Tata Steelworks: Newport

Debate between Nicholas Dakin and Jessica Morden

Tuesday 8th October 2019 Westminster Hall

[Jessica Morden]

I absolutely agree, and I will make that point later.

Tata announced that it would be closing Cogent Orb steelworks on 2 September, with the loss of 380 jobs. This has come as devastating news for a dedicated, highly skilled workforce and their families, and for the city of Newport as a whole, where Orb has been part of the landscape since 1898. I pay tribute to Community, Unite and other unions for the support they have given and continue to give to the workforce, and for their general fight to save our steel industry.

[Nic Dakin (Scunthorpe) (Lab)]

I congratulate my hon. Friend on securing this very timely debate. I represent a steel community in Scunthorpe, and we know exactly what it is like as a steel community to have these things happen. We stand side by side with the steel community in Newport. Does she think that the work the Community union and others have done through the Syndex report gives a possible way forward for the plant?

[Jessica Morden]

My hon. Friend is indeed a doughty and fantastic champion of his steel community, and the thoughts of our steel community are very much with his community and the difficulties it has had recently. I will talk about the Syndex report, because it is very important.

The attendance of my hon. Friends from Wales and fellow members of the all-party parliamentary group on steel and metal related industries represents the importance of the steel industry to us all. As my hon. Friend the Member for Torfaen (Nick Thomas-Symonds) said, many of us have a constituency interest but also a very personal interest. My parents met in the steel industry in Ebbw Vale, and my hon. Friends have close family who have worked in the industry, including my hon. Friend the Member for Cardiff West (Kevin Brennan).

Fewer work places are more ingrained into the life of Newport than Orb. Our iconic transporter bridge was originally built to carry Orb workers over the River Usk. There are street names in Newport such as Dudley, Walsall, Bilston, and Handsworth, and even the Wolverhampton Wanderers-based colours chosen for Newport County AFC commemorate the west midlands migration to Gwent initiated by the Lysaghts family moving their sheet steel production to Newport at the end of the 19th century. Orb played an important role in Newport in both world wars and, from the late 1960s onwards, its activities moved towards cold rolled and electrical steels, a field that became the site’s speciality, as it remains today.

Losing Orb would mean losing the electrical steels skills base that has been built up since the era of Harold Wilson’s “white heat” of technology, and at a time when electrical steels will be more in demand that ever before. Tata’s decision to close Orb, citing losses and wider challenges in the sector, will hit many people in our communities extremely hard. They include recent recruits such as an electrician who joined the company two days before the announcement and is one of 70 new starters over the last two years, and a long-time worker who says, “Orb works has been a part of my family for nearly 60 years. Between my father and brothers we have over 100 years’ combined service. The Orb paid for everything when I was a child and is now supporting my three children.”

Another man’s family came from Tipton; his great-grandfather, grandfather and father all worked there, and their names are on the works’ cenotaph. Mickey, who started work as a 16-year-old messenger boy and ended up as section manager, said, “To allow over 100 years of electrical steelmaking skills simply to disappear is a crime against everyone who contributed to Orb’s history, and the knock-on effect on the Newport community’s economy will be devastating, as these jobs are of high value.”

Mindfulness in Schools

Debate between Nicholas Dakin and Jessica Morden

Tuesday 6th September 2016 Westminster Hall

[Nic Dakin (Scunthorpe) (Lab)]

I beg to move,

That this House has considered mindfulness in schools.

It is, as always, a great pleasure to serve under your chairmanship, Mr Walker. It is good to be able to highlight the work of those bringing mindfulness training into UK schools. I pay tribute to all those supporting the ongoing work of the all-party parliamentary group on mindfulness. In particular, I pay tribute to the enthusiasm and passion of our former colleague, Chris Ruane, who continues to be an outstanding ambassador for mindfulness.

Childhood is a time for acquiring life skills alongside academic knowledge. Good schools teach young people how to keep their bodies fit, and encourage regular exercise and a healthy diet to promote good physical health throughout life, but mental health is equally important to a child’s long-term wellbeing, academic success, behaviour and eventual life outcomes. The training of attention is a foundation on which the cultivation of good mental health rests. A growing body of scientific evidence shows the benefits of mindfulness to resilience, concentration and the relief of anxiety. An evidence-based approach to mental wellbeing should have a vital part to play in the way we prepare our children for life. It makes sense, therefore, for mindfulness to be taught more widely in our schools.

In my professional and personal life, I am aware of the need to be present, focused and grounded to face all that life and work throws at us—at the moment, that is quite a lot. I am one of about 130 MPs and peers who have taken a mindfulness course in Parliament in the past three and a half years. Like many of my colleagues, I found the course compelling, with personal benefits for everyday life.

Abundant research shows that attention is fundamental to mental functioning. The eight-week mindfulness course undertaken by parliamentarians taught us how to train our attention to remain more focused and engaged in the experience of the present moment. By steadying one’s attention in that way, one can learn to respond in more clear-headed, versatile and creative ways to daily choices and challenges, instead of being driven by habit and impulse. Those simple, accessible mental skills can be taught to everyone, but, as with so many things, the most effective time to learn is during childhood.

