Emergency and Life-Saving Skills (Schools)

I beg to move,

That leave be given to bring in a Bill to require the teaching in schools of skills relating to emergency situations, including life-saving skills; and for connected purposes.

This Bill seeks to ensure that every child leaving school possesses the knowledge and skills to respond effectively in emergencies, including life-threatening situations. It is about equipping young people with capabilities that matter beyond the classroom—skills that can preserve life and, in certain circumstances, protect communities.

Every year, thousands of people in England find themselves at the centre of sudden, chaotic emergencies, such as a child at the roadside following a road traffic collision, a victim of knife crime bleeding out, or a medical emergency unfolding while onlookers wait for an ambulance, watching as precious minutes slip away. All they want to do is help, but too many do not know how. Not infrequently, the question asked afterwards is not what went wrong, but why no one present knew what to do. Most emergencies do not happen in hospitals; they happen in our homes, on our streets and on our roadsides. It is in those first critical moments, before professional help arrives, that outcomes are often determined—not by advanced medicine, but by whether those present can recognise what is happening, act decisively, and summon help effectively.

Evidence consistently shows that early recognition and rapid intervention save lives. Delay, confusion or failure to communicate accurately with the emergency services can be fatal, but despite this, our education system still leaves too much to chance. At present, whether a young person is taught how to recognise an emergency, to remain calm under pressure, to summon help accurately, or to apply basic lifesaving interventions depends largely on postcode, school discretion or family circumstance. Some pupils receive that knowledge, but many do not—there is simply no guarantee. That is not a criticism of our schools or our teachers, who already shoulder enormous responsibility; it is simply a recognition that we have not set a clear, national expectation that these skills matter. This Bill seeks to close that gap.

The Bill is built around three core aims. The first is to ensure that pupils can recognise emergency situations quickly and accurately. The difference between an accident and an emergency is not always obvious, particularly under pressure, so training pupils to assess severity, identify immediate danger and understand when urgent action is required is foundational.

Secondly, the Bill seeks to prioritise effective summoning of emergency assistance. Knowing how to contact the emergency services, what information to provide, how to remain calm, and how to follow instructions given by call handlers is not always instinctive; it must be taught. Clear communication saves time, and time saves lives.

Thirdly, the Bill seeks to ensure pupils receive practical, hands-on instruction in the most critical lifesaving interventions, with particular emphasis on the management of catastrophic bleeding. Uncontrolled haemorrhage is one of the leading causes of preventable death in trauma. Pupils should learn how to identify severe bleeding, apply direct pressure, use tourniquets where appropriate, and act decisively to stabilise a casualty while prioritising their own safety. This should include formal “stop the bleed” training.

These lifesaving skills are not, of course, confined to domestic accidents. In mass-casualty scenarios, such as terrorist-style attacks, the rapid recognition of danger, safe decision making and early bleeding control can save multiple lives before the emergency services arrive. What is equally important is that pupils should be trained to assess risk to themselves, to avoid secondary harm and to act only when it is safe to do so. It is not about encouraging recklessness, but fostering informed, disciplined action. The importance of that cannot be overstated. In emergencies, well-intentioned but untrained bystanders can inadvertently worsen outcomes or place themselves in danger.

The training envisaged under this Bill should instil practical resilience: knowing when to act, how to act and when not to act. Evidence shows that repeated practice and realistic simulations significantly improve retention and the likelihood of effective intervention under pressure.

The Bill’s objectives are reinforced by the work of such organisations as citizenAID, which has led the way in educating young people on safe responses to major incidents. CitizenAID was founded by two of my former bosses: Professor Sir Keith Porter and Major General Tim Hodgetts. I had the pleasure of hosting them for a drop-in event in Parliament last year. Its programmes demonstrate that pupils can learn to recognise threats, manage catastrophic bleeding, communicate effectively and act without panic. Its work shows that structured training builds competence and confidence, particularly in high-stress scenarios.

This Bill is not about turning children into paramedics; it is not about overloading the curriculum; and it is not about replacing professional emergency services. It is about ensuring that every young person leaves school equipped with a core set of practical, age-appropriate skills: how to recognise an emergency, how to respond safely, how to communicate clearly with emergency services and, critically, how to provide basic lifesaving assistance until help arrives. Preparedness is not a niche concern, but a matter of resilience. One day, any one of us may depend not on a professional, but on a passer-by. That passer-by may be a young person standing there, willing and wanting to help, but uncertain what to do in the circumstances. That uncertainty is not inevitable.

Importantly, this Bill does not propose radical change. Many countries already include emergency response skills within their education systems. Here, we teach elements of first aid and health and safety in different ways, but we lack consistency and the assurance that every child will receive that education. Concerns about pressure on the school curriculum are understandable, but the Bill does not require wholesale reform, nor does it impose excessive burdens. Training can be delivered through a combination of classroom teaching, practical workshops and simulations, all supported by qualified instructors, the emergency services and voluntary organisations. The focus must be on gaining those essential, high-impact skills.

The intent behind the Bill reflects a broader societal responsibility. It is not about ideology; it simply recognises that preserving life is a fundamental public good. Pupils trained in these skills will carry them into their homes, their workplaces and their communities, thereby having a multiplier effect. In doing so, schools will contribute directly to national resilience and public safety. This Bill proposes clarity and coherence: a national expectation that lifesaving knowledge is a fundamental part of the curriculum, as much as literacy or numeracy, when it comes to preparing young people for the real world.

International experience reinforces that argument. Countries that embed emergency response training in schools see higher levels of bystander intervention, improved survival rates and greater public confidence. It also reflects a broader truth that resilience begins long before a crisis occurs and is built through education, confidence and preparation. By equipping young people with these skills, we not only improve outcomes in emergencies, but foster responsibility, calm decision making and a willingness to act for others.

This Bill is deliberately rooted in prevention rather than reaction, and in empowerment rather than fear. No legislation can prevent every tragedy, but we can ensure that when emergencies happen, as they inevitably will, the people closest are not left powerless. This Bill does not ask the House to make a dramatic leap in policy; it asks us to take a sensible, proportionate step to ensure that our education system reflects the realities of the world our young people will face. The hardest burden for any of us to carry is not that we tried and failed, but that a life was lost while we stood by, not through indifference, but through the absence of knowledge this House could have chosen to provide.

That Dr Neil Shastri-Hurst, John Cooper, Lincoln Jopp, Charlie Dewhirst, Blake Stephenson, Bradley Thomas and Jim Shannon present the Bill.

Dr Neil Shastri-Hurst accordingly presented the Bill.