Relationship Education in Schools

16:30:00

I beg to move, 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. 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.

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.

16:40:00

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. 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.

16:44:00

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. 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.

16:48:00

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. 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.

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.

16:54:00

Thank you, Sir Jeremy, for calling me to speak. I congratulate my hon. Friend the Member for Epsom and Ewell (Helen Maguire) on securing this Westminster Hall debate. The Government have set ambitious targets to tackle violence against women and girls, but those goals will not be achieved without addressing relationship education in our schools. Ending violence is first about prevention; teaching children from a young age what a healthy relationship looks like is key to achieving change. Children need to be taught about respect, consent and equality. We Liberal Democrats have long supported comprehensive, inclusive and evidence-based relationship education in our schools. It is crucial that these lessons also include information about inclusivity and the needs of LGBT students. The well-documented Ofsted review in 2021 revealed shocking levels of sexual harassment in UK schools; indeed, it found that sexual harassment was so widespread that it must be addressed for all children and young people. The review highlighted several key issues. One of the biggest concerns was that students did not feel the need to report harassment because they saw it as normal. That shows how ingrained unhealthy behaviours can be in our schools. Even teachers were often unaware of the scale of the problem, not realising how serious it was. I will quickly refer to the Voyeurism (Offences) Act 2019, which addressed upskirting. Years ago, young boys were doing it quite regularly and they just thought that it was a laugh, not realising that there were victims nor how deeply hurt and victimised those who were targeted felt. That is exactly where relationship training starts: with someone understanding what they are actually doing to somebody else. That can only be done through good education in schools, where these things are openly discussed rather than just skirted around. Relationship and sex education must teach what constitutes acceptable behaviour. Many teachers admitted that they were not properly prepared to teach these sensitive topics. When a maths or science teacher is asked to teach about consent, healthy relationships or the sharing of sexual images, it is no surprise that they feel underqualified. I was one of those teachers who tried to teach 14 or 15-year-old boys. Clearly, boys of that age already know quite a lot, so we cannot just talk to them about the bees and the butterflies. Sex and relationship education should start earlier than in secondary school, by which time young people have already acquired a lot of unhealthy information that we can only try to catch up with, if we know where they got that information from and the extent of it. The Women and Equalities Committee published a report in 2023 that found that the delivery of relationship and sex education has been inconsistent; I think that was a polite way of saying “not good enough”. The report also suggested that the Government took further steps to ensure that teachers have the time and resources to learn how to deliver such lessons effectively. I hope that we do not have to wait for another report before we finally address these issues. In the online world that we live in, algorithms often target young people with harmful content, whether it is misogynistic—such as the content of Andrew Tate, who spread toxic views on women—or influencers sharing dangerous content about eating disorders. Social media is full of risks. These platforms must take responsibility for the content that is shared on them. The Online Safety Act 2023 aimed to make the internet safer for children and young people. It holds social media platforms accountable for harmful content, but they alone cannot deliver change. If the Government are serious about ending violence against women and girls, they must take sex and relationship education seriously. As I said, I suggest that we start such education earlier than in secondary school. Ultimately, teaching children from a young age what a healthy relationship looks like is the most important thing that we can teach our children. It is time that we empower young people with a range of knowledge about healthy relationships, consent, online safety and inclusivity.

With apologies to all concerned, I am afraid that I now have to impose a two-minute time limit to get everybody in.

16:58:00

It is a pleasure to serve under your chairship, Sir Jeremy, and I thank the hon. Member for Epsom and Ewell (Helen Maguire) for securing this debate on a subject that I know is very close to her heart. I do not need to declare an interest, but prior to being elected as an MP I worked with young women and girls in schools on this specific issue, so it is something that I really care about. Very quickly, I know how seriously this Government take this issue, and I will always be proud to stand under our commitment to halve violence against women and girls over the next decade. Right now, however, the evidence speaks for itself. In 2022, Revealing Reality found that 60% of 15 to 18-year-old girls had been asked by someone to send a nude picture of themselves; anecdotally, I think that that proportion is much less than the actual reality. Nevertheless, that is a staggering statistic, highlighting the urgent need for robust and comprehensive relationship education. Peer-on-peer sexual harassment is also a growing concern, exacerbated by the rapid rise of technology and social media, as others have mentioned. The work of organisations such as Girlguiding sheds light on the lived experiences of young people, particularly girls who face harassment, coercion and harmful social pressures. Its 2023 report found that only a quarter of young people felt that their questions about sex and relationships were not answered by RSHE lessons in schools. “We don’t tell our teachers,” a 2022 report by Estyn, the Welsh version of Ofsted, found that many young people do not disclose their experiences of harassment or abuse to teachers because they feel that they will not be taken seriously, or that nothing will change. Schools must be environments where students feel safe to speak up, and we need to start equipping teachers with the right training and support. Some argue that relationship education should be left to parents. Although parents play a vital role in explaining healthy relationships, schools also play a central role in creating a safe, structured environment where young people can learn about healthy relationships in an evidence-based way. As I said, I am proud of this Government’s commitments to women and girls—

Order. I am sorry to interrupt the hon. Lady, but we must move on.

