Children and Bereavement

Stuart Anderson Excerpts

Monday 2nd December 2024 Westminster Hall

[Kevin Bonavia]

I thank the hon. Member for her intervention. Obviously, there are things that can be done through law. There are things that are done through good practice and guidelines, and I am sure we will hear from my hon. Friend the Minister in due course as to what can be done. If it needs legislation I am sure she will consider that, but we should do all that we can to encourage the Government to take whatever steps they can to help achieve the aims of the petitions.

On the first petition about collecting data, a simple change would be to support registrars to collect the data when a death is registered while protecting the anonymity and data of the family. That seems achievable without being overly invasive. After all, it would simply be an option, and it would indicate where bodies need to target their support. Winston’s Wish, the child bereavement charity, has regular get-togethers with young people so they can share their stories of grief with one another. Imagine how that data could transform where it allocates its resources, time and effort. It could be transformational for our kids.

From speaking to colleagues across the House, including the hon. Member for Edinburgh West (Christine Jardine), who brought a debate on this subject to Westminster Hall earlier this year, it is clear that such a move could attract cross-party consensus. I therefore ask my hon. Friend the Minister what legislation would be needed to enact the change permitting registrars to collect data on the number of bereaved children at the point of registering the death. If enacted, what support and training could be given to registrars so they can direct families who register bereaved children towards charities and bodies that can help?

The previous Government essentially said, “We won’t do this, because it is not the done thing,” and pointed people towards the support that schools and charities can give. Let us make it the done thing, because it would help schools and charities to do their jobs in the first place.

The second, and equally important, petition argues that we should add content on death, dying and bereavement to the national curriculum. It states that, under compulsory relationships education, schools should be required to provide age-appropriate education to help children understand death as a part of life:

“Talking about death can be helpful for children and issues of bereavement should be compulsory learning for children in preparation for life as an adult. Children are taught how life begins through the national curriculum and similarly we should not hide from equipping children with the skills to comprehend death. Children must be provided with the skills to comprehend loss and to prepare for the emotions and feelings that accompany a bereavement which at some point, we all have to face.”

I commend the research, testimony and briefings from the childhood bereavement network and the National Children’s Bureau, which have compelled me, emotionally and logically, to support these changes. I also want to highlight the work of the petition creator, John Adams, past president of the National Association of Funeral Directors, whose membership includes more than 4,000 funeral homes. He has used his story of grief as a young child as a motivator to call for these changes, which will help all other children in need.

[Stuart Anderson (South Shropshire) (Con)]

On that point, I want to give credit to my constituent, John Adams. He did not let the death of his mother, Maria, hold him back in life. He was determined to see change, and he should be championed for all the work he is doing.

[Kevin Bonavia]

I wholeheartedly agree, and I commend John and others who have used their experience to help other people. There is nothing better than a person’s own experience for reaching out and supporting people.

Every day, an average of 111 children in the UK lose a parent. After charities, schools, local authorities and family members and friends have stepped in, how many of those children fall through the net and have no one to talk to or cope with? Our job is to level the playing field. Not everyone has a fantastic teacher who goes the extra mile, working within parameters of the curriculum, which could allow the teaching of bereavement through links to other topics, such as the family. Not everyone attends a school that has a bereavement policy or a pastoral support team that identifies and supports bereaved children. Not everyone has access to a phenomenal organisation such as Winston’s Wish or Stand-by-me in my constituency of Stevenage—a local childhood bereavement service that launched a “Contact-me” bereavement programme, which offers a whole-school approach to supporting bereaved students. Stand-by-me now has children who have experienced bereavement as young ambassadors. For example, Evie received support from the charity and has helped three other children in her class with similar experiences. There is nothing like the peer-to-peer support of a person who helps somebody they know who feels the same way as them. I thank Evie and the many other children like her who support others in the same situation, but not everyone has a network of family and friends who can step up and find out how to get the right help.

Let us stop the postcode lottery and bring grief education into the school curriculum. That will guarantee that at least one effort is made with every child across the country to break the stigma of bereavement. It will foster healthy discussions about what has happened and what is to come, and make those affected feel that they have a network of support they can access safely.

I do not believe bereavement education would add a burden to already pressurised schools and staff, because as I have learned in the past few weeks, resources from all the organisations I have spoken with on the petition are ready to do the job. We must be proactive, not reactive. We should not take the risk that a single child in 10 years’ time will tell a story like Mark or John’s. I ask the Government, what is the latest guidance following a recent curriculum review? Can bereavement education be included if that is not already the case? The previous Government left the matter up for review, stating that it could be taught in school if schools wanted that. No more “could”; let us move to “should”, or even “must”.

