Political Neutrality in Schools

Debate between Julian Lewis and Marcus Fysh

Tuesday 10th March 2020 Westminster Hall

[Mr Fysh]

I will come on to some of those issues, but the hon. Lady makes some valid points.

One of the big challenges facing us generally is why children are more likely than ever before to suffer from stress or have mental health problems. That is partly due to better diagnosis, which is a positive step, but there has undoubtedly been a rise in the number of young people with high anxiety. The role of social media and mobile phones in that is for another time, but being exposed to aggressive tribal politics and told that the country is being run by a very bad man certainly is not going to help.

This area becomes more complex when we consider that we want our young people to be interested in and engaged with politics. At a time when anything can be researched at the click of a button and the number of sources on any given subject is rising exponentially, it is more important than ever that children are taught the skills to make reasoned assessments and form balanced opinions. I am sure many of today’s politicians were inspired at school by certain teachers to choose the path of politics. The more people who choose to get involved and run for office, the better.

[Dr Julian Lewis (New Forest East) (Con)]

I am surprised that it is necessary for my hon. Friend to raise this issue. In May 1986 a group of peers, led by Baroness Cox, successfully amended what was then the Education Bill to ensure that politically contentious material, if raised and discussed in schools, must be handled in a balanced way. In June 1986 the Government accepted that. My understanding is that that ban on political indoctrination has been carried forward in subsequent legislation, so I am surprised that this is even an issue today.

[Mr Fysh]

I thank my right hon. Friend for that intervention. I hope my right hon. Friend the Minister will address some of those issues in his response to the debate.

Teachers often bring the same positive attributes to elected office that make them effective in the classroom. Many become councillors or Members of Parliament, and our democratic institutions are richer for having them, along with the skills and insights into education that they contribute. Whether they should remain in education while they do so, however, is a valid question.

There may be no straightforward formula for how to inspire and inform without exerting undue influence, or for where being passionate about an issue undermines reason and constructive debate. Measures intended to ensure political neutrality may lead to schools being less stimulating. An important lesson for young people is to be tolerant and understanding of the views of others. It is also the case that some of our educational institutions, particularly universities, have a reputation for a particular political slant. I am not necessarily against that, but we must look at the age of the pupils and the extent to which they are able to critically assess the information put in front of them.

I do not wish to stray too far beyond the topic of the debate, but I am also concerned that some young people are encouraged into activism on environmental issues in a way that may not be entirely healthy. They may be better served by learning to assess rigorously how they know what they know, to delve deeply into the factual and statistical bases for various claims and to judge between them.