17:01:00

It is a pleasure to serve under your chairmanship, Sir Jeremy. I congratulate the hon. Member for Epsom and Ewell (Helen Maguire) on securing this debate. We have some fantastic statutory guidance from 2020 and draft guidance from 2024. I would love to hear from the Minister when the Government are likely to respond to that draft guidance, because quite a lot has already been done in this area and we must take account of that. I echo the words of the hon. Member for Strangford (Jim Shannon) on the rights of parents. One of the safeguards included in previous guidance was to enable them to see curriculum materials and to have the option to opt out. It is vital that that is included in anything coming forward. I want to touch on the Plymouth violence against women and girls commission, which I chaired, and was instituted as a result of two tragedies in the city in 2021 and 2022. One of the recommendations of our report was for a whole-school approach to tackling violence against women and girls—something that has been mentioned—and it would be very good to hear from the Minister on that. That is also highlighted in the End Violence Against Women Coalition’s report “It’s #AboutTime”. Sex education is one thing and relationship education is another, but embedding healthy relationships and tackling misogyny and sexism right across the school community is vital. We need to look at that going forward. The key issue is the inconsistency of what we are finding across schools locally. I was alarmed to receive an email from a young lesbian, who at 18 years old says that she only recently found out that sexually transmitted diseases could be contracted by young women who are same-sex attracted. That highlights the inconsistency in the delivery of the existing guidance—something we need to look at. If young women like her are experiencing that, what are they also not receiving? There is a huge amount to tackle: porn, VAWG and dealing with all of those sexist behaviours. I know that this will not be the last debate that we have on these issues, and I look forward to contributing in future.

17:03:00

I thank the hon. Member for Epsom and Ewell (Helen Maguire) for securing this debate. When I became a new parent, I was shocked to my core to see in my communities, both in person and online, the extent to which relationships between new parents can suddenly descend into coercive control, gaslighting, financial abuse and, in the worst cases—still far too many—physical abuse. The For Baby’s Sake Trust found that 40% of parents who experienced domestic abuse said that it occurred during their baby’s first 1,001 days—from pregnancy until the baby’s second birthday. It is critical that we embed healthy relationships early on. I am the vice-chair of the all-party parliamentary group on sexual and reproductive health in the UK, and I recently chaired a roundtable to celebrate 20 years since the teenage pregnancy prevention framework. The key asks were about focusing reforms on upstream prevention, rather than downstream crisis management. I would love to see more support for parents as their children receive relationship guidance in school. A huge number of young people will receive strong, progressive advice from schools about relationships, then go home to a place where those progressive relationships do not exist. If, via the information that a child brings home from school, a parent realises that they are in a relationship that is not okay—such as one that is financially abusive or controlling—so much the better. Chloe Combi recently wrote a powerful piece in The Independent about the TV show “Adolescence”, in which she pointed out that very little commentary on the show has asked what young people themselves thought about it. Multiple organisations, including Brook, have highlighted the importance of including the student voice in RSHE curriculum design. In the 2009 guidance, schools were instructed to consult parents; however, for RSE to be relevant, the needs and preferences of pupils must also be reflected in the lessons taught in schools. I pay tribute to Chloe Combi and others such as Jo Davies at the WILD Young Parents Project, for being on the frontline of how we can instil great relationships among young people. Finally, as a society, the reality is that we are often not great at relationships as adults. Therefore, as we protect and extend relationship advice to young people, I hope that we have the humility to learn alongside them, too.