I want to end where I started. The matters in the two petitions are inherently linked, one perfectly complementing the other. With a register for who needs support, alongside the guarantee of intervention in our schools, we will be making an active choice to see all the invisible bereaved children in the UK today. Let us turn isolation into embrace, and do whatever is possible to enshrine both petitions in law and practice as best as we can.

[Stuart Anderson (South Shropshire) (Con)]

It is a pleasure to serve under your chairmanship, Mrs Harris, and to follow the hon. Member for Stevenage (Kevin Bonavia), who opened so eloquently, setting the tone for what is an important debate.

Benjamin Franklin said that nothing is certain in life except death and taxes. We certainly spend enough time in this place discussing taxes—as I am sure we will do later this week—but not enough time discussing death. We even try to educate children and young people about taxes and finance, but we do not do that with death at the right level in the national curriculum. It is a subject that many find hard, so the easiest way to deal with it is to not talk about it.

I pay tribute to John Adams, who is in the Public Gallery. He is a funeral director from Bridgnorth in my constituency. He has been a champion for adding death, dying and bereavement to the national curriculum, and he has done tremendous work. John is leading that work both nationally and internationally, and I believe he has been asked to go to Australia next year to speak there and help them. What we are doing here is pioneering, and that is good to see.

John has worked within the industry on this issue as the president of the National Association of Funeral Directors, as well as with Child Bereavement UK. There is an excellent video of John being an ambassador for The Good Grief Trust, where he shares resources to support education on the subject. He is also working in the education sector, as well as with many other organisations. He is certainly spending time doing everything he can, and it is to his credit that we are here today to speak about the subject.

John is committed to making the necessary changes to get the best outcomes for children, young people and their families—it is important to remember the families—when dealing with death and grief. That is no small thing; it is not an easy topic to pick up and run with. I was delighted to speak to John, who is one of my constituents and pioneered one of the petitions behind this debate. During our conversation, John told me of his personal experience of losing his mother Maria when he was 12. For John to pick himself up, not let life get him down or stop him talking about it, and decide that other people should not have to go through his experience, is excellent. Maria is the reason we are here today, so I give credit to John for the work he has done.

John told me that adding a standalone provision for grief education to the national curriculum will strengthen families when they need it most. It will improve resilience in school communities, and mitigate the impacts of bereavement as an adverse childhood experience. It builds on recent research that shows that children who are educated about grief before a traumatic experience can discuss grief and have less anxiety about the death. I know that from personal experience. My father Samuel died when I had just turned eight, and my mum was left alone with my two younger brothers and me. My father was only 37, and it happened in the school holidays. I remember going to school later in the day, because the teacher had to tell my class, “Stuart’s dad has died. Nobody mention it to him.” That was how it was dealt with. Even with the teachers and the children, nobody knew what to say. My friend told me what the meeting was about and what had been said, but nobody discussed it. If I misbehaved it was put down as, “Oh, he’s lost his dad—don’t say anything,” or, “How can we leave Stuart out?” If something went right or wrong nobody knew how to deal it, from the teachers to the students.

It was almost as if the event had never happened, and it was through other circumstances—I have spoken about this in the main Chamber—that I discovered the impact that it had on me. It took me many years to deal with it myself, but if I had had that education and awareness, and it could have been spoken about openly.

[Sojan Joseph (Ashford) (Lab)]

I worked as a mental health nurse in the NHS for many years and saw many people struggle with their mental health due to traumatic experiences, including family bereavements that happened many years ago, and they were never able to deal with it. Does the hon. Member agree that not addressing traumatic episodes at a younger age can lead to long-term damage to people’s mental health later in life?

[Stuart Anderson]

The hon. Member makes an excellent point. I agree 100%, but it is not always a single significant point. I lost my dad at eight, and I was shot at 17 in the military. For me, it was a culmination of different things. I have spoken openly about how I ended up with post-traumatic stress disorder, with all those different things, and spent 15 years living a nightmare, wanting to take my own life. All those things had built up, but if we deal with children’s mental health earlier—it is really hard to deal with—there is a way to come through. The way to do that is to grieve at the time, and to talk and discuss it.

I do not think that the weight of that should just fall on the parents. The school should support and work with them, because the children are at school for a long time. It is not just me, John and others who have commented on this. This goes across South Shropshire—the old constituency was Ludlow—as we have almost 2,000 signatures, so I know how important this is locally, and all the credit goes to John, who has been raising awareness of the issue.