Children and young people are under tremendous pressure in today’s society. According to Government figures given to the all-party parliamentary group, 32.3% of 15 to 25-year-olds suffer one or more mental health difficulty, and 11% suffer mild, medium or severe forms of attention deficit hyperactivity disorder. Only last week, the Children’s Society published disturbing evidence in its annual “Good Childhood Report” that levels of unhappiness are rising among 10 to 15-year-olds. It called for more mental health and wellbeing support to be made available in schools to tackle low wellbeing early. Mindfulness has a role there.

[Jessica Morden (Newport East) (Lab)]

I congratulate my hon. Friend on securing this debate. He rightly talks about the level of the alarming mental health crisis. Some 10% of children experience mental health issues between the ages of five and 16, and half of those who experience mental health issues as children go on to experience them as adults. Given the scale of the problem, does he agree that there is a real urgency to innovate?

[Nic Dakin]

My hon. Friend is absolutely on the money. If this issue can be tackled in childhood, it will be less of a problem in adulthood. At the moment, the picture in adulthood is not very pretty either. The use of antidepressants among adults has increased by 500% in the past 20 years in the UK. The World Health Organisation states that by 2030, the biggest health burden on the planet will be mental ill-health. Many factors have been suggested as explanations of the apparently massive increase in mental ill-health among the young, including family breakdown, school-related stress, bullying, cyber-bullying, information overload, watching too much TV and digital technology rewiring our very brains.

Mind with Heart, which runs teacher-training workshops on mindfulness, has shown that teaching children mindfulness helps to reduce bullying, which is a significant contributor to youth depression, anxiety and suicidal tendencies. Much of that stress and mental ill-health can be avoided or alleviated. The possibility of prevention or effective management is greatly increased if skills for managing one’s mind through life’s challenges are learned early. That is why it is vital that schools and colleges play their full part, not only in spotting and addressing mental ill-health, but in teaching the basic life skills of good mental health. A growing body of research suggests that mindfulness could have a foundational role to play in providing evidence-based mental training for children and young people.

Following the publication of more than 50 promising pilot studies, the Wellcome Trust is currently funding a £7 million research project into the effects of mindfulness training on pupils aged 11 to 18, led by Oxford University. It is likely to confirm and strengthen the existing scientific evidence base for the adoption of mindfulness education programmes in schools around the world. Staff from the Centre for Mindfulness Research and Practice at Bangor University have introduced a curriculum for seven to 11-year-olds and are developing a course for three to seven-year-olds. The university is also researching the impact of mindful parenting programmes.

One of the fathers of modern psychology, William James, said in the 1890s that,

“the faculty of voluntarily bringing back a wandering attention, over and over again, is the very root of judgment, character, and will. No-one is”

master of himself

“if he have it not. An education which should improve this faculty would be the education par excellence. But it is easier to define this ideal than to give practical directions for bringing it about.”

The courses and curriculums I mentioned not only define but deliver that ideal. There is promising evidence that mindfulness training enhances executive control and emotional regulation in children and adolescents, in line with adult research. Those crucial contributors to self-regulation underpin not only emotional wellbeing but effective learning and academic attainment.

Research highlighted by the prominent American psychologist, Daniel Goleman, show those capabilities to be the biggest determinants of life’s outcome. They improve concentration, response to stress and meta-cognition, all of which are crucial skills for learning. They support effective decision making and creativity. In other words, the soft skills are the foundation of the hard skills.

[Nic Dakin]

My hon. Friend is absolutely spot on. The opportunity for reflection, attention, thought and pause is encouraged through mindfulness training.

At the launch of our all-party group, it was wonderful to see 10-year-olds and teenagers showing an impressive understanding of the workings of the brain, demonstrating absolutely the point made by my hon. Friend the Member for Mitcham and Morden (Siobhain McDonagh). They knew about the role of the tiny reptilian part of the brain, the amygdala, which hijacks higher psychological functions such as kindness, creativity and compassion; they spoke about practising regular mindfulness meditation in order to remain anchored in the present, rather than being swept away by strong emotion; and they explained the difference that such training made to their lives, with the ability to make considered responses, rather than being the victim of impulsive reaction—in many ways, exactly the point made by my hon. Friend.

[Jessica Morden]

To back up my hon. Friends, I should say that many hon. Members, including me, have visited mindfulness programmes in our constituencies. I was struck by how highly the programmes were talked of by people, and by how enthusiastic they were about them and the techniques. Does my hon. Friend agree that we would welcome hearing from the Minister that he is willing to visit some such programmes?

[Nic Dakin]

That is a very good idea. I suspect that the Minister will be delighted to seize the opportunity when he responds to the debate. I thank my hon. Friend for her intervention—she is right that seeing such programmes being delivered is inspirational.

Teachers need the training to deliver the courses. This week, one teacher contacted me to say that she had paid for herself to become a qualified mindfulness teacher, and she has seen a remarkable impact on her students from the courses she teaches. As she rightly points out, however, we need courses to be run for the teachers themselves, because they need to embody mindfulness before it can be taught effectively. We then need teachers to be taught how to teach it.

In the context of education, our all-party group on mindfulness is concerned not only with pupils and students, but with those who work in education. Sadly, according to the statistics, the challenges that they face are compelling. According to an NASUWT survey, half the teachers polled had visited their doctor with work-related physical or mental health issues; more than three quarters of them had reported anxiety; and 86% had suffered sleeplessness. Mindfulness has the potential to tackle such issues.