17:05:00

It is a pleasure to serve with you as Chair, Sir Jeremy. We are living in a time marked by increasing polarisation. Teenage boys and girls are drifting apart, driven by an online culture that fills a void where important discussions should be happening. I have spoken to teachers across my constituency, and the picture that they paint is a troubling one. They have reported that the behaviour in schools, particularly from boys, is deteriorating, with a notable disparity in how male and female staff are treated. Teachers in North East Hampshire and across the country are working tirelessly, yet behavioural issues are worsening. Online sexist cultures are manifesting themselves in many ways, including in the form of persistent backchat towards female teachers. High-profile online influencers have found their way to reach boys and young men who are struggling with their identities and masculinity. We must rethink our understanding of masculinity, and what it means to be a man. We must do so in a safe, supportive environment that nurtures healthy development and respect. Feminism is not a dirty word—it is as good for men and boys as it is for women and girls, but that part of the conversation is frequently missing. Worryingly, abusive behaviour within young relationships is increasingly common, and most incidences of online sexual abuse now involve children offending against other children. Some 61% of children and young people also reported that they were unsure and unaware of where to seek support if affected by domestic abuse. Schools are hubs of learning and centres of influence. Children must be able to define their place in the world, understand their identity and feel empowered to be themselves within an environment of support and understanding. Only with that can we expect young people to have the tools to navigate the internet and their real life interactions positively and safely. We must create legislation, outlined by my hon. Friend the Member for Epsom and Ewell (Helen Maguire) in her excellent opening remarks that paves the way for a curriculum that prepares—

Order. Again, I apologise for interrupting.

17:07:00

It is a pleasure to serve under your chairship, Sir Jeremy. I congratulate the hon. Member for Epsom and Ewell (Helen Maguire) on securing such an important debate. It is fair to say that the TV drama “Adolescence” has captured the imagination of the nation. It has shone a spotlight on our collective failure to ensure that we are keeping pace with the range of harmful content around sex, gender and relationships that young people are increasingly exposed to online. I know that for many parents, young people and those working in this profession, it just highlighted trends that have been all too apparent for quite some time. Some of the most heartbreaking moments that I have as an MP is when I speak to young people and their parents about the harms that they have been exposed to online, because we simply have not equipped them to be safe in experiencing them. Whether from the Children’s Commissioner or from Ofsted, there are some damning statistics about the violent pornography and graphic sexual misogynistic content that young people are now exposed to, and the way in which that is bleeding into their attitudes towards women, sex and relationships in schools and later in life. There is no doubt that this has been exacerbated by a social media landscape that often atomises young people’s interactions with new ideas and narratives when it comes to sex and relationships, and whose algorithms can often prompt and reinforce harmful voices and content rather than promote critical reflection. It is little wonder that against such a backdrop, really toxic voices such as Andrew Tate, have started to take root. Although there was some good news in More in Common’s research into young people’s role models, it should scare a lot of us that 25% of 16 to 21-year-olds saw Andrew Tate as someone who young people are likely to look up to. The solutions cut right across Government. I think it is be safe to say that, judging from the debates I have shared with some colleagues in this room, many of us would like Ofcom to go much further in its implementation of children’s code to ensure that we are doing much more to protect young people from exposure to some of these harms. We owe it to the young people in school right now to ensure that the curriculum is setting them up the best that it can, leveraging the best practice resources that organisations such as Internet Watch Foundation have out there already, including helping young people challenge image sharing online and ensuring that, collectively, we do not lose the moment that—

Order. Again, I apologise. I call Carla Lockhart, if she can keep herself to one minute.

17:09:00

I thank the hon. Member for Epsom and Ewell (Helen Maguire) for bringing this debate forward, although she and I will differ on some of the gender ideology. I believe that when the Government introduce the RSHE regulations they need to be Cass-compliant. Dr Hilary Cass pointed out in her review that the importance of what happens in schools cannot be overestimated. Some schools have been guilty of engaging in the potentially dangerous process of socially transitioning children. They go along with the child’s wish to identify as a sex other than their birth sex. I encourage the Government, when introducing the regulations, to take up the helpful recommendation that schools should not teach about the broader concept of gender identity. Above all, they should take on board parental input and also school ethos; schools with a Christian ethos should be able to uphold that ethos when teaching relationship education.

I thank the hon. Lady and all Members for their co-operation. We now move on to the Front-Bench speeches, beginning with the Liberal Democrats spokesperson.

