Mental Health Education in Schools

Louise Haigh Excerpts

Monday 6th November 2017 Westminster Hall

[Catherine McKinnell]

I absolutely agree, and we are not at odds in that viewpoint. What I hope comes out of the debate—what I hope the Minister listens to and takes on board—is the holistic approach. It is about taking a whole-person approach in the education system, while ensuring that our health system matches it equally. We talk about parity, but my hon. Friend the Member for North Durham (Mr Jones) is absolutely right that that is not a reality for those needing mental health support. We need proper training and resources in schools from as young an age as possible to give that support and educational input and to ensure that specifically trained health professionals can provide support and treatment where necessary for young people.

[Louise Haigh (Sheffield, Heeley) (Lab)]

My hon. Friend is being very generous with her time. As has been mentioned, a survey by HeaducationUK found that 75% of school leaders said they lacked the resources to meet the mental health needs of their pupils, citing the lack of training as one of the main contributing factors. I of course agree with the right hon. and learned Member for North East Hertfordshire (Sir Oliver Heald) that counsellors and an holistic approach would be beneficial and would help to nip the problem in the bud, but I would like to put on the record the massive funding pressure on schools. I am sure that teachers and heads will be looking at this debate saying, “Of course we would like to put that on, but we are currently having to cut core subjects from our curriculum, let alone looking at additional extras that it would be wonderful to have in schools.”

[Catherine McKinnell]

I absolutely agree, and my hon. Friend makes the case clearly, as I intend to in this debate. It is not about talking the talk but about walking the walk, to ensure that we have the resources necessary, not only for the training that our teachers need to feel confident about providing educational input where appropriate, but for trained professionals to be in place where required.

Schools are under inordinate pressure. I had a very difficult meeting with a local headteacher who struggled to hold back tears as she explained that she would have to lay off the school councillor for this financial school year—the choice was that or cancelling all the school excursions for the entire year. That is a very difficult decision for any headteacher to make, but there are school leaders up and down the country making those difficult decisions that ultimately will ensure that our children do not have the support that they need, and that children and their families are not looked after when they are in trouble, which will have long-term impacts on the education outcomes not only of that child but all the other children in that school.

--- Later in debate ---

[Catherine McKinnell]

My hon. Friend is absolutely right. It feels uncomfortable to talk about this in monetary terms, but ultimately an invest-to-save policy approach would make huge differences, because if teachers and young people are better supported in their mental health and wellbeing, that will relieve pressures in that school and further down the system, and into adulthood and beyond.

The Government should take seriously the recommendations that I outlined from YoungMinds, which all address putting targets in place and the funding necessary to meet them. I want all children across the country to have the best possible education, filled with rigour and challenge—one that will provide them with the right knowledge and skills to set them up for their adult lives, where they will face many challenges, including in the workplace. However, I know from my time on the Education Committee and from regular conversations with school students, parents and teachers across my constituency just how much pressure young people feel under as a result of ever-increasing demands for schools to deliver the right academic results. Indeed, a constituent recently contacted me about her son, who was prevented from studying certain subjects at A-level despite having achieved good B grades at GCSE. She commented:

“My son is resilient but this has knocked his confidence as he is effectively being told he is not good enough at the start of a really important two years of school.”

There are increasing concerns about the introduction of the English baccalaureate and its significant narrowing of the curriculum at many secondary schools, which reduces the opportunity for many pupils to excel, such is the pressure on schools to deliver results in a small number of Government-defined core subjects.

There is really disturbing pressure on primary age pupils as a result of significant recent changes to the curriculum, school performance measures and SATs. A recent Guardian survey found that some 82% of primary school leaders had seen an increase in mental health issues among primary age pupils around the time of exams, with effects including loss of eyelashes through stress, sobbing during tests, sleeplessness, anxiety, fear of academic failure, low self-esteem, panic attacks and depression. That is in primary schools. I find that a really disturbing picture. Although I am pleased that the Government have listened to some of the concerns across the sector and agreed to scrap key stage 1 tests by 2023, the impact of high-stakes assessments clearly remains for key stage 2 pupils.

It seems to me that there is little point in the Government mandating compulsory mental health education in our schools while they actively undermine pupils’ mental health in the way that I have outlined and that I have seen in the young people I have spoken to and heard from. Indeed, the joint report of the Education and Health Committees concluded:

“Achieving a balance between promoting academic attainment and well-being should not be regarded as a zero-sum activity. Greater well-being can equip pupils to achieve academically. If the pressure to promote academic excellence is detrimentally affecting pupils, it becomes self-defeating. Government and schools must be conscious of the stress and anxiety that they are placing on pupils and ensure that sufficient time is allowed for activities which develop life-long skills for well-being.”