As we are here to speak about these experiences, the previous Government launched a review about whether bereavement content is needed in statutory guidance, and pledged to consider the points made in the petition. The consultation ran until 11 July. The general election was called before it finished. I ask the Minister whether her Government can take up the work that was begun and look at putting this into the national curriculum, so that when other children face this—because they will—they have the right support. People will know things from other children in the class and that can teach us how to deal with this. It is not resource intensive—it could run alongside relationship, sex and health education or something similar—and it is not a financial burden. Investing time in the children, as the hon. Member for Stevenage said, will save far more time by dealing with things that become problems further down the line.

Having personal experience of this, and having been inspired by the work that John has done for all these years as a voice, not just in the UK but internationally on such a hard and difficult subject, I fully support what he is doing to put it in the right context. I urge the Minister to align with me and look at how we can put this back into the national curriculum and honour the work that John has done after losing his mother Maria all those years ago.

[Ms Stella Creasy (Walthamstow) (Lab/Co-op)]

It is a pleasure to serve under your chairship, Mrs Harris. It is a privilege to be part of a debate that reflects Parliament and politics at its best, which happens when we see the injustices and the suffering that have befallen those whom we represent, and we seek to make sure that they never happen again.

I start by paying tribute to my hon. Friend the Member for Stevenage (Kevin Bonavia) for eloquently opening the debate, to Mark and John, and to the hon. Member for South Shropshire (Stuart Anderson). Time passing does not make it easier for them; it makes it more important that we have not yet dealt with the situation that they are in. I am grateful to have heard about their experiences and to contribute to this debate with those experiences at the centre. We are speaking for thousands of people in this country, of all ages, who have lost a parent.

In my short contribution, I will raise with the Minister some examples that I have dealt with as a constituency MP. They are the cases that nobody ever wants to see. When a young child comes through our door in that position, it takes all our courage not to burst into tears when we hear their heartbreaking story, but that becomes even more of a challenge when we realise that services are not built to wrap around them. It seems so obvious that we must do everything we can for this young person, because an awful thing has happened to them, but that is not a given.

Sadly, I have dealt with several children who, as Mark lost his father, have lost their parents to murder—horrific, public murders in my local community. It seems obvious that those children would be traumatised. One child was there when it happened, but we are still struggling to get them counselling; it is not a given. The school does not have any understanding of what needs to provided. That does not mean that people at the school do not want to help, but it is so out of their worldview that that could happen, so counselling is not in place. The family have been trying to push for it for some time, but it is still a work in progress. Ironically, we have now discovered that a child can get counselling if they view a murder or are a witness, but not if it has just happened to a member of their family or to a parent.

This petition tells us about the need to recognise that children are traumatised in that way—they are traumatised by the loss of a parent whether they see it or not—so we must get counselling in. That seems so obvious, but it is not consistent. The counselling services are there, so it is a question of joining them up. I hope that the Minister can take that back to her Department.

I have also seen, for children who have lost parents to terminal illness, that counselling is not an expected part of the conversation about what we can do. It has come up only in relation to whether we can keep the child in school, but that seems too late. I would wager that the hon. Member for South Shropshire feels that, in his experience, one reason he got to that point was that nobody intervened early enough; indeed, they tried to stop the conversation rather than recognise how traumatic it would be for him. It is therefore not just about providing counselling when something horrific has happened, but about recognising how horrific it is to lose a parent at such a young age—full stop. That would make a real difference.

[Stuart Anderson]

The hon. Member makes an excellent point. Even in the Ministry of Defence, the UK armed forces have recognised that an annual MOT of mental health to discuss death, dying and bereavement, and their impact, gets a far better performance out of the soldiers who will face them. Why on earth do we not have that discussion earlier in schools too?

[Ms Creasy]

One of the reasons it is important to have counselling in schools is that, when I think about the partners who I have worked with who have lost somebody, we want to try to take as many burdens off their shoulders as possible and recognise that they are dealing with grief too. This debate focuses on children, but there is a need to join up the welfare system to support families. They have lost somebody—they have lost an income provider—and often, the time that the remaining parent wants to spend with their child is taken away because they have to work to try to make up the loss of income. We should be able to join that up.

I first became involved in many of these issues when I worked with the brilliant Widowed and Young with parents who were not married, where the impact was that families would lose an income provider who was not recognised. The children were clearly suffering, but in those cases the mums, and in one case the dad, were having to think about all the practical things, such as bills and how to keep a roof above their head. They did not have as much time to be with their children, which in itself caused grief and harm to them. We managed to get the allowance for bereaved widows extended to non-married partners, but we did not really look to challenge the idea that somehow, after 18 months, a child and a family should have recovered to the extent that there would be no impact. That affects our ability to help children.