17:10:00

It is a great pleasure to serve under your chairmanship this afternoon, Sir Jeremy, and I congratulate my hon. Friend the Member for Epsom and Ewell (Helen Maguire) on securing this incredibly important debate. As we have heard from hon. Members on both sides of the Chamber today, it is vital that all children and young people are equipped to develop safe, healthy and happy relationships, and it is vital that they recognise what is inappropriate, unacceptable and abusive behaviour. Parents and carers, and wider family and friend networks, as well as schools, have an important role to play in developing this knowledge and understanding. However, we cannot take this knowledge for granted. As we have heard with the proliferation of harmful online content served up to our children and young people, they are at increased risk of encountering extreme and harmful content that distorts their understanding of how we should be interacting with each other. According to Internet Matters, girls experience a disproportionate level of harm online, with three in four girls aged 13 to 16 reporting harmful online experiences. Sadly, this translates into inappropriate behaviour in real life. Despite some really excellent work that I have heard about from secondary schools in my constituency, worryingly, a survey by Kingston and Richmond Youth Council found that 40% of girls had been physically followed in a way that made them feel unsafe or uncomfortable and 50% had felt pressured into sending intimate pictures of themselves online, but 83% of those who experienced sexual harassment did not report it. The survey also found that over 20% of boys were not confident of knowing that exposure of body parts is a form of sexual harassment, and 69% were unsure whether they would intervene if they witnessed their friends sexually harassing someone. The National Police Chiefs’ Council warned last year that young boys were being radicalised by influencers such as Andrew Tate, and talked of epidemic levels of violence against women and girls, driven in part by extreme online misogyny. That is why I was so shocked to hear the Leader of the Opposition be so dismissive of the issue on LBC today, saying that there were bigger problems that we should be focused on. We need a culture change in all aspects of society, and we need to encourage the men in our lives—our brothers, fathers, friends, boyfriends, husbands and sons—to stand up against toxic masculinity, to demonstrate to the young men in their lives what it means to be compassionate and kind in all relationships, and that this is a strength, not a weakness. That culture change must come in part from the education that we provide in the classroom. Age-appropriate relationships and sex education at school has a crucial role to play alongside the role of parents and carers. The Liberal Democrats believe that an age-appropriate RSE curriculum should be led by a qualified teacher and delivered in a safe, non-judgmental setting, and should include teaching about sexual consent, LGBTQ+ relationships and issues surrounding explicit images, because all young people deserve access to high quality education that empowers them to make safe and informed choices. In addition, ensuring children learn about consent, healthy relationships, and online risks such as pornography and sexting is essential for safeguarding. Schools and teachers need proper funding, training and support as well as resources to deliver high quality RSHE. Therefore, we Liberal Democrats will continue to campaign for specialist RSE training to ensure that teachers feel confident in delivering sensitive topics effectively. I hope the Minister will confirm when she plans to publish the updated RSHE guidance. She responded to a written question from me today, but again it did not set out the timelines; I do not know if she can fill us in when she gets up to speak. Before I finish, I will touch on what we must press the social media giants to do; they need to be regulated much more toughly. Sir Jeremy, I know you were pretty active on the Online Safety Bill when it was going through Parliament, and have been active since. We must see it implemented vigorously. The Liberal Democrats want to see the digital age of consent raised, and will push for that change through the Data (Use and Access) Bill. Seriously tackling violence against women and girls has to start with prevention. We have got to tackle the online giants, but schools must also play a key role in education. We must support an education system in which every child is free to be themselves and reach their full potential, unencumbered by fear and abuse, and receiving the support they need to thrive.