I look forward to hearing how the Minister intends to ensure that this situation is rectified, as it is clearly in the Government’s gift to do so. Of course, a plethora of other issues contribute to the poor mental health of far too many children and young people. The Select Committees’ joint report touched on some of those, which include social media pressures, cyber-bullying, internet safety, sleep deprivation and body confidence.

I seriously urge the Government to recognise just how detrimental families’ economic situations can be for children and young people’s mental health. As part of its breathing space campaign, the Children’s Society powerfully highlighted that

“children in low-income families with multiple debts are more likely to suffer from mental health problems than equivalent families with fewer debts.”

It is estimated that in my constituency alone, some 3,348 children live in families with problem debt. Again, it is in the Government’s gift to do something about that.

Of course, one of the key ways to ensure that our schools deliver something is measurement of it by Ofsted. Reporting to the Education and Health Committees’ inquiry, the Association for Child and Adolescent Mental Health described Ofsted as the

“largest driving force in school practice”;

the Institute for Public Policy Research stated that the

“Ofsted framework has a very strong ability to influence school behaviour”;

and the Education Policy Institute commented that the

“benefit of having Ofsted look at wellbeing is that it is a signal to schools that it is part of their job, and it is not just about accountability measures and the academic side”.

However, IPPR research found that just one third of Ofsted reports made explicit reference to pupils’ mental health and wellbeing, even after personal development and wellbeing criteria were included in the Ofsted inspection framework. That is why the Select Committees’ joint report recommended:

“More must be done to ensure that mental health and well-being are given appropriate prominence in inspections and in contributing to the overall grade given to the school or college. The recently appointed Chief Inspector should, as a matter of priority, consider ways in which the inspection regime gives sufficient prominence to well-being.”

[Louise Haigh (Sheffield, Heeley) (Lab)]

I congratulate my hon. Friend, who is making a compelling case and a thoroughly excellent speech; she has stolen nearly all the points I wanted to raise. She makes an important point about Ofsted and why it is wholly inappropriate to roll mental health education into PSHE. Ofsted mentioned PSHE provision in just 14% of its secondary school reports and only 8% of its primary school reports under its most recent inspection framework. That shows how poor PSHE provision is in schools and why it is vital that mental health education provision is completely separate.

[Catherine McKinnell]

I thank my hon. Friend for both her kind comments and her intervention. We will go on repeating the same arguments and the same compelling case for change until the Government make the changes that we know are needed. I look forward to hearing the Minister’s responses to the specific concerns that I outlined in relation to the Select Committees’ joint report and to the concerns raised by my hon. Friend, from whom I hope we will hear more later.

It would be hugely remiss of me to lead a debate on this subject without touching on the increasing pressures on our education system. Although I firmly believe in the importance of mental health education in our schools, I am always reluctant to propose placing yet another requirement on teachers, who are hugely overworked and under-resourced, particularly given the ongoing financial crisis that many of our schools face.

Despite the Government’s recent announcement about additional funding, the reality is that 88% of our schools still face a real-terms budget cut by 2020. In my constituency, that means Walbottle Campus losing more than £460,000 in real terms between 2015-16 and 2019-20—the equivalent of 10 teachers or £321 per pupil. For Gosforth Academy, it equates to a total real-terms loss of almost £430,000 in the same period. Those are staggering sums, and I know how agonising that is for headteachers who are trying to balance the books. I mentioned earlier that at least one of my local headteachers had to cut the school counsellor to make the necessary savings.

There is little point in seeking to introduce compulsory mental health education at the same time as budget cuts are resulting in existing mental health support for students and families being axed—a situation that is reflected around the country, as the evidence given to the Education and Health Committees showed. There is also little point in introducing compulsory mental health education or a whole-school approach to mental health if it is not done properly, which is why the Select Committees’ joint report highlighted that doing so

“will have implications for staffing and training and the balance of provision and delivery of subjects across the curriculum to allow more time to focus on well-being and building resilience.”

Our report also emphasised:

“Teachers are not mental health professionals, but they are in many cases well placed to identify mental ill health and refer students to further assessment and support. Training school and college staff to recognise the warning signs of mental health ill health in their students is crucial. We encourage the Government to build on the inclusion of mental health training in initial teacher training and ensure current teachers also receive training as part of an entitlement to continuing professional development.”

I know that there is much support for that from hon. Members who have already contributed to this debate.