There is another scenario I want to raise with the Minister, which addresses the first petition about data. I recently had a case that really floored me, of two children who lost their mother and then, shortly afterwards, their father—it was just extraordinary. We relied on their family members to help them, but because those family members did not have immigration status here in the UK, the children, who were British citizens, lost all their rights and were living in absolute, abject poverty. My community in Walthamstow brilliantly picked them up to try to help them while we resolved their immigration status, but the children’s rights here were gone as soon as their parents died. It got me thinking about how many other families might be in that position.

I asked the Ministry of Justice about children who have legal guardians, because that was what these family members had become for those children. It was sorting out their status that then opened up doors for the children, which took far too long—more than a year. We do not have a record of how many orphans are in this country. Think about the worst thing that could possibly happen: someone loses one parent and then the second, or maybe even loses both together. The state does not know how many of those children there are, so I asked the Ministry of Justice about the numbers of children being allocated a legal guardian because both parents had passed away. The Ministry of Justice told me, in answer to a written question, that while it thought that the information was held in court records, it was not uniformly gathered. That means the Minister’s job is doubly difficult, because she will not know how many children have no guaranteed guardian to pick any of these issues up, whether that is counselling or their financial position. It seems obvious that, as corporate parents, we ought to know how many children are in the position of sadly losing both parents.

I make a plea that we make counselling a given. It must not be something to be asked and fought for and sought out, whereby hopefully the local Member of Parliament knows about Victim Support or another charity, even though those charities do brilliant things. We must organise counselling for every child who loses a parent and do that through schools, partly to take some of the weight off the parent who is grieving. We must also start to act as corporate parents and record how many orphans there are. I hope that the number is infinitesimal, but for the two I came across in Walthamstow, I have never felt more impotent as an MP. We were trying to stop them living in horrific circumstances in which they had lost all support, funding and assistance, while we as a community were gathering together school uniforms for them and the foodbanks had to be there every single day.

I would be horrified if there were more children in that position, but since we do not know, we must do more to gather basic data to understand what is happening to some children in this country. We hope that it is a scenario we never have to deal with, but we sadly know that it is not the case. That is why it is so important that the House, as it does at its best, hears the stories and sees the reality of the messiness of human life, and acts. These petitions call on us to act on scenarios that sadly happen more than we might realise, and which we do not know the full extent of. I know the Minister shares my concern and compassion for people in that position and will want to do all she can. We must help her in lobbying her colleagues in the Department for Work and Pensions and the Ministry of Justice for a better dataset of the children in that position. I know that is a view we hold across the House. Again, I thank my hon. Friend the Member for Stevenage for introducing the petition so eloquently.

Education

Stuart Anderson Excerpts

Tuesday 24th November 2020 Ministerial Corrections

The following is an extract from Education questions on 23 November 2020.

[Stuart Anderson (Wolverhampton South West) (Con)]

What steps his Department is taking to support parents with childcare provision.

[Vicky Ford]

We have made an unprecedented investment in childcare of £3.6 billion this year. Childcare settings have been prioritised for reopening, childcare bubbles have reduced pressure on working parents, and from next Easter, disadvantaged children will be able to take part in our holiday activities and food programmes all across the country.

[Official Report, 23 November 2020, Vol. 684, c. 581.]

Letter of correction from the Under-Secretary of State for Education, the hon. Member for Chelmsford (Vicky Ford).

An error has been identified in the response I gave to my hon. Friend the Member for South Cambridgeshire.

The correct response should have been:

[Stuart Anderson (Wolverhampton South West) (Con)]

What steps his Department is taking to support parents with childcare provision.

[Vicky Ford]

We have made an unprecedented investment in childcare entitlements of £3.6 billion this year. Childcare settings have been prioritised for reopening, childcare bubbles have reduced pressure on working parents, and from next Easter, disadvantaged children will be able to take part in our holiday activities and food programmes all across the country.

National Funding Formula

The following is an extract from Education questions on 23 November.

Oral Answers to Questions

Stuart Anderson Excerpts

Monday 23rd November 2020 Commons Chamber

[Stuart Anderson (Wolverhampton South West) (Con)]

What steps his Department is taking to support parents with childcare provision.