17:15:00

It is a pleasure to serve under your chairmanship, Sir Jeremy. I thank the hon. Member for Epsom and Ewell (Helen Maguire) for securing this important debate on relationship education in schools, as well as for touching on the harrowing stories of violence against women and girls in her constituency. Before I proceed further, I offer my heartfelt condolences to the families, friends, colleagues and pupils of those impacted. In the decade between 2008 to 2018, around three women a week were killed by men in the UK. Shockingly, around one in four women have been raped or sexually assaulted. This shows the gravity of the misogyny in our society faced by women and girls. Although relationship education can only go so far in addressing male violence against women and girls, it plays an important role in educating our young people on what positive and healthy relationships look like and the importance of putting in place clear boundaries. Those skills are vital in navigating relationships, recognising potential abuse, including that of coercive control, and knowing how and when to seek help. Relationship education was made compulsory in all primary and secondary schools in 2020. Although schools are able to determine their own curriculum, they must have regard to the statutory guidance released in 2019. From my experience of looking at some of the school materials used, it seems that focus in relationship education has a tendency to gravitate towards other topics rather than spending the necessary amount of time on propagating positive and respectful relationships between boys and girls and addressing many of the issues raised today. That is something that schools and the Government need to reflect on. An important part of relationship education is teaching young people about the risks and harms of the internet and social media. With damaging online porn available at the touch of a button on smartphones, young men are fed a constant stream of misogynistic content that will change how they view women and girls. While they are able to access hours of degrading and violent content directed at women whenever they like, the relatively small amount of time spent learning the opposite in a classroom cannot hope to offset the harmful influence. That is why the Conservatives have called for a ban on smartphones in schools for under-16s, which would at least go part of the way in promoting children’s wellbeing and protecting them from harmful content on social media during the school day. It is also important to note that, for many young people, the distinction between the online and media world can be blurred, so they need the skills to navigate that safely. We all know that people feel more anonymous online, say things that they would never say face to face and may even present themselves as someone different to who they actually are. On top of this, they are fed a stream of factually incorrect information and unobtainable body images. In accordance with Department for Education guidance, schools should be alive to issues such as everyday sexism, misogyny, homophobia and gender stereotypes, and take positive action to build a culture where those are not tolerated. In spite of this, sexual violence and harassment does, I am afraid to say, take place in schools. It is vital that such behaviours are not tolerated and are never acceptable. Any reports of sexual violence or harassment should be taken seriously, and it must be recognised that girls are much more likely to be victims, with boys the most likely perpetrator. With that being said, it is vital that our boys are not made to feel that this behaviour is inevitable as a result of them being male. Indeed, it is only a minority who behave in this way. When it comes to our boys, we should value their unique attributes and not demonise them or make them feel bad for having masculine traits. These traits are not, in the great majority of cases, toxic. The requirement to deliver RHSE has led to a surge in outside providers making available their resources to schools. Some are good, and some are not so good. The guidance is clear that schools should not, under any circumstances, work with or use materials produced by external agencies that take or promote extreme political positions. Accordingly, schools are required to assess each resource to ensure it is age-appropriate and sensitive to their needs, and should provide examples to parents on request. Parents should be given every opportunity to understand the purpose and content of materials, and it is certainly not appropriate for such materials to be withheld under the guise of copyright restrictions. All parents have a right to know what a school is teaching their child. It was confirmed by the previous Education Secretary in the Conservative Government that materials used in the classroom can be shared, irrespective of copyright restrictions. It should never be forgotten that parents and carers are ultimately responsible for the education of their children, so in most cases teaching in schools should be done with parents, not contrary to them, and in a way that is sympathetic to their values and beliefs. That starts with being transparent about what is being taught. It is also important to note that schools have a legal obligation to be politically impartial when teaching, which means that children must be offered a balanced presentation of opposing views. It seems that many schools have struggled with the impartiality requirement on this specific topic, which drove additional guidance to be released in 2022. I note the reference to a backlash—

Order. I know the hon. Lady will be swiftly coming to a conclusion so that we can get the Minister in.

Thank you, Sir Jeremy. I note the reference to a backlash against RHSE lessons due to anti-LGBTQ+ rhetoric, and I want to push back on that. It is not unreasonable for parents to raise their concerns about schools teaching factually incorrect, ideological and damaging content about gender identity. They are right to do so, and it is the responsible thing to do. I agree that the teaching of such harmful concepts as fact has done damage to the important subject of RHSE as a whole. In closing—

Order. I am sorry to interrupt the hon. Lady, but we really must move on to the Minister.

17:21:00

It is a pleasure to serve under you as Chair, Sir Jeremy. I congratulate the hon. Member for Epsom and Ewell (Helen Maguire) on securing this debate on relationship education in school, and I thank her for highlighting the vital role that education plays in preventing violence, including violence against women and girls. I know that she has fought long and hard for justice for victims of violence and domestic abuse, and that she recently spoke about these issues in this main Chamber. She stood alongside members of her community after the tragic murder of her constituents Emma and Lettie Pattison, and I take this opportunity to offer my sincere condolences to everyone affected by that. As a schools Minister and a mum, I know it is vital that we reach children early, before harmful attitudes take root. The classroom must be a place where they learn the values of respect, equality and consent from the very start, and the aim of relationship education is to support all young people to build positive relationships and to keep themselves and others safe. That education must equip them for adult life, and to make a positive contribution to society. It really is a top priority for the Government, and it is central to our mission to make the country’s streets safer. I want to get straight to the heart of the problem and acknowledge the important role of not only schools, but all services that support young people to thrive. The Government’s opportunity mission is dedicated to setting up every child with the best start in life, helping all children to achieve and thrive in school, and building skills that will allow young people to forge happy, healthy and fulfilling lives. “Opportunