Healthy Relationships

Julie Minns Excerpts

Thursday 12th February 2026 Westminster Hall

[Leigh Ingham (Stafford) (Lab)]

It is a pleasure to serve under your chairship, Ms Jardine. I thank my hon. Friend the Member for Ribble Valley (Maya Ellis) for securing such an important debate.

As someone who, before I was elected, worked in the sector, delivering programmes with and to young people, I understand how key this issue is. When we talk about healthy relationships, we are really talking about the kind of country we want to be. Long before a child sits an exam, applies for a job or decides who they want to spend the rest of their lives with, they are learning how to treat other people and how they expect to be treated themselves. Healthy relationships are therefore the foundation of confidence, safety, educational success and mental wellbeing. If we can get this right early on, we can prevent harm later; if we neglect it, we end up paying the price in poor outcomes and avoidable crises.

[Ms Julie Minns (Carlisle) (Lab)]

I thank my hon. Friend the Member for Ribble Valley (Maya Ellis) for securing this excellent debate. One organisation that does really interesting work in this space—which, I am ashamed to say, I did not know much about until last year—is Soroptimist International, which has developed fantastic “Loves me, Loves me not” bookmarks that it takes into schools and colleges. The bookmarks detail the component parts of a healthy relationship, as well as how to detect whether or not someone is in one. Does my hon. Friend agree that more initiatives like that would take us in exactly the direction we need to go in?

[Leigh Ingham]

I agree with my hon. Friend. Soroptimist does incredible work in my constituency on supporting healthy relationships, as well as work to support women in prisons, which I have worked with it on, so I completely agree.

Schools in Stafford, Eccleshall and the villages are working really hard to get this right. I will speak to a couple of specific examples. At Tillington Manor primary school, healthy relationships are not an occasional lesson: they are woven through the culture of the school. Through a structured personal, social, health and economic education curriculum, children learn about friendship, family, communication, conflict resolution and how to recognise healthy and unhealthy behaviours.

The lessons are all age appropriate, and they build year on year. They are delivered through safe discussion, role play and reflection in a safe environment. But what really stands out to me is the whole-school approach. The school has dedicated spaces, such as the nook and the hive, where emotional support is provided for children and families, and the staff are trained in emotional literacy and wellbeing. As a result, the pupils are more confident in identifying healthy relationships and more likely to seek help from trusted adults. The school has found that, as a result of the programmes, repeated conflict has reduced over time. That is what prevention can look like in practice.

At secondary level, Sir Graham Balfour school teaches relationships and sex education from years 7 to 13 as a spiral curriculum. Students are learning about consent, safety, what healthy relationships look like and what toxic dynamics look like. The school also runs focused workshops on toxic relationships and masculinity for groups of pupils who might be struggling.

I am glad that my hon. Friend the Member for Ribble Valley mentioned the debate around boys and young men. The discussion often becomes incredibly polarised, but the reality is that many boys and young men are navigating a confusing online landscape where extreme and harmful messages about masculinity are only a click away—and then not even a click away, because algorithms amplify extremist content, and it gets worse and worse.

We need to create spaces where boys can talk honestly about respect, emotions and what it means to be a man, because we know that if we do not, someone else will fill the vacuum. Teaching children about healthy relationships is not about blaming boys; it is about equipping them and helping them to build the skills to form respectful partnerships, handle rejection and understand that strong men do not prey on the weakest in society. The healthy relationship that my hon. Friend the Member for Bolsover (Natalie Fleet) spoke about was a wonderful example of that.

At the same time, we cannot ignore the pressures facing girls and young women. Schools in my constituency report increasing concerns about body image, self-esteem and unrealistic expectations, fuelled by social media. Girls are measuring themselves against edited, filtered versions of reality that are being presented as the norm on their phone screens.

When another school in my constituency strengthened its RSE curriculum, students began to come forward about inappropriate touching that had previously gone unreported. That was a significant step in creating the foundations of healthy relationships, and it makes it crystal clear why such lessons are so important.

Last week, I visited Burleyfields primary school, where four and five-year-olds told me how they keep their brains happy and healthy. They suggested—we all need to know this—baking, reading books, imaginative play and spending less time on our devices. Let us be honest: we could all do with a bit of that. Even at that age, the children knew what a healthy relationship and healthy activities could look like.

But schools cannot do it alone. Our Government have a real opportunity to build on the strong foundations that are already in place. Continued investment in high-quality PSHE and professional development will help to ensure consistency across the system, and strengthening early intervention mental health services would support children and families before things escalate.

I welcome the Government’s focus on attendance, behaviour and school improvement, which is helping to create conditions for healthier relationships in schools. With 140,000 fewer children persistently absent, and the new attendance and behaviour hubs spreading really good practice, we are seeing how structure and support can work effectively together.

In Stafford, our schools are already leading the way. They are demonstrating that when healthy relationships are embedded across the whole school, culture changes, behaviour improves and children feel safer. What steps is the Minister taking to advance the progress the Government have already made and build on the incredible work that is already being done in schools such as those in my constituency?

We all know that healthy relationships are not a luxury; they are a vital fabric underpinning our society. They define so many of the debates we have in this place, from academic attainment to mental health and public safety. If we want to create a generation that is resilient, respectful and ready to contribute, we must invest accordingly.