Mental Health Education in Schools

Debate between Lucy Allan and Lord Soames of Fletching

Monday 6th November 2017 Westminster Hall

[Sir Nicholas Soames]

I entirely agree with the line that my hon. Friend is taking, but as I said to the hon. Member for Newcastle upon Tyne North (Catherine McKinnell), who so brilliantly introduced the debate, there are not enough teachers qualified to do that, and to get them all up to speed and consistently trained will be a very long-term project. What we need to aim for is a tiered service that works, where the teacher is able to help with more than just emotional first aid, but is then guaranteed to be able to pass the child through to the next stage, which will then deal with them. It is the next stage that simply fails in my constituency. It fails. That is the stage where, if a child can cope with their own mental difficulties—God knows that is hard enough—there is someone they can go and talk to, who can refer them on to someone who will do something about it.

[Lucy Allan]

My right hon. Friend makes a vital point. I would like to see mental health awareness built into the fundamental training of all teachers. To be a good teacher, someone has to have an understanding of the mental health issues and challenges that young people in their care will face.

Far more important than training one teacher to be a first aid counsellor is to give all teachers that awareness, so that they can identify the signs and be able to point people in the right direction and encourage young people to seek help. They could also then advise them on how to navigate the system and access that help, because one of the most difficult things in providing support to young people—to anybody with a mental health condition, in fact—is their accessing the support that they need. Somebody may go along to their GP and say they think they are having a mental health crisis, but how many people can actually navigate the appointments system and persuade their GP that that is the issue that they face? That is where young people need the most help possible, because navigating the available mental health system, which is of a high quality in some areas, is a complex process.

To give an example in support of my earlier point about a formal mechanism for educating young people about mental health within a PSHE framework, a young constituent told me in a recent surgery that she had learned all about child exploitation in school in a PSHE class. As she sat there listening and taking notes, she knew that she was a victim of child sexual exploitation at that time, yet she still felt unable—despite the fact it was being discussed within a classroom environment—to get the help she needed. She went through the motions of attending the class and nodding away, but she felt completely disconnected from what was going on; it did not bear any relation to her personal experience.

I therefore do not think that compulsory mental health education is enough; we should look for an entire shift in attitude. It is about creating an environment that gives the confidence to ask for help and to know where to go, and that says it is okay to ask for help. Perhaps that is the sticking point at the moment: young people can sit in a class, but do they know how to access the help they need, or even have the confidence to overcome some of the shame and stigma that still exists in going up to the teacher and saying, “Okay, I have a problem—what do I do?”? That young person felt unable to do that, in the context of the child sexual exploitation problem that she faced.