Relationship Education in Schools

Helen Maguire Excerpts

Tuesday 1st April 2025 Westminster Hall

[Helen Maguire (Epsom and Ewell) (LD)]

I beg to move,

That this House has considered relationship education in schools.

It is a pleasure to serve under your chairmanship again today, Sir Jeremy. Sadly, the relationship education that our young people currently receive does not address the realities of what it means to be a young person today. If we fail to urgently adapt and strengthen our approach to relationship education, we will fail to counter the inappropriate and often misogynistic ideas that our young people are exposed to, and we will therefore fail to protect women and girls from the violence that these ideas spur.

Prevention starts with education and the creation of a space for our young people to have conversations about relationships. As a mother of three teenagers—two boys and a girl—I have spent many years having open and honest conversations with them about relationships. I have done my best to ensure that they understand what a healthy relationship looks like and how to treat others with respect. However, as every parent knows, children do not always see their parents as the ultimate source of wisdom; they look to their peers, the internet and the world around them. That is why relationship education in schools is so vital. If we get it right, relationship education creates a safe space where young people can discuss these ideas openly with their peers, guided by teachers who are knowledgeable about the challenges that young people face.

The statistics paint a worrying picture: 41% of teachers have seen aggressive misogyny in classrooms, 51% have witnessed pupils advocating sexual violence, and only 43% of students feel personally represented and included by relationships and sex education. Young people are turning elsewhere to learn: 22% say online sources are their main source of information, while 15% say their primary source is pornography. The charity Let Me Know found that 60% of the young people polled did not know the signs of a healthy or unhealthy relationship. Those are shocking figures, which underline the urgency of getting this right.

[Tulip Siddiq (Hampstead and Highgate) (Lab)]

I thank the hon. Member for bringing such an important debate to the House, and I congratulate her for having three teenagers and still holding down this job—that is a remarkable achievement. Relationship education is very important for how young people relate to their peers, but one of the common complaints I hear from parents in my constituency is that a lot of people will learn about relationships from social media. The hon. Member has already touched on this, but will she say a bit more about the importance of looking at young people’s access to social media and supporting teachers and headteachers who are looking at banning smartphones and social media in schools?

[Helen Maguire]

It is vital that we start to address what is going on with social media, as we have been calling for. The social media tech giants have to take on that responsibility.

One in four women and one in six men will experience domestic abuse in their lifetime, and domestic abuse starts young: those aged 16 to 19 are the most likely to experience it. We need to focus on prevention to stop this at the root. Sadly, my Epsom and Ewell constituency has felt the devastating reality of violence against women and girls far too acutely in recent years, and the impact on families, friends, students and entire school communities has been profound.

Let us be clear, however, that violence against women and girls extends beyond my community; it is a national epidemic. In January, the National Audit Office reported that one in 12 women are victims of gender-based violence each year. Despite the increasing political attention, sexual assault rates among women aged 16 to 59 rose from 3.4% in 2009-10 to 4.3% in 2023-24. A key issue is that prevention has been an afterthought rather than a priority. That must change.

[Anna Dixon (Shipley) (Lab)]

I thank the hon. Lady for securing this important debate. I serve on the Public Accounts Committee, which looked at the NAO report on violence against women and girls. In West Yorkshire, the police have developed a brilliant prevention programme —the hon. Lady touched on the need for prevention—called Pol-Ed, which goes into schools and teaches young people, both boys and girls, about some of the danger signs around spiking and inappropriate imagery, as well as about consent. Does she agree that it is important to educate children, both on prevention—what the danger signs are and what an unhealthy relationship is—and on what a healthy relationship looks like?

[Helen Maguire]

I thank the hon. Member for that intervention; it is absolutely key to understand both, and to understand what the signs of an unhealthy relationship could be. We need to stop treating violence against women and girls as something that can be addressed only after the fact—after a woman has been assaulted, coerced, or has lost her life. We need to act before it happens, and that starts with education and empowering our young people with the knowledge of what a healthy relationship is.

The recent Netflix series, “Adolescence”, has brought national attention to the dangers facing young people today. It follows a 13-year-old boy accused of murdering a female classmate, sparking difficult but necessary conversations about online misogyny and extremist online communities. Teachers and parents are struggling to keep up with the ever-evolving nature of those threats. Teachers need greater support to tackle these issues in schools. Too often, they are simply ill-equipped and unprepared to teach relationships, sex and health education. Fifty per cent of pupils reported that power imbalances and pornography were not covered in their lessons, and 56% said that what a healthy relationship looks like was not covered either. Surely that should be absolutely key.

Incels, the red pill and the manosphere are relatively new terms, but the attitudes that they promote are not new. It is sexism and male chauvinism repackaged for the digital age, amplified and spread faster than ever before. That is why we must ensure that our education system evolves to counteract this harmful narrative before it takes root in young minds.

The Centre for Social Justice’s latest report, “Lost Boys”, highlights that boys in the UK are struggling in education, more likely to take their own lives, less likely to find stable employment and more susceptible to being drawn into crime. It also notes the increasing appeal of right-wing and regressive ideologies among young men. We must address the core challenges that our young men face and understand how misogyny is evolving, educating parents, teachers and, most importantly, young people themselves—we need to support them.

A whole-school approach is essential in addressing these issues effectively. This approach encourages schools to review their existing procedures and culture, to ensure that they model respectful relationships and gender equality practices across the entire school community. By embedding those values into the fabric of the school environment, we create a culture that actively challenges harmful stereotypes and promotes positive, healthy relationships. Yet last year, we saw the RSHE review become unnecessarily politicised and hijacked by sensationalist headlines and anti-LGBTQ+ rhetoric, serving only to fuel division. We cannot afford to play politics with the health, safety and wellbeing of our children. The focus of any review of RSHE should be on how we can equip young people with the knowledge and tools that they need to navigate the modern world safely. It should address the urgent need to tackle the rise of online misogyny, the increasing prevalence of violence against women and girls, and the damaging impact of pornography and exploitative media on young people’s perceptions of relationships.

I recently heard from a young constituent, Maddie, who is here today. She was deeply affected by the loss of a teacher in our community and wrote to me expressing her frustration that while the conversation on violence against women and girls often focuses on policing and reporting, prevention is often overlooked. She told me how her cousin, a newly qualified teacher, was asked to deliver RSHE lessons despite feeling completely unprepared to do so. She is right to be frustrated. Young people overwhelmingly support strong education on relationships, with 87% saying that there should be more teaching about relationships, abuse and sexual health. We owe it to them to listen.

RSHE is often an afterthought, added in as an extra and delivered by teachers who are not specifically trained for it. Many are simply given a sheet of paper to read from and do not know how to answer the follow-up questions. That is why I am calling for urgent reforms to RSHE, including: updating the outdated 2019 guidance to reflect the realities of young people’s lives today; extending RSHE up to key stage 5 so that it reaches 16 to 18-year-olds; making RSHE a key component of initial teacher training, ensuring that new teachers are properly equipped to deliver it; and investing in training for school leaders, teachers and governors to understand the online spaces that young people navigate today.

We cannot afford to wait until another young woman becomes a statistic. We must act now to equip the next generation with the knowledge and resilience that they need to build safe, healthy relationships. Teaching children about harmful gender stereotypes, consent, respect and healthy peer relationships from the earliest stages is key to preventing violence against women and girls. I urge the Government to prioritise prevention, invest in education and listen to the voices of our young people who are asking us for change. The time for action is now.