this House has considered educational opportunities for young carers.

It is a pleasure to serve under your chairmanship, Ms Furniss. I am pleased to see so many hon. Members from across the House here today, and I thank them for attending. I know that some have personal stories to tell, and I look forward to hearing them.

As many hon. Members will be aware, yesterday was Young Carers Action Day. We have held a number of events in Parliament with the support of the Carers Trust. This week, young carers visited No. 10 and wrote directly to the Prime Minister to ask for his support in ensuring that young carers and young adult carers are the golden thread that goes through everything his Government do. Students from Mark Hall academy in Harlow visited Parliament, and the hon. Member for Mid Sussex (Alison Bennett) and I took part in an open-top bus trip around London, which went very well until we were unfortunately attacked by hail.

A recent report by the Carers Trust has identified a number of issues that young carers face in educational settings:

“Caring has a significant negative impact on education…Awareness, identification and recording of young carers in educational settings is still too low…Support for young carers in education is worryingly inconsistent.”

Here are a few statistics: almost half of young carers—48%—reported being bullied in the past year; more than two in five—44%—frequently struggle to study for tests or exams because of the demands of their caring situation; and almost a third of young carers are regularly late for school because of those demands. Almost one in four young carers say there is no support at all for young carers in their school, college or university.

[Leigh Ingham (Stafford) (Lab)]

It is estimated that there are around 2,000 young carers in Staffordshire, many of whom are hesitant to come forward for fear of disrupting their home lives. For those flying under the radar, it is even harder to get proper support. Does my hon. Friend agree that the Department for Education’s commitment to creating a more comprehensive register of young people will ensure that resources can be distributed more effectively, so that problem areas can be identified?

[Chris Vince]

I thank my hon. Friend for her useful and thoughtful intervention. She is absolutely right. One of the biggest issues for young carers is identifying them. First, young carers do not recognise themselves as being young carers. Secondly, as she rightly says, some young carers are worried about coming forward, as they feel that identifying themselves as young carers would somehow make it seem as though their parents are failing them, which is absolutely not the case.

I welcome the DFE’s commitment to better identifying young carers—it is great that young carers are now part of the school census—but we have to recognise that there is much more to do. In the most recent school census, 72% of schools said that they do not have any young carers, which cannot be right. Although we have made strides in this area, there is obviously much more we need to do. I look forward to the Minister’s comments on that.

As many hon. Members will be aware, since I mention it in most of my speeches, I spent the first 15 years of my working life as a secondary school maths teacher, teaching in various schools across Essex and working with students aged 11 to 18 with a variety of abilities. I have recalled to the House many times one parents’ evening in which a student of mine arrived with both his parents, who were severely physically disabled. To my shame—this is something I have carried with me— I had no idea, until that point, that he and his older sister were young carers.

Since then, I have worked to ensure that I am more knowledgeable about young carers and young adult carers. Before my election in July, I worked for a wonderful charity in Harlow and Essex called Action for Family Carers. It provides respite care and in-school support for children and young people who care for family members and loved ones with physical and mental disabilities.

Young carers and young adult carers play a hugely important role for their families and their communities, giving to the NHS in an invaluable way. We must recognise their impact in saving money for the NHS and in helping the economy, but too often, they do not get the recognition they deserve. There is an urgent need for better identification of young carers in the education system, as many do not even realise that they are young carers until it has already impacted their lives, as my hon. Friend the Member for Stafford (Leigh Ingham) said. For them, it is just normal—caring for a family member or a loved one.

I have visited several schools in my Harlow constituency that do a great job of supporting young carers, and I pay special tribute to Mark Hall academy, which allowed me to meet and talk to its young carers club. I also pay tribute to Purford Green and Holy Cross primary schools for their great work in identifying young carers, and to the many other schools across Essex where I have previously worked.

Some, but not all, schools do great work to identify young carers and have a designated young carers lead. It is vital that all teachers have knowledge of young carers and young adult carers, so my first ask of the Minister is to make training on young carers a mandatory part of teacher training.

It is important that schools have a designated young carers lead. Having spoken to young carers in my previous job and as chair of the all-party parliamentary group for young carers and young adult carers, I know how much anxiety is caused by having to tell at least five different teachers why they are late or have not done their homework. One young carer recently told me that he feels embarrassed to tell people, and that he has to ask peers to keep the noise down in the school library because, for him, it is the only quiet place where he can get his studies done. He does not have that option at home.

