Education: Citizenship

Lord Aberdare Excerpts

Thursday 27th June 2013 Lords Chamber

[Lord Aberdare]

My Lords, I spoke in April in a short debate on personal, social and health education—PSHE— in schools, arguing that first aid and emergency life-saving skills should be made mandatory in schools, possibly as an element of the PSHE curriculum. So my case today essentially boils down to, “If not PSHE, why not citizenship?”. The citizenship curriculum would be at least as appropriate a home for emergency first aid training. The Department for Education’s draft programmes of study for citizenship at key stages 3 and 4, included in the Library’s helpful briefing pack, are intended,

“to provide pupils with knowledge, skills and understanding to prepare them to play a full and active part in society”

and include the aim of developing,

“an interest in, and commitment to, volunteering that they will take with them into adulthood”.

What greater,

“contribution to the improvement of their community”

could there be than developing practical skills to help fellow citizens in emergency situations, even to the extent of saving their lives?

I declare an interest as a trustee of St John Cymru-Wales, the leading first aid, youth and volunteering charity in Wales. I congratulate the noble Lord, Lord Cormack, on obtaining this debate and introducing it with his characteristic eloquence and persuasiveness.

My case for mandatory first aid training in schools is, like Gaul, in three parts: first, there is a real need for it; secondly, it works; and, thirdly, it is eminently doable. Every year in the UK, up to 140,000 people die in situations where first aid might have given them a chance to live. Some 60,000 people suffer cardiac arrests outside hospital, two-thirds at home and the other third in a public setting. Almost half of those which occur in public are witnessed by other people, quite often children. With every minute that passes, the chances of survival decrease by about 10%, so it can be literally a matter of life and death whether there is someone on the scene trained in the necessary skills; for example, to get the person into the recovery position, or to provide CPR, or to control bleeding, at least until professional help can arrive. That is why there is a need for first aid training.

There is also clear evidence that it works. Such training is already compulsory in many countries, including Norway, Denmark, France and 36 US states. The survival rate in Norway from shockable cardiac arrest is 52%; in the UK it varies between 2% and 12% depending on where the heart attack occurs. In Seattle, where 50% of the population is trained in emergency lifesaving, the survival rate is two and a half times ours.

It makes sense to teach these skills in schools. The basic training can take as little as two hours, and several organisations offer well designed teaching packages to deliver it, including the British Heart Foundation—BHF—and the Red Cross, as well as St John itself. St John Cymru-Wales’s Young Lifesaver scheme offers training covering 11 different aspects of first aid, including choking, asthma, bleeding, fractures, burns, poisoning, heart attacks and others. The whole course takes about eight hours, and is offered at both primary and secondary school levels, from age seven upwards. There are numerous examples of young people putting their skills into practice to save lives. The BHF estimates the annual cost of offering such training as no more than about £2,200 per school, or even less after the first year.

The argument for making training mandatory in schools rests principally on the lives that could be saved as a result, but there are other valuable benefits to be gained. Students enjoy and value their training. A review of BHF’s Heartstart programme in Northern Ireland found that 98% of students had enjoyed it, and 68% had shared their learning with family and friends. It provides a pathway towards continued volunteering. Emergency life-saving can provide a first step for young people to go on to volunteer roles, such as becoming community responders later on.

Teachers report improved confidence among students receiving first aid training. A typical quote from a teacher is:

“They have gained in confidence and are certainly a better team, as well as having vital knowledge. This is their favourite aspect of the citizenship course, as it is practically based and obviously progressive. They also talk to their parents about the scenarios”.

There is a real need to teach first aid in schools. It would produce significant results and it is realistically achievable. Although I share the view frequently stated by the Minister that schools should have as much control as possible over their own curriculum, in the case of first aid skills this is not working. Only 13% of students leave school with any life-saving training, even though a BHF survey in 2011 found that 78% of children want it, as do 86% of teachers and 70% of parents. I certainly had no such training at school, but I have now remedied this by completing just this week the training programme organised by the All-Party Parliamentary Group on First Aid, of which I confess to being an officer and recommend to any of your Lordships who may be interested, in partnership with St John Ambulance.

We should ensure that our younger citizens acquire these skills as a matter of course at school. I urge the Minister to look at how to make this happen and to recognise that the citizenship programme would be a good place—if not necessarily the only place—to include it, but as a mandatory element.

I should like to add a brief post-script. I received this morning, as, evidently, did the noble Lord, Lord Storey, a briefing from the Cabinet Office about the campaign for youth social action which is being launched today by the Prince of Wales and which was based on work done by Dame Julia Cleverdon and Amanda Jordan. This has strong cross-party support and aims to increase volunteering by 10 to 20 year-olds from 29% to 50% by 2020. Trial programmes will be funded in four areas from October. From my own experience of running social action programmes with schools in Southwark some years ago, I believe that this is a splendid initiative deserving of strong support, especially, of course, if community and school first-aid programmes are among those funded.