Statutory Sex and Relationships Education

Debate between Diana Johnson and Dan Poulter

Tuesday 31st January 2017 Westminster Hall

[Diana Johnson]

Of course, some schools do that very well, but I want to ensure that all schools—whether academies, free schools or primary schools—provide that level of education to equip our children and young people for what life will throw at them. We need to strengthen provision. That is my issue.

[Dr Daniel Poulter (Central Suffolk and North Ipswich) (Con)]

I congratulate the hon. Lady on securing this important debate and raising these issues. In respect of the previous intervention, it is not inconsistent with anything that she has outlined in her remarks to teach all young people about sex and relationships. Whether people are having sexual intercourse in a marriage or outside marriage, they need to know about how to interact properly in a relationship, with all that that might entail. That is a valuable point; it does not contradict previous legislation.

[Diana Johnson]

I accept that. It does not contradict it; it builds on it. That is where I want things to go. All the evidence shows that when taught properly, age-appropriate sex and relationship education and PSHE work. Research by UNESCO highlights that it can, importantly, delay sexual activity and increase the likelihood of contraceptive use. It is a vital tool in the fight to address unacceptable attitudes to women, combat child abuse and tackle homophobia.

I was describing what happened in 2010, just before the general election. Unfortunately, the Conservative party, faced with all the evidence, decided that it was not willing to support the clauses to introduce PSHE into the Children, Schools and Families Act 2010, so it was passed without those vital clauses. The argument used with me at that time by Conservative MPs was that the issue was one on which families, not schools, should take the lead. At the time, it often struck me that although of course families play a huge part in equipping young people for growing up and what happens in life, they often do not feel able to talk about such sensitive issues and want professionals to help. I also thought at the time that the children and young people who are most in need of relationship and sex education are, sadly, often from families where there might be domestic abuse or poor communication. They are the very children whom we want to ensure can access good-quality PSHE and SRE.

In the seven years since, more and more MPs from both sides of the House have fought to make the Government see sense. We keep being told that it is being considered—“There’s a review. We’re having a look at it. We agree things need to be improved”—but there is no action. Over the same period of seven years, the obligations on schools have only become weaker. As more and more schools become academies and more free schools open that do not have to follow the national curriculum, the proportion of schools required to teach SRE has decreased; now only 40% of schools need to do so.

I called this debate because now, more than ever, the Government need to revisit the issue. The Children and Social Work Bill, which is about to enter Report stage in the Commons, now offers them the opportunity finally to amend the law to bring about the changes that should have been incorporated into law in 2010. I hope that the Minister will be able to tell us today that the Government will accept the amendment tabled by my hon. Friend the Member for Walthamstow (Stella Creasy).

It is an understatement to say that since 2010, the arguments for improving sex and relationships education have only become stronger. When Labour tried to change the law seven years ago, we already knew that the case for doing so was overwhelming, but none of us predicted the shocking revelations that have emerged since, making the case even more overwhelming.

I am talking about things such as the revelations after the death of Jimmy Savile and Operation Yewtree. We have learned the scale of the exploitation of children and young people that has taken place over many years. Professor Alexis Jay estimates that in Rotherham alone, 1,400 children were abused in the sixteen years to 2013. Her report highlighted that in the minds of many children and young people, SRE in their schools was taught to an extremely poor standard and left them ill-equipped to understand that they were being groomed. We simply do not know the full scale of abuse across the rest of the country. It is thought that at any one time, approximately 5,000 young people are being sexually exploited. Online exploitation is now the fastest growing area of concern.

We also know even more than we did before about the shocking views that many hold about consent in relationships and women in general. A Fawcett Society survey released on 20 January asked:

“If a woman goes out late at night wearing a short skirt, gets drunk and is then the victim of a sexual assault, is she totally or partly to blame?”

Four in 10 men and a similar proportion of women said that she was. On the same day that that survey was released, the world bore witness to the inauguration of President Donald Trump, a man who has boasted of harassing women and who stands accused of abusing numerous female contestants on the American “The Apprentice”.

Half of all female students say that they are sexually harassed every single time they go out to a nightclub, half of all women in the workplace say that they have been harassed and one quarter of the female population has experienced domestic abuse, many on more than one occasion. By the time they start secondary school, the majority of children will already have been exposed to online pornography, often of the most violent nature. Eight in 10 teenagers get most of their teaching on sex and relationships from unreliable sources outside school.

It is no wonder that since Labour first recommended changing the law in 2010, even more organisations have joined the call for a change in the law. The Select Committees on Education and on Women and Equalities have also recommended changes, as has the Association of Police and Crime Commissioners. Our education system should be at the forefront of efforts to tackle those problems. I am the first to acknowledge that it is not the whole solution, but it has a big part to play and, sadly, we simply are not doing enough. A vacuum is being left that is being filled with unacceptable messages to our young people.

Psychoactive Substances Bill [Lords]

Debate between Diana Johnson and Dan Poulter

Wednesday 20th January 2016 Commons Chamber

[Dr Poulter]

My right hon. Friend speaks wisely. On that subject, looking at the scheduling, steroids come under schedule 4 to the misuse of drugs regulations. They are often a drug misused by body builders and other athletes whereas, in the example I just gave, diamorphine, or heroin, is a schedule 2 drug. There is now a clear and compelling case, because of the growing medical evidence and the barriers to research, to consider the scheduling of cannabis. More broadly, before we even get to that point, I know that there is more we can do to make it easier to research the links between cannabis and mental health and to support that very important research so that, hopefully, we can move towards a better position through this Bill, not just in protecting the public from psychoactive substances but in improving the care of a number of the most vulnerable patients looked after by our health service.

I intend the amendment as a probing amendment and do not wish to press it to a vote, but I look forward to hearing my right hon. Friend the Minister’s response.

[Diana Johnson]

I rise in support of new clause 1 and amendment 4. I start by congratulating my hon. Friend the Member for West Ham (Lyn Brown), who sits on the Front Bench, on the excellent way she set out why new clause 1 and amendment 4 need to be incorporated in the Bill.

It has been six years since we seriously started to discuss in Parliament why personal, social, health and economic education should be made compulsory. I greatly regret that we did not manage to do it when we were in power. At the very end of the 2010 Labour Government, PSHE was going to be made a statutory part of the national curriculum. There was a very good case made for that, based on building life skills, confidence and resilience in young people, which we all accept needs to happen. To me, the challenges that young people face in the modern world include how to deal with drugs and these new psychoactive substances. It was a great regret that in the wash-up, during those final months leading up to the 2010 election, we were not able to secure the support of the Conservatives to get that change to the law.

The UK Drug Policy Commission spent six years researching what our drugs policies should be, and found that the best drugs education is delivered in an evidence-based life skills programme. That is why making PSHE compulsory is important. Why does it need to be statutory? The Select Committee on Education, in its report last year, said:

“There is a lack of clarity on the status of the subject. This must change, and we accept the argument that statutory status is needed for PSHE”.

We know that it varies all around the country. In some schools, it is taught very well, but in many schools it is not taught well at all, and that is because it is not statutory. It is not measured and we know that headteachers will always have an eye on ensuring that their schools and pupils do best in what is measured. That is the compelling argument for me: we should ensure that we have a level playing field across all schools, so we have to provide statutory PSHE. Another important reason to make it statutory is that schools have to ensure that teachers are properly trained. One of the big problems with how PSHE is delivered in this country is that the teacher with a little more time in their timetable—perhaps the PE teacher—takes responsibility, not a teacher with the level and depth of training required to teach the subject properly.

We know, as my hon. Friend said from the Front Bench, that many students say that they have only one hour of drugs education in school. At the moment we are relying on good will, charities and other organisations to provide information to our young people. I think that that is wrong. However, I want to pay tribute to the Angelus Foundation for the work it has done. It was set up in very sad circumstances by Maryon Stewart, who lost her daughter, Hester, who took GBL without knowing what it was and sadly died. Maryon has fought hard for this legislation to be put on the statute book, but I am sure she would be the first to say that we need to ensure that our young people are educated. It is not just about changing the law, but about making sure that young people make good decisions for themselves.

I also want to refer to an organisation in my constituency called REAL— Recovery Enabling Abstinent Lifestyle—run by Mike Tong and Su Baker, who are also trying to get information out to young people in Hull to explain about legal highs. We have already debated how we should describe legal highs, and I think it right to refer to them as new psychoactive substances, rather than legal highs. Those provisions all rely on good will and charity, which is why it is vital that the amendments are accepted today.

Before the Minister responds, I wish to mention the FRANK campaign—I think my hon. Friend the Member for West Ham also mentioned that. “Talk to Frank” is not good enough, and if the Government are serious about ensuring that young people have information to make good choices in their lives, FRANK is not the delivery mechanism for that.

We know that young people have called for PSHE to be made statutory, and the Youth Parliament supported and ran with that campaign a few years ago. Parents support PSHE and want it brought into schools, as does the cross-party Education Committee. We need to equip our young people with life skills to make good decisions, and to equip the police with the powers that they need to enforce the law against those who exploit, harm and damage people, particularly young people. The Minister is a sensible man who often relies on his good common sense, and I hope he will think hard about whether rejecting these amendments is in the long-term interests of this country and the young people whom we in this House wish to ensure are protected and able to make good and healthy decisions about their lives.