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.