Life-saving Skills in Schools

Justin Tomlinson Excerpts

Thursday 22nd November 2012 Commons Chamber

[Justin Tomlinson (North Swindon) (Con)]

I congratulate my hon. Friend the Member for Newton Abbot (Anne Marie Morris) on securing the debate on a subject that I know she is passionate about. I also congratulate my hon. Friend the Member for Cambridge (Dr Huppert) and the hon. Member for Bolton West (Julie Hilling), as we have been pushing on this collectively for some time. I feel that we are making some progress.

The debate is essential, because we are talking about creating the next generation of life-savers. Let me use some cold, hard statistics to reinforce that point. Some 60,000 people a year will have a cardiac arrest. The survival rates in this country are disgracefully low—between 2% and 12%—which means that approximately 55,000 people a year will die from a cardiac arrest. About half of those are, in theory, able to get help through the ambulance service, but on average it takes approximately 6 to 12 minutes for an emergency ambulance to reach a critically ill patient. For every minute that passes, the chance of survival falls by 10%. However, if CPR is given immediately, survival rates increase threefold. As my hon. Friend the Member for Newton Abbot said, we really cannot do any worse by leaving somebody in that position.

The great shame is that most people are simply not able to help. For about half of the 60,000, there are witnesses on hand who could help, but most either do not have the skills or lack the confidence even to try something. By training and educating individuals, we can radically alter the situation. I have heard horrific stories of crowds gathering round, with no one willing to step in. Thankfully, the evidence clearly shows that, with training, lay people can overcome the psychological barriers and manage the patient until more advanced and experienced personnel arrive.

Those are the cold, hard statistics, but I was in such a position with my own father. When I was 12, my father collapsed. My attempts to help were, at best, muddled, and passers-by then helped. We all rely on people having that confidence to go and make a difference. Sadly, my father was one of those statistics who did not survive. We will never know, had we all been equipped with the skills, what difference that would have made.

What we are asking for would take only 0.2% of the school year. It takes less than two hours to train a young person fully in emergency life-saving skills. To put that into context, that is the equivalent of one PE lesson. I am conscious that schools Ministers are for ever lobbied by campaigns saying, “This would be very important for the national curriculum.” I am as guilty as any MP for asking for financial education, basic cookery skills and a variety of other campaigns. However, we are trying to be helpful; we would be happy if such training were included in PSHE, as long as it was a mandatory part of it. It could go into biology, as one understands how the breathing system and the heart works. It could go into PE lessons, especially given the number of sports therapists we would like to encourage. We are not proud—as long as we can get it in somewhere.

We are told that there is a limit to the amount of time available in the national curriculum, yet we find time for every school to practise fire drills. They are important, but 60,000 people a year having a cardiac arrest is certainly up there with fire drills. We could take the training in assemblies. If we really are struggling with the school curriculum, then there are always driving lessons, because all young people want to take lessons—we are trying to be as helpful as we possibly can be.

The training is straightforward. At a recent meeting of the all-party group on heart disease, I and all of my staff took part, and it was a breeze—it was pretty impressive for us for it to be a breeze. The training can be broken into three levels and even the most basic form of training can make a difference. For example, the body has enough oxygen in the blood so that even basic compression CPR is sufficient for 15 minutes. Crucially, these skills will remain with people for the rest of their lives. We will create a new generation of life-savers and they can pass their skills on, so it is a win-win situation. We have the evidence that it will work. It will allow us to change the prognosis of this devastating condition and save thousands of lives a year.

My hon. Friend the Member for Newton Abbot made great play of international comparisons, talking about the improvements in France, Denmark, Norway and Seattle. The cold, hard statistics show that, where such training is compulsory, survival rates are not 2% to 12% but 52%. That means that an extra 15,000 lives a year would be saved.

[Andrew Bingham (High Peak) (Con)]

Does my hon. Friend agree that children would thoroughly enjoy learning emergency life-saving in school? Instead of sitting in the classroom reading books, they would be getting involved; it is hands-on. They would enjoy it, and learn quickly, too.

--- Later in debate ---

[Justin Tomlinson]

My hon. Friend has been a good supporter of our ongoing campaign, and his question leads me on to my next point.

This idea has huge public support. According to a British Heart Foundation survey, 86% of teachers think that ELS should be part of the national curriculum—we have the opportunity to get teachers’ support—and 78% of children want to be taught how to save someone’s life in an emergency, which touches on my hon. Friend’s point. Furthermore, 70% of parents thought that children should be taught ELS at school.

Following Fabrice Muamba’s cardiac arrest and with the help of a campaign by The Sun, which we all supported, more than 100,000 people signed the e-petition—it is one of the few that quickly racked up the 100,000 signatures. I was delighted to read today that, although Fabrice Muamba thought his football career was over, he has said he will review that decision in two years, if his heart rate settles. That would be a fantastic achievement. He was technically dead for more than 70 minutes, but, because of ELS, he survived, and he has gone on to get married. That is a testament to the difference it can make.

In conclusion, ELS would make a real difference to survival rates. Training takes less than two hours, and the skills remain for life. Through education empowerment, a new generation of life-savers will be created, saving thousands of lives a year. I hope that we can make this a compulsory element of children’s education and create an army of life-savers with the confidence and skills to save a life.