[The Parliamentary Under-Secretary of State for Education (Vicky Ford)]

We have made an unprecedented investment in childcare of £3.6 billion this year. Childcare settings have been prioritised for reopening, childcare bubbles have reduced pressure on working parents, and from next Easter, disadvantaged children will be able to take part in our holiday activities and food programmes all across the country.[Official Report, 24 November 2020, Vol. 684, c. 5MC.]

[Stuart Anderson]

The Minister will know of my enthusiasm for campaigning for another outstanding secondary school in Wolverhampton. Will she work with me to see that that comes to fruition and that we get another outstanding secondary school in Wolverhampton?

[Vicky Ford]

My hon. Friend shares our passion for making sure that we improve education in Wolverhampton and all across the country. He has been championing that non-stop, lobbying my right hon. Friend the Secretary of State. The free schools programme has created thousands of high-quality school places. Three secondary applications have been received from my hon. Friend’s constituency, and we hope to make a decision later this year.

Oral Answers to Questions

Stuart Anderson Excerpts

Monday 12th October 2020 Commons Chamber

[Vicky Ford]

I am enormously proud of the fact that we are one of the few countries in the world that have asked schools to remain open for vulnerable children, including those with the most severe disabilities. Although we know that they could not all attend due to their own circumstances, it is incredibly important that they all get back to schools. On remote learning, to support schools in delivering remote education, we have delivered a range of resources and guidance, including specific support for children and young people with SEND. Obviously, those who were eligible for laptops, receive laptops and devices as part of that programme.

[Stuart Anderson (Wolverhampton South West) (Con)]

What steps he is taking to help ensure that access to education for all children is maintained during local covid-19 lockdowns.

[The Secretary of State for Education (Gavin Williamson)]

The Department is committed to the continuation of high quality education for all pupils. We have asked that every school plan for the possibility of local restrictions to ensure continuity of education. We have published a direction, which provides an express legal duty on schools to provide remote education where needed.

[Stuart Anderson]

In our mission to level up, I am keen to ensure that every child has the resources and support that they need to thrive. What is the Secretary of State doing to ensure that the most vulnerable children and those with complex needs, such as the wonderful children at Penn Fields in my constituency, can have everything that they need to thrive during this time?

[Gavin Williamson]

My hon. Friend and constituency neighbour is right to highlight the brilliant work at Penn Fields School that serves not only his constituents, but mine as well. I will, if I may, also highlight the wonderful work of Wightwick Hall School, which is in my constituency and also serves his constituents as well. They are doing an amazing job during this pandemic, but it is right to ask how we can support them more. That is why, in terms of covid catch-up funding, the support that we are providing for those special schools is three times the rate of that going to mainstream schools, which recognises the extra challenges that they have to deal with.

--- Later in debate ---

[Gavin Williamson]

The hon. Gentleman raises an important point. When we looked at the provision of support for children, especially the most disadvantaged, we were looking at the equipment not just in terms of laptops or tablets, but the routers that go with them. We have also been working, along with colleagues from the Department for Digital, Culture, Media and Sport, with major internet providers on how we ensure that that provision is available for all youngsters across the country.

[Stuart Anderson (Wolverhampton South West) (Con)]

Will the Secretary of State join me in thanking all the schools across Wolverhampton for the exceptional job that they have done in the hardest of conditions and, when time permits, will he join me in visiting King’s, Woodthorne or other great schools in Wolverhampton?

Oral Answers to Questions

Stuart Anderson Excerpts

Monday 22nd June 2020 Commons Chamber

[Gillian Keegan]

It is clear that the initial focus has been on the school catch-up. There has been a great response from the further education sector, which was quick to move online and to provide a wide range of engaging and innovative classes. We recognise the need for catch-up, particularly for those starting college from school, and we are working to see what more support we can give to make up for the disruption due to covid-19.

[Stuart Anderson (Wolverhampton South West) (Con)]

In Wolverhampton, we have several outstanding special educational needs and disability—SEND—schools, including Penn Hall and Tettenhall Wood. What is my right hon. Friend doing to help vulnerable children to return to education safely in those schools?

[Gavin Williamson]

My hon. Friend is a great champion of those schools. I would like to mention Wightwick Hall, a school on the border between his constituency and mine. We recognise that it is really important to ensure that we get the guidance right, and we have been working closely with the sector to ensure that the specialist needs of many of those children, who sometimes have particularly complex health conditions, are met and that they have the ability to return to school at the very earliest opportunity if that is in line with their health needs as well. I hope to have the opportunity to join my hon. Friend on a visit to one of those schools in the not-too-distant future.