Relationships and Sex Education

Seema Malhotra Excerpts

Thursday 19th July 2018 Commons Chamber

[Damian Hinds]

I must add the hon. Lady, too, to the growing list, and yes, and we have already been listening to those expert organisations, some of whom create their own materials to help in teaching, running assemblies and so on. To be clear, it is not possible to withdraw from the parts of the curriculum that are connected with knowing where to get help or about the dangers that exist online and off. As I said, in primary school everyone will be going through relationships education, which will include staying safe online and offline. Relationships education includes awareness of where to go for help and of what is acceptable and what is not. These days, consent is a much broader question than it was, because of the online world, sexting and all such developments, and all children will be made aware of those matters.

[Seema Malhotra (Feltham and Heston) (Lab/Co-op)]

I, too, welcome the statement, and perhaps I may add to the list of those who have campaigned for relationships and sex education in primary and secondary and for some of the updating that has now happened: in my role as shadow Minister with responsibility for preventing violence against women and girls, I have worked closely with my right hon. Friend the Member for Normanton, Pontefract and Castleford (Yvette Cooper).

May I pick up on the particular point about prevention of violence against women? The Secretary of State alluded to some of the things that are in the guidance on abusive relationships, but there is evidence that a growing number of young people—teenagers and those just a little older—are subject to violent relationships. To what extent will resources be provided for specialist training and for organisations such as the Hollie Gazzard Trust—founded in memory of Hollie Gazzard who was 20 years old when she was killed by her ex-partner—to ensure that young people, boys and girls, understand the difference between an abusive and a healthy relationship?

[Damian Hinds]

Yes, this is fundamental. Understanding healthy relationships, what constitutes a positive relationship and what is not reasonable to have happen are the fundamental elements running through relationships education guidance. It starts with one’s relationships with family and friends, and as children get older it goes on to intimate relationships and so on. Specifically on the guidance, I am open to hearing from all organisations, including the one that the hon. Lady mentioned.