[Cameron Thomas (Tewkesbury) (LD)]

The hon. Member makes a valid and important point about schools having a young carers lead, and I am proud to say that every school in Gloucestershire has one. My constituent Christian, who I met yesterday, has been caring for his grandmother from the age of six, but it was not until he was 11 that he was identified by his school as a young carer. Does the hon. Member therefore agree that, although it is an excellent endeavour to have more leads, more still needs to be done?

[Chris Vince]

As soon as the hon. Member mentioned Gloucestershire, I thought of the fantastic young carers from Gloucestershire I met yesterday. He is right that having a young carers lead is useful where a school has identified a student as a young carer, but we need to do more to identify young carers in the first place. I was previously a teacher, and teachers have a key role in identifying young carers.

There is also a lack of structured support in schools, particularly during the transitions from primary to secondary or from secondary to further education. One of our young carers told the APPG about his experience of applying to university, and how the university website did not provide any case studies that were relevant to him.

When we talk about transitions, we are not just talking about moving through stages of education; we are talking about how the caring role can change—often, sadly, for the worse. It is the responsibility of people in positions of authority to recognise that and to act. As a former teacher, I know only too well how easily young people can slip through the cracks. I am committed to changing that, which is why we need targeted training for educators to better identify young carers and to equip them with the tools to make their lives more manageable.

Other professionals can help, too. Action for Family Carers, for example, ran a project to reach out to GPs. It seems nonsensical that when a parent visits a doctor’s surgery with an acute medical condition, the question of their children’s caring responsibility is not even broached.

To support young carers, there should be a dedicated point of contact in education—a trusted person in authority who students can approach to discuss any caring responsibilities that might affect their studies. Whether it is about missing a deadline or arriving late to class, having one person to communicate with would ensure that the right people are informed and the student’s needs are met. This simple addition could make a world of difference, and there are some great examples of schools that do just that, but it is not universal. There should be mandatory training for teachers, so that they can all help with the task of identifying young carers.

Finally, transition periods, especially from primary to secondary school and on to college or university, are tough enough for everyone but even more so for young carers without support. As young carers highlighted to the all-party group, the leap to university feels unattainable due to the lack of provision. We know that a number of young carers do not go to university because they are concerned about leaving those they care for behind, and when they do go, they choose universities that are close to home, which potentially limits their options.

Education should provide hope and opportunity for all, regardless of background or circumstance. Resources must be in place for those facing disadvantage, ensuring that those challenges do not become insurmountable barriers. It is important that young carers have the opportunity to be children as well.

[Several hon. Members rose—]

--- Later in debate ---

[Chris Vince]

I thought I had two hours! I thank you, Ms Furniss, and all hon. Members who have contributed to the debate. I thank my hon. Friend the Member for Bexleyheath and Crayford (Daniel Francis) for a trademark passionate and powerful speech about his family, as well as the wider role of young carers. I thank my hon. Friend the Member for North Ayrshire and Arran (Irene Campbell) for paying tribute to the young carers services in her constituency. I thank my hon. Friends the Members for Stafford (Leigh Ingham) and for Redditch (Chris Bloore) for their contributions, and the hon. Member for Tewkesbury (Cameron Thomas) for his learned contribution as well.

I thank the Lib Dem spokesperson, the hon. Member for Mid Sussex (Alison Bennett); the shadow Minister, the hon. Member for East Wiltshire (Danny Kruger); and the Minister for contributing to this important debate. I know from experience that what the Minister says is true: where there is greater poverty, there is greater need. We are seeing more and more young carers supporting a loved one with mental health issues.

We need more accurate data to understand the scale of the challenge. We also need to recognise that young carers have different caring responsibilities and often care for different people. They also often have needs themselves. I welcome the Minister’s statement about making knowledge about young carers part of teacher training.

When we speak to young carers, we cannot help but be struck by how thoughtful, articulate and caring they are. I apologise to anyone who had an ambition to become a tax lawyer or a bank manager, but when I speak to young adult carers about their futures, they often tell me that they want to be nurses, care assistants, doctors and teachers. I even met one yesterday who said that she wanted to be a politician. Sadly, however, we too often meet young carers who do not have any ambition, because all they can think about is caring for their loved one—that is something we need to take very seriously.

I will briefly mention the young carers covenant—otherwise the Carers Trust will tell me off—which identifies some of what I have asked for today. I also emphasise the importance of recognising the difference between young carers and care leavers; it is amazing how many people do not understand that distinction. Finally, I ask every hon. Member to keep talking about young carers in Parliament. Young Carers Action Day may happen only once a year, but our young carers do this work every single day.

Question put and agreed to.

Resolved,

That this House has considered educational opportunities for young carers.

