That this House has considered relationship education in schools.
It is a pleasure to serve under your chairmanship again today, Sir Jeremy. Sadly, the relationship education that our young people currently receive does not address the realities of what it means to be a young person today. If we fail to urgently adapt and strengthen our approach to relationship education, we will fail to counter the inappropriate and often misogynistic ideas that our young people are exposed to, and we will therefore fail to protect women and girls from the violence that these ideas spur.
Prevention starts with education and the creation of a space for our young people to have conversations about relationships. As a mother of three teenagers—two boys and a girl—I have spent many years having open and honest conversations with them about relationships. I have done my best to ensure that they understand what a healthy relationship looks like and how to treat others with respect. However, as every parent knows, children do not always see their parents as the ultimate source of wisdom; they look to their peers, the internet and the world around them. That is why relationship education in schools is so vital. If we get it right, relationship education creates a safe space where young people can discuss these ideas openly with their peers, guided by teachers who are knowledgeable about the challenges that young people face.
The statistics paint a worrying picture: 41% of teachers have seen aggressive misogyny in classrooms, 51% have witnessed pupils advocating sexual violence, and only 43% of students feel personally represented and included by relationships and sex education. Young people are turning elsewhere to learn: 22% say online sources are their main source of information, while 15% say their primary source is pornography. The charity Let Me Know found that 60% of the young people polled did not know the signs of a healthy or unhealthy relationship. Those are shocking figures, which underline the urgency of getting this right.
I thank the hon. Member for bringing such an important debate to the House, and I congratulate her for having three teenagers and still holding down this job—that is a remarkable achievement. Relationship education is very important for how young people relate to their peers, but one of the common complaints I hear from parents in my constituency is that a lot of people will learn about relationships from social media. The hon. Member has already touched on this, but will she say a bit more about the importance of looking at young people’s access to social media and supporting teachers and headteachers who are looking at banning smartphones and social media in schools?
It is vital that we start to address what is going on with social media, as we have been calling for. The social media tech giants have to take on that responsibility.
One in four women and one in six men will experience domestic abuse in their lifetime, and domestic abuse starts young: those aged 16 to 19 are the most likely to experience it. We need to focus on prevention to stop this at the root. Sadly, my Epsom and Ewell constituency has felt the devastating reality of violence against women and girls far too acutely in recent years, and the impact on families, friends, students and entire school communities has been profound.
Let us be clear, however, that violence against women and girls extends beyond my community; it is a national epidemic. In January, the National Audit Office reported that one in 12 women are victims of gender-based violence each year. Despite the increasing political attention, sexual assault rates among women aged 16 to 59 rose from 3.4% in 2009-10 to 4.3% in 2023-24. A key issue is that prevention has been an afterthought rather than a priority. That must change.
I thank the hon. Lady for securing this important debate. I serve on the Public Accounts Committee, which looked at the NAO report on violence against women and girls. In West Yorkshire, the police have developed a brilliant prevention programme —the hon. Lady touched on the need for prevention—called Pol-Ed, which goes into schools and teaches young people, both boys and girls, about some of the danger signs around spiking and inappropriate imagery, as well as about consent. Does she agree that it is important to educate children, both on prevention—what the danger signs are and what an unhealthy relationship is—and on what a healthy relationship looks like?
I thank the hon. Member for that intervention; it is absolutely key to understand both, and to understand what the signs of an unhealthy relationship could be. We need to stop treating violence against women and girls as something that can be addressed only after the fact—after a woman has been assaulted, coerced, or has lost her life. We need to act before it happens, and that starts with education and empowering our young people with the knowledge of what a healthy relationship is.
The recent Netflix series, “Adolescence”, has brought national attention to the dangers facing young people today. It follows a 13-year-old boy accused of murdering a female classmate, sparking difficult but necessary conversations about online misogyny and extremist online communities. Teachers and parents are struggling to keep up with the ever-evolving nature of those threats. Teachers need greater support to tackle these issues in schools. Too often, they are simply ill-equipped and unprepared to teach relationships, sex and health education. Fifty per cent of pupils reported that power imbalances and pornography were not covered in their lessons, and 56% said that what a healthy relationship looks like was not covered either. Surely that should be absolutely key.
Incels, the red pill and the manosphere are relatively new terms, but the attitudes that they promote are not new. It is sexism and male chauvinism repackaged for the digital age, amplified and spread faster than ever before. That is why we must ensure that our education system evolves to counteract this harmful narrative before it takes root in young minds.
