Universities: Statutory Duty of Care

Sadik Al-Hassan Excerpts

Tuesday 13th January 2026 Westminster Hall

[Llinos Medi (Ynys Môn) (PC)]

Diolch, Gadeirydd. It is a pleasure to serve under your chairmanship, Sir Christopher. I congratulate the hon. Member for Rushcliffe (James Naish) on securing this important debate on the potential merits of a statutory duty of care for universities.

My constituents, Glyngwyn and Iona Foulkes, have been directly affected by this issue, as they tragically lost their daughter to suicide in 2020. Mared Foulkes was a conscientious and high-achieving second-year pharmacy student at Cardiff University. On 8 July 2020, she committed suicide after receiving incorrect exam results. This error led Mared to believe that she could not progress into her third year of studies. By the time the university had sent her the correct exam results, Mared had taken her own life.

Mared had had a clear career path since her time at Ysgol David Hughes secondary school. All she ever wanted to be was a pharmacist. She worked at local pharmacies during school and university holidays. She became a peer guide for other students, and she participated in voluntary work at a hospital in the Philippines during her time at university. Sadly, all her dreams and aspirations ended on receiving those incorrect exam results.

Many people assume that universities already have a clear legal responsibility to look after students’ wellbeing, particularly where risks are known or foreseeable. However, the extent of any such responsibility remains unclear, and guidance and best practice across the sector are inconsistent. Sadly, this inconsistency results in a postcode lottery in the quality and accessibility of mental health care and other services.

As public services and universities struggle, the line of responsibility becomes blurred and our young people fall through the gaps. Too many young lives have been lost to suicide, and I believe that something concrete now needs to be done to safeguard them.

[Sadik Al-Hassan (North Somerset) (Lab)]

As a pharmacist, I remember when this news came out. My entire sector shares the grief of the family for the loss of a potentially amazing pharmacist. Does the hon. Member agree that pharmacy is a little lesser because of it?

[Llinos Medi]

I totally agree. The importance of today’s debate is that Mared’s name is recorded here and is always in our minutes and in our memories.

--- Later in debate ---

[Nick Timothy (West Suffolk) (Con)]

I am pleased to respond to this debate on behalf of the Opposition. I congratulate the hon. Member for Rushcliffe (James Naish) on leading it; I also pay tribute to the families who have brought their tragic stories to hon. Members, which have informed the debate. That is how serious problems, such as the lack of consistent safeguarding for students, are brought to public awareness, and it is how change happens.

The themes that have come up today show a clear pattern and demonstrate the challenge across the whole United Kingdom. The main theme was the lack of consistency in safeguarding and care. The hon. Member for Rushcliffe was eloquent in making his case that deciding the law through litigation, not legislation, causes uncertainty and distress for families. Equally, some of the difficulties that exist—such as the need to recognise that students are adults with their own autonomy and responsibility, while parents obviously want to help their children in young adulthood—were also set out well.

University should be a rich and rewarding experience for every student. University is when so many young people have a chance to grow, learn more about their passions inside and outside the lecture hall, and decide what they want to do in future. It is when many young people begin to discover who they want to become.

[Sadik Al-Hassan]

Here with us in the Public Gallery is John, a constituent of mine from Nailsea. John’s beloved son Max devastatingly lost his life to suicide in 2017, at just 23. Max’s mental health difficulties emerged while he was studying for an economics degree at the University of Edinburgh. Tragically, Max is not alone. Does the hon. Member agree that there is a crisis of care in universities, and that we need a funded statutory duty of care to protect other students like Max?

[Nick Timothy]

I thank the hon. Member for sharing that very sad story. I reiterate that I know the bravery that it takes for families to share these stories, and the importance of hon. Members repeating them so that we can fully understand this problem. Although my party’s position is not yet fully established on whether we need a statutory duty, we certainly need to do a lot better than we are right now.

As well as being an exciting time, university can be when young people are at their most vulnerable. Universities have several legal duties, including health and safety legislation to ensure that they minimise accidents and injuries on campus. There is the basic maintenance needed to ensure that buildings and public spaces are safe, and in recent years we have seen universities take more seriously the task of offering mental health services to students and making sure that there is help available.

The proportion of students with a mental health condition has increased from less than 1% in 2010 to 5.8% in 2022, and the Office for Students has recorded an average of 160 suicides a year among students between 2016 and 2023, which is an extraordinary statistic. Like other colleagues here today, I have been contacted by constituents whose families have been affected by this awful trauma. One told me about a relative who committed suicide as an undergraduate. Legal proceedings against the university found that it had failed to make the changes needed to support the student in question. As we have heard today, my constituent is not alone, and so many others have not had the help that they needed during a critical time in their life.

These are often complex cases, but universities are obliged to find ways of addressing common problems experienced by students struggling with their mental health. Some students need help to cope with the stress of workloads and exam pressure, moving away from home for the first time, losing touch with friendship circles and family, as well as financial pressures, as we have heard during this debate. In those moments of crisis, universities can and must help.

It is also very much the job of universities to make their campus as safe as possible from criminal behaviour. The Office for Students found that 14% of surveyed students reported being a victim of sexual violence, and one in four students reported being a victim of sexual harassment. While this obviously reflects wider social problems, universities must still put in place sufficient preventive security measures and offer support for victims of these very serious crimes.

Children with SEND: Assessments and Support

Sadik Al-Hassan Excerpts

Monday 15th September 2025 Westminster Hall

[Sadik Al-Hassan (North Somerset) (Lab)]

It is a pleasure to serve under your chairmanship, Dr Allin-Khan. As a SEND parent myself, and an MP who has received extensive correspondence and held many face-to-face meetings on this issue, I am grateful for the opportunity to discuss the topic. The issues around SEND affect some of the most vulnerable members of our society. Too often our debates, reviews and policy considerations on this matter are disproportionately centred around the cost implications for local authorities and educational institutions. Families in North Somerset must routinely fight hard to obtain the special educational provision their children need, and that the law says they should have, and keep fighting to hold on to it.

After previous years of underfunding of the system, however, the SEND system is now in dire need of change. But that cannot come at the cost of any child’s future. We cannot have changes that mean that any child is worse off, has less of an education or less of a chance at a successful and happy life. Families in North Somerset are telling me that they are fearful and that even though support as it stands is inconsistent and often delayed, changes to SEND legal rights would leave families and their children with even less.

It is crucial that we focus on the human impact rather than the numerical bottom line. Every child deserves the support they need to succeed, and it is our legal and moral obligation to ensure that they receive it.