Mental Health Support: Educational Settings

Chris Vince Excerpts

Thursday 13th March 2025 Commons Chamber

[Chris Bloore]

I absolutely agree. This is about parity between mental and physical health. We would move heaven and earth if those children had physical injuries, and we must do more to assess and treat the mental health conditions from which young people are suffering.

[Chris Vince (Harlow) (Lab/Co-op)]

My hon. Friend makes a valid point about the need for parity between mental health and physical health. Does he agree that there is actually a connection between the two? Quite often, poor physical health can impact the mental health of a young person, and vice versa.

[Chris Bloore]

I agree entirely. Many of the young people I have spoken to have suffered from long-term physical conditions or illnesses that have had a detrimental impact on their mental health.

There is evidence that the severity of mental distress has increased. Admissions to acute medical wards for children and young people with mental health concerns increased by 65% between 2012 and 2022. The mental health report by the Association of Colleges, published in September, found that 90% of respondents reported an increase in disclosure of mental health issues in 16 to 18-year-olds and 86% did so for those over 19. Most colleges are increasing their mental health resources, but the need for joined-up and well-resourced services is urgent. The report found that almost a third of colleges reported at least one death by suicide in the previous year. It is distressing to consider that such an escalation can and does happen, and that is why this debate is so important.

Despite the expansion of children and young people’s mental health services, increased demand means that the NHS estimates that less than half of those with such needs are being supported. The Children and Young People’s Mental Health Coalition found that certain groups have an increased likelihood of being impacted by mental health challenges, such as children and young people with special educational needs and disabilities, those from racialised and LGBTQ+ backgrounds, neuro- divergent young people, those with physical or long-term conditions, young carers, children in care, and refugee and migrant children.

Children in kinship care arrangements also have a high prevalence of social, emotional and mental health needs similar to those of looked-after children, but owing to their lesser entitlements and a lack of access to suitable support, their experience and needs should be considered when designing vital mental health support in education settings. The complexity of the issues that may impact on a child’s mental health is the reason why mental health charities have been campaigning for a cross-Government mental health approach for such a long time, and I hope this Government will deliver on that.

Why are education establishments so crucial to this debate? The Centre for Mental Health has published research showing that 75% of lifetime mental health difficulties occur before the age of 24 and that 50% occur before the age of 14. That is why education settings are critical in addressing this national crisis. Of course, schools and colleges are seen as places where children learn academic skills, but they are also safe places for some to seek support.

Currently, mental health provision in education settings in England is varied. Mental health support teams can be found in almost 50% of schools, and they have proved highly effective. Research published by Barnardo’s has demonstrated that for each £1 invested, the Government have saved £1.90. The education and health officials I have spoken to said that we must reach England-wide coverage of MHSTs as soon as possible. If this was done in combination with the Government’s promise to deliver a school counsellor in every school, that would be a powerful indicator of their commitment to tackling the crisis.

Oral Answers to Questions

Chris Vince Excerpts

Monday 10th March 2025 Commons Chamber

[Catherine McKinnell]

We recognise the challenges in the area that the hon. Gentleman represents. A SEND improvement board chaired independently by Dame Christine Lenehan oversees progress and provides challenge. We know that the system needs wholesale reform; we are working at pace and will make an announcement as soon as possible.

[Chris Vince (Harlow) (Lab/Co-op)]

T10.  Wednesday is Young Carers Action Day. Will the Minister join me in thanking young carers for all that they do, and commit herself to ensuring that there is greater awareness of them in schools? I must say that schools in my constituency do very well in that regard.

[Janet Daby]

My hon. Friend is right to mention young carers. The Government are committed to increasing their visibility and ensuring that they have the support that they need, at home and in education. We champion initiatives such as Young Carers Action Day and the young carers covenant, which further highlights the needs of young carers and the support available to them.

Financial Education

Chris Vince Excerpts

Thursday 6th February 2025 Commons Chamber

[Chris Vince (Harlow) (Lab/Co-op)]

I thank the hon. Member for Broadland and Fakenham (Jerome Mayhew) and my hon. Friend the Member for Filton and Bradley Stoke (Claire Hazelgrove) for securing this debate. I can tell my hon. Friend the Member for York Outer (Mr Charters) that a 20p coin is heptagonal.

I support the need for further financial education in schools, but as Members may have sensed from my poker face earlier, I have a few caveats. Please take them as constructive, rather than destructive.