The Centre for Social Justice’s latest report, “Lost Boys”, highlights that boys in the UK are struggling in education, more likely to take their own lives, less likely to find stable employment and more susceptible to being drawn into crime. It also notes the increasing appeal of right-wing and regressive ideologies among young men. We must address the core challenges that our young men face and understand how misogyny is evolving, educating parents, teachers and, most importantly, young people themselves—we need to support them.
I remind all hon. Members that they should continue to stand if they wish to contribute to the debate. Given the number of those who have indicated that they wish to contribute, I ask people to limit themselves to about four minutes, and I hope we will be able to get everybody in.
It is a pleasure to serve under your chairmanship, Sir Jeremy, and I thank the hon. Member for Epsom and Ewell (Helen Maguire) for securing this crucial debate.
I am sure we can all agree that every aspect of a child’s education is important and plays a crucial role in shaping them into well-rounded members of society, but there is a strong argument that no lesson is more valuable in shaping our young people than relationship and sex education. From teaching the basics of puberty, reproduction and how to engage in an adult relationship, to understanding issues around consent, abuse and sexual and gender identity, good-quality relationship and sex education gives children a crucial basis for relationships. It will influence their interactions with others for the rest of their lives.
The reality is that in the UK, we are failing to provide our children with the quality relationship and sex education that they need. That is leading to a number of issues and gaps in their understanding of healthy relationships. Our children’s RSE classes are grossly inadequate and severely outdated, and in some cases, are not taught at all. Despite RSE being compulsory for all primary school pupils, 50% of students reported receiving no RSE classes during the covid lockdown. We are talking, of course, about age-appropriate sex education, because the catch-all term and sensationalist headlines have led some parents to believe that their children are being taught things at certain ages when they are obviously not. That has only helped to fuel certain issues, which has been awful for promoting the healthy and proper teaching of relationship and sex education.
The latest Sex Education Forum report found that only 50% of the 16 to 17-year-olds surveyed rated their RSE classes as “good” or “very good”. That is an improvement on the previous year’s findings, but it still demonstrates that the relationship and sex education of our young people is simply not good enough.
It is a pleasure to serve under your chairship, Sir Jeremy, for the third time this afternoon—we are on a roll here. I commend the hon. Member for Epsom and Ewell (Helen Maguire) for securing this debate, on a subject that can be quite difficult—I think that is a fair way of putting it. I will give a parental perspective. The hon. Member and I are not in opposition to each other, but I want to put my view on record.
I am pleased to represent the case for Northern Ireland—I understand that my hon. Friend the Member for Upper Bann (Carla Lockhart) will do something similar—and parents who want to have a say on what their children are taught in school. My contribution will be about the importance of parental rights. Many Members will be aware that there has been a shift in the content that schools teach and that is approved by boards of governors, who should be allowed to ensure that RSE in taught in line with community values. There should be a commitment to best practice and good relations between parents and teachers. That always has to be there, and is a key issue in schools.
Such commitment is found at Victoria primary school in Newtownards, in my constituency of Strangford, where parents were brought to an open night, the evening before teaching was to take place with the children, to allow interested parents to know the way in which sensitive topics would be taught, and give them tools that could help them to follow up with their child afterwards. I felt that was a constructive and positive way forward.
I am pleased to see the Minister in her place. She always tries to reassure us, and I seek such reassurance in her response. The sensitive approach that I described was welcomed by parents, and speaks well of a school that looks at education holistically, including home life, which is part of who we are. There is no doubt that teachers play a central role in helping children to grow into successful adults who are equipped with the skills that they need to be safe in a fast-moving world. It is a much faster world than the one in which I was brought up, but I am of a certain age, so people will probably understand that.
It is a pleasure to serve under your chairship for the second time this afternoon, Sir Jeremy. I thank the hon. Member for Epsom and Ewell (Helen Maguire) for securing this important debate. A couple of weeks ago, at Prime Minister’s questions, my hon. Friend the Member for Knowsley (Anneliese Midgley) noted the significance of “Adolescence”, the series produced by Stephen Graham and starring Christine Tremarco that I think has touched all hon. Members. I strongly support my hon. Friend’s call for screenings in schools. It is crucial to spark conversation, education and urgent change around online male radicalisation, and violence against women and girls. Like, I hope, everyone in this Chamber, I was assured and pleased by the Prime Minister’s response.
I recognise that a real and abhorrent problem is being perpetuated in our society. We are experiencing an epidemic of gender-based violence. We have had a disjointed approach to tackling that epidemic, and that approach has failed. We have failed to protect women and girls from violence, failed to improve outcomes for victims and failed to combat deep-rooted sexism and misogyny across the UK. Instead, I see from my casework an increase in peer-on-peer abuse cases in primary and secondary schools.
