Oral Answers to Questions

Debate between Elizabeth Truss and Chris Ruane

Monday 10th February 2014 Commons Chamber

[Chris Ruane (Vale of Clwyd) (Lab)]

3. What assessment he has made of the potential of mindfulness to improve education outcomes.

[The Parliamentary Under-Secretary of State for Education (Elizabeth Truss)]

The new national curriculum sets out high expectations of what teachers should teach, but gives them much more flexibility over how to do it. Teachers have the freedom to try new approaches and do things differently in a way that benefits students. A longer school day would also enable schools to build confidence and resilience, as well as the core academic skills vital to success.

[Mr Speaker]

We can now enjoy the full benefit of the hon. Gentleman’s mindfulness.

[Chris Ruane]

I would like—once again—to thank the Minister for meeting me and the hon. Member for Chatham and Aylesford (Tracey Crouch) last Monday to discuss mindfulness in education, and I would also like to pay tribute to the Prime Minister for the measurement of well-being, but what more can the Minister and her Department do to use mindfulness in education to raise educational attainment and improve student well-being?

[Elizabeth Truss]

I thank the hon. Gentleman for our excellent meeting last week, which I thought was very helpful. I have taken the research he put forward, and one of the Department’s education policy advisers is considering it in detail and examining the evidence. I note that 120 schools already participate in mindfulness programmes, and also that several Members of this House are using it to improve their performance.

Mindfulness in Education

Debate between Elizabeth Truss and Chris Ruane

Tuesday 10th December 2013 Westminster Hall

[The Parliamentary Under-Secretary of State for Education (Elizabeth Truss)]

I congratulate the hon. Member for Vale of Clwyd (Chris Ruane) on securing this debate. His speech, drawing on his experience as a teacher, was interesting and informative and he highlighted some worrying facts about the mental health of our children and young people. He painted a vivid picture of the age of anxiety in which we live, whether that is as a result of the constant pummelling of modern media such as Twitter and Facebook and advertising, or the sheer pace of modern life that we all experience. He talked about the Red Queen from “Alice’s Adventures in Wonderland,” and I think many of us often feel like the White Rabbit, rushing around from one thing to another. I recognise the issues he raised and the picture he painted of the way life is now.

The Department for Education certainly agrees that children learn better and achieve more when they are thinking clearly, and the ability to focus on the matter in hand and to ignore potential distractions is an important factor in being able to learn and focus. The hon. Gentleman talked about the ability to sit still, be curious and be willing to learn, which we need at every stage of our education system. I absolutely agree with that.

I also agree with the hon. Gentleman’s comments on the number of exams, particularly external exams, that students are sitting. We have moved to a linear course for A-level to remove the necessity for students to sit another exam at 17. We have moved to linear exams for GCSEs, too, because children were taking external exams every term. We want young people to have an opportunity to learn in depth, to think about what they are studying and to enjoy it. Rather than the end always being the exam, the end should be learning in school.

I challenge what the hon. Gentleman said about the PISA results, which varied between the countries of the United Kingdom. Wales did significantly worse than England. England’s results have stagnated over the past 15 years. We do not think that is good, which is why the Government are reforming the education system and considering examples such as Poland and Germany, where results have successfully been improved. I agree with him about the importance of young people being exposed to entrepreneurship in schools, which could help to build character resilience and all the other characteristics we want to see in our young people.

It is worth briefly discussing the new curriculum, which is being introduced in September 2014. It is a lot slimmer than its predecessor, which means more time for teachers to teach in different ways and to introduce concepts such as mindfulness to their students if that is the best way of getting messages across. I like to say that the Government have put the trellises and pathways in the garden, but it is for the teachers to plant the seeds and grow the plants. That is not something we can do from Whitehall.

Students’ mental health and well-being is of course an important part of their learning process in order to ensure that they are doing well. Mindfulness has been used in schools and is often taught in combination with other relaxation and self-management techniques. Some early indications suggest that such approaches can help pupils to control stress and anxiety, pay attention and develop social skills, and can improve teacher-pupil interactions and enhance academic performance. I support the sharing of good practice and ideas that help pupils to achieve more. I also believe that the best way for schools to find out about what works is from the successes of other schools in similar circumstances. I would like to hear from the hon. Gentleman and interested colleagues about positive examples of schools that are using mindfulness and finding it a successful approach.

[Chris Ruane]

Would the Minister accept an invitation to see mindfulness in action in a school in her constituency, if one is available, or perhaps here in London?

[Elizabeth Truss]

The hon. Gentleman makes an interesting proposal, which I will consider along with the meeting request, but I certainly am interested in understanding more about how mindfulness works in practice. I would therefore like to accept the offer.

As I mentioned, we have given schools the freedom to decide which external programmes they use to deliver their curriculum. I am keen to get across the point that, while the curriculum is being implemented by schools over the next six months, they do have the freedom to try new approaches and to do things differently, in a way that they feel is beneficial for their students.

Ofsted has made it clear that it expects schools to look at the whole child, and will focus inspections on outcomes. Together with a slimmed-down curriculum, that gives schools more freedom to add skill and character-building activities, promoting children’s wider well-being. If a school thinks that the mindfulness programme is suitable, it has the ability to make that choice.

Many schools commission their own pastoral and counselling support for their students, and school counselling to support young people is already widespread. A recent survey estimated that between 60% and 85% of English secondary schools provide access to counselling, which equates to between 50,000 and 70,000 sessions a year. The hon. Gentleman mentioned the Department of Health, which issued in July 2012 a document entitled, “No health without mental health: implementation framework”, which described the role of schools and FE colleges as understanding the link between emotional well-being and achieving good educational and life outcomes. Teachers are not expected to stand in for mental health professionals, but schools should have a whole-school approach to developing pupils’ well-being and resilience.

I am doing much work with the Department of Health to ensure that our programmes are more joined up in all areas, including schoolchildren’s mental health and our early years programme. The hon. Gentleman referred to the fact that the abilities to sit still, be curious and be willing to learn are often developed at an early age. We need better co-operation between the Department for Education and the Department of Health. Children’s centres, where health and education professionals are on the same site providing guidance to parents and helping young children, work well to help to develop such skills.

The hon. Gentleman mentioned teacher training. Although initial teacher training is important, so is professional development while teachers are in schools. We are keen to see greater professional development and to see head teachers take on more responsibility over time for that development in a school-led system.

I am interested in discussing the matter further with the hon. Gentleman and his colleagues to see how we can ensure that schools understand the opportunities and the examples of best practice, and how they can fit in to the new national curriculum and the new approach on qualifications.

Question put and agreed to.