Having worked for a homelessness charity, I know that people cannot budget their way out of poverty, but this conversation is not just about budgeting. It is about the wider views and ideas on financial education. Members on both sides of the House have recognised the power of teaching young people about some of these pitfalls and scams, such as the impact of turning to payday loan sharks when times are tough. It is not about telling young people how they have to live their lives or what they have to do, but about providing awareness of the dangers that they face.

As many hon. Members will know, because I mention it in almost every speech I give, I used to be a teacher. I was a secondary school maths teacher for 15 years, teaching young people from year 7 to year 13, including teaching A-level maths and further maths, so I taught maths up to degree level. I absolutely love trigonometry. Wait until you get to further maths trigonometry, and sine and cosine rules, Madam Deputy Speaker—I can tell you, it is brilliant. I also specialise in statistics, strangely enough, despite my engineering degree. There is a misapprehension that the ability to teach maths equates—excuse the pun—to an ability to teach finance. If we were having the ordinary to and fro that we normally see in the Chamber, I would defend myself by pointing out that I can read a book, but I cannot teach English literature. Finance and maths both include numbers, but history and English both include words and they are different subjects.

When I chat to my Conservative friend—he is the reason I am in this place—we have very animated discussions about education. I once said to him, “What do you think is the most important skill for a teacher?” He said, “Well, discipline, and the ability to get marking done on time.” He came up with a whole list of things, but I said to him, “The one thing you have not mentioned is the ability to explain things clearly—surely that is the most important skill for a teacher.” I could teach the hon. Member for Broadland and Fakenham how to do compound interest, which comes up on the maths curriculum, but if I were asked to teach him how pensions work, I would struggle. That means not that I do not know how pensions work, but that I have not been taught the skills to teach that to somebody else. People do not naturally have the ability to explain things; they have to be trained in that skill.

I hope what I am saying, in a roundabout way, is seen as constructive, not critical. If we believe in financial education—[Interruption.] It is just like being back at school—put the phone in the box, Minister. You don’t have to really—[Laughter.] If we believe that teaching financial education is important in schools, then it has to be taught properly. The hon. Member for Broadland and Fakenham correctly said that measures were brought through this place over 10 years ago, but the subject is not truly being taught in schools in the way that we would like it to be. I would like it to be a distinct, bespoke subject. At worst, it could be a module taught as part of a subject like business studies or economics—my wife is an economics teacher, so she will love me for that suggestion—rather than adding to the already extensive maths curriculum. I do not think it would be feasible to add financial education to the maths curriculum or that that would have the outcome that the House wants to see.

The hon. Member for Broadland and Fakenham talked about the importance of financial education being measurable, and I could not agree more. One of my biggest frustrations as a maths teacher—have I got time, Madam Deputy Speaker? I will not go on a big story—was when a student would say to me, “Is this going to be in the exam?” That was frustrating because I genuinely love maths. I wanted to teach people that a²+b²=c², not because it was going to come up in the exam but because it is truly interesting.

[Jerome Mayhew]

It is the way he says it.

[Chris Vince]

I can see the hon. Gentleman was a model student.

We have to recognise the way the school system currently works. If young people think there will not be an exam on a subject, they do not think that subject is measurable. Equally, if teachers do not see that something is going to be measurable in an Ofsted inspection, it will be moved down the list of priorities. We have to recognise that a lot of teachers have a lot on their plates. If we want financial education to be on the top of the plate—the cherry on the top, perhaps—we need to ensure that it is measurable, accountable and taken seriously. I do not believe that bolting financial education on to the maths curriculum will make that happen; I would much prefer it to be a bespoke subject. I have rambled on enough but hopefully I have made my point.

[Madam Deputy Speaker (Judith Cummins)]

I call the Liberal Democrat spokesperson.

School Accountability and Intervention

Chris Vince Excerpts

Monday 3rd February 2025 Commons Chamber

[Catherine McKinnell]

Our Children’s Wellbeing and Schools Bill is a whole package of measures that will not only deliver landmark reforms to child safeguarding, but unleash the ability of all schools to collaborate and work together in operating under this new accountability system to drive high and rising standards. This will ensure that every child has the offer of a national curriculum, a qualified teacher in every classroom, and high and rising standards in every school in England.

[Chris Vince (Harlow) (Lab/Co-op)]

I thank the Minister for her statement, particularly considering the awful news she had to convey to this House. As a former teacher, I saw at first hand the damage that high-stakes single-word Ofsted judgments had on teachers and headteachers not just in my constituency of Harlow, but across Essex. I welcome this Government’s focus on raising standards in our schools, but does she recognise that under the previous Government there was far too much focus on stick rather than carrot when it came to supporting teachers? Any change to the Ofsted framework needs to support our hard-working teachers, whose mental health and wellbeing are rock bottom at the moment.