Schools should be safe spaces and provide a secure environment for children to learn—places that parents should feel comfortable sending their children. We need to ensure that safeguarding is in place to ensure that protection. Children going to school and experiencing abuse is despicable and inexcusable. We need to urgently look at how we address these issues, and the curriculum must ensure that exposure to social media and online platforms providing violent, misogynistic, racist and homophobic content can be properly countered.
I want to briefly mention the family of Holly Newton—a constituent of mine who was tragically murdered by her former boyfriend—who campaign tirelessly to raise awareness around recognising signs of domestic abuse. I associate myself with the calls from Holly’s mum for lowering the age that teenagers can be considered domestic abuse victims. When I look out my office window on Beaumont Street in Hexham, there is a wonderful installation of ribbons dedicated to victims of domestic abuse, with a single ribbon for Holly of a different colour, to emphasise that she is not counted in those statistics. It is something incredibly moving whenever I look at it.
Did my hon. Friend hear Gareth Southgate talking in the Richard Dimbleby lecture about the fact that boys need positive male role models in the real world—people like football coaches, scout leaders, youth club leaders and more male teachers? I wondered if my hon. Friend would agree that having real-world role models would help boys in the face of that tsunami of online abuse?
It will probably not surprise my hon. Friend to know that I have seen everything that Gareth Southgate has said since he left being England manager. My fiancée had to talk me into taking down a mocked-up Time “Man of the Year” Gareth Southgate work of art, shortly after she moved in—I think I am getting dragged slightly off course.
Order. I am going to save the hon. Gentleman from himself. I remind him that we need to proceed to other speakers, so I ask him to draw his remarks to a close.
I will shortly wind up. I am pleased that progress is being made in putting specialist rape and sexual offences teams into every police force, and with improving how domestic abuse is processed in 999 handling. It is a matter of culture. I congratulate the hon. Member for Epsom and Ewell again on bringing forward this important debate, and allowing all Members to discuss how we tackle this emerging, growing and potentially endemic problem.
I will try to call the Opposition Front Benchers, who will have five minutes each, from 5.08 pm, and then the Minister after that. I am afraid we can therefore no longer allow four minutes per speaker if everyone is to get in; speeches that last nearer to three minutes will help. I ask all colleagues to adhere to that.
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A whole-school approach is essential in addressing these issues effectively. This approach encourages schools to review their existing procedures and culture, to ensure that they model respectful relationships and gender equality practices across the entire school community. By embedding those values into the fabric of the school environment, we create a culture that actively challenges harmful stereotypes and promotes positive, healthy relationships. Yet last year, we saw the RSHE review become unnecessarily politicised and hijacked by sensationalist headlines and anti-LGBTQ+ rhetoric, serving only to fuel division. We cannot afford to play politics with the health, safety and wellbeing of our children. The focus of any review of RSHE should be on how we can equip young people with the knowledge and tools that they need to navigate the modern world safely. It should address the urgent need to tackle the rise of online misogyny, the increasing prevalence of violence against women and girls, and the damaging impact of pornography and exploitative media on young people’s perceptions of relationships.
I recently heard from a young constituent, Maddie, who is here today. She was deeply affected by the loss of a teacher in our community and wrote to me expressing her frustration that while the conversation on violence against women and girls often focuses on policing and reporting, prevention is often overlooked. She told me how her cousin, a newly qualified teacher, was asked to deliver RSHE lessons despite feeling completely unprepared to do so. She is right to be frustrated. Young people overwhelmingly support strong education on relationships, with 87% saying that there should be more teaching about relationships, abuse and sexual health. We owe it to them to listen.
RSHE is often an afterthought, added in as an extra and delivered by teachers who are not specifically trained for it. Many are simply given a sheet of paper to read from and do not know how to answer the follow-up questions. That is why I am calling for urgent reforms to RSHE, including: updating the outdated 2019 guidance to reflect the realities of young people’s lives today; extending RSHE up to key stage 5 so that it reaches 16 to 18-year-olds; making RSHE a key component of initial teacher training, ensuring that new teachers are properly equipped to deliver it; and investing in training for school leaders, teachers and governors to understand the online spaces that young people navigate today.
We cannot afford to wait until another young woman becomes a statistic. We must act now to equip the next generation with the knowledge and resilience that they need to build safe, healthy relationships. Teaching children about harmful gender stereotypes, consent, respect and healthy peer relationships from the earliest stages is key to preventing violence against women and girls. I urge the Government to prioritise prevention, invest in education and listen to the voices of our young people who are asking us for change. The time for action is now.
Hopefully, everybody has by now heard about the truly gripping Netflix drama, “Adolescence”. For any Members who have not yet seen it, I cannot recommend it strongly enough. It is a crucial watch for anyone who works with, or indeed, legislates for children, as we do. As we have heard, it touches on a number of issues relating to incel culture, the manosphere and the increasingly concerning attitude towards women and girls that is infecting our young boys.
We often talk about incel culture and toxic attitudes towards women, and indeed men, but we fail to properly come up with solutions on how to tackle them. We land on things such as limiting social media access for young people, placing more onus on social media sites to monitor online chatter and take down harmful posts and videos, or reducing the airtime given to toxic individuals who perpetuate this kind of nonsense. Those are all really useful options that we have to consider and take action on, but they are far from the solution. We really ought to look at the role that education can play in combating misinformed views.
The core of relationship and sex education, beyond the basics of biology, is to teach children about healthy relationships. It is about teaching young girls and boys how to properly respect and interact with someone they are in a relationship with, whether that is romantic, sexual, platonic or familial. Their understanding of these relationships can be informed by good-quality education, and it goes without saying that the opposite is also true. Poor-quality RSE can drastically impact a child’s understanding of relationships and cause untold damage.
We need comprehensive relationship and sex education that is age-appropriate and delivered by well-trained teachers, who could be crucial in combating toxic incel ideology, or who, at the very least, would provide students with correct information that counters the stuff they read on the internet or watch on YouTube. Effective classes can provide a safe, non-judgmental space for children to ask questions. If they do not have that, we risk either leaving their questions unanswered or leaving them to the mercy of some Andrew Tate-esque figures who will fill their heads with poison. Both options are cause for concern, but the latter is nearly unthinkable.
Like all forms of discrimination, misogyny is ignorance. Education is the best tool against ignorance, but it has to be properly funded and teachers have to be properly trained to deliver it. I sincerely hope to hear from the Minister about the concrete steps that the Government will take to invest in RSE. Making it compulsory is important, but proper funding and training mean, ultimately, that it will be done well. It being done badly is almost as bad as not teaching it at all.
Some of the most contentious issues will be taught in RSE. I believe that parents have every right to exercise their authority over what they deem safe and appropriate for their children to be taught. I am putting the marker down clearly for parents, on behalf of their children. There are issues of a personal nature and matters of morality, and it is best left to parents to decide how to raise their children. Their input into this process must be critical. It is not for the state to decide the morality and standards of each family in the United Kingdom. I say that with respect to people. I want to be quite clear: we understand that parents raise children differently. I may disagree with others about what they choose to teach their children, but this is a democratic society, where all values must be respected, no matter how much we disagree with them, in order to uphold freedom of conscience and religion.
There is a blurry line between relationships education and sex education but I will always be a voice for parents, and for them to deem what is appropriate for their child to be taught in school. There must be regulation to ensure that, should a school decide to implement changes to RSE, a parent has a right to withdraw their child, if it is going the wrong way and the parents do not like it. I put that marker down as well.
I urge the Government not to push forward any changes that would diminish parental authority and control. I ask the Minister to continue to speak with her counterparts in the devolved nations to ensure that parents who are genuinely seeking to safeguard their children are afforded respect, in terms of the classroom syllabus, and have their rights to reasonably held views protected. Parental rights, first and foremost.
Since I was elected I have worked with Northumberland domestic abuse services, which provide valuable support to some of the most vulnerable people across England’s most sparsely populated county. I have spoken to many people in this Chamber about the rural issues we face with addressing those unique challenges. The staff and volunteers at NDAS are truly some of the most inspirational people I have met in my short time in this House.
When I go out and visit schools across the constituency, whether in the more urbanised parts of the Tyne valley belt, or in the far-flung north or south of the constituency, one of the things that teachers express to me is a concern that male students are being bombarded with this toxic view of the world. I was born in 1991, and I consider myself to be relatively young. I grew up when Facebook was still a new thing, and for someone to get their first Facebook account they almost had to have a chat with their mum and dad about it to get their sign-off.
I was exposed to what we thought was an online revolution, but it was a drip feed compared to the tsunami that this generation are exposed to. For this generation to have been through the pandemic, and now to go through this, is incredibly concerning and shocking. It makes me realise how much the world has shifted under our feet in the decade and a half since I was in the education system.