[Catherine McKinnell]

I thank my hon. Friend for that question, and I commend him for his experience in the classroom, which is clearly valuable. We always want to encourage more teachers. Indeed, the whole reasoning behind these reforms is to create an accountability system that recognises good practice and identifies where improvements can be made, but also diagnoses how such improvements can be made and ensures there is the ability to create a self-improving system among our schools, so that they can support one another to drive forward those improvements in the interests of everybody. It is not about punishing schools; it is about supporting schools to create those improvements, which we know that they want and we want to see for children.

Oral Answers to Questions

Chris Vince Excerpts

Monday 27th January 2025 Commons Chamber

[Stephen Morgan]

I thank the hon. Member for raising those matters. I would be happy to meet her to understand the issues in more detail.

[Chris Vince (Harlow) (Lab/Co-op)]

T9. Students at Sir Frederick Gibberd college in Harlow have been taught in marquees and portacabins for over a year after the previous Government wasted £29 million on a building that has since been deemed unsafe. What consideration will the Department give to support SFG college?

[Stephen Morgan]

I thank pupils, teachers and school leaders for their resilience since the original buildings were closed in August 2023. We have delivered high-quality temporary modular accommodation that the school will use until its new permanent buildings are ready. We will continue to work closely with the trust and the local community to find a permanent solution.

Oral Answers to Questions

Chris Vince Excerpts

Monday 9th December 2024 Commons Chamber

[Bridget Phillipson]

The right hon. Gentleman will know that this is a complex area. It would not have been possible to make any changes to the funding formula this year, but we will look in the future at what changes might be required. I am sure that as part of that process he will make representations on behalf of his constituents.

[Chris Vince (Harlow) (Lab/Co-op)]

I talk to special educational needs co-ordinators across Harlow and Essex on a regular basis, partly because my best friend is one. He tells me that a number of special educational needs co-ordinators—easy for me to say—are leaving the profession because of their high workload and the stress that it causes. What support will the Government give to ensure that special educational needs co-ordinators get the support, including mental health support, that they need?

[Catherine McKinnell]

My hon. Friend is a strong advocate for special educational needs in his community. We know that SENCOs perform a vital function in making sure that children and their families get the support they need to access the education they deserve. He is right that they deserve support as well. We need to encourage more people to be trained up in and understand the needs of children with special educational needs so that everybody can play their part in creating an inclusive education system.

Educational Opportunities

Chris Vince Excerpts

Wednesday 13th November 2024 Westminster Hall

[Chris Vince (Harlow) (Lab/Co-op)]

Thank you, Mr Pritchard, for the opportunity to speak in this debate. I thank my hon. Friend the Member for Folkestone and Hythe (Tony Vaughan) for bringing this important discussion to the House.

Like many who have spoken today, I am a former teacher, and I know of the huge impact that a child’s home life can have on educational attainment. I feel it is really important that when we talk about children’s educational attainment, we consider not only exam results, but the wider school experience—sometimes we call it the hidden curriculum. In my constituency of Harlow, there are pockets of high child poverty. Some 17.3% of children in Harlow live in low-income families compared with the Essex average of 12.8%, and we saw that during the terrible pandemic, in which nearly 8,000 families had food parcels delivered to them. This will have a huge impact on children—no child will be able to learn if they are hungry—and I welcome this Government’s pledge of free breakfast clubs in every primary school.

As my hon. Friend the Member for Leeds South West and Morley (Mr Sewards) mentioned, I will speak about a specific group of young people who are often forgotten: young carers. Some 38% of young carers surveyed reported that they regularly miss school because of their caring situation. No young person can learn when they are not in school, and no one can focus with the anxiety of being away from those who they care for. I welcome the statement by my right hon. Friend the Secretary of State for Culture, Media and Sport, who has pledged to make young carers an integral part of the recently announced youth strategy, and I ask that young carers be a golden thread in any future educational reform.

I recently had the privilege of inviting a group of young carers to Parliament. One young girl highlighted that when she rang up her university and said that she could no longer attend because of her caring commitment, she was not asked any follow-up questions. We also know that young carers are not classified as disadvantaged in education. Another young carer said that he felt there was no description that fitted him when he went to university. When he went on the university’s website, there was no description of a young carer that fitted his young caring abilities.

I will finish with an ask. We know that this lack of awareness of young carers across education and universities needs to be recognised and responded to. I want to see young carer leads as a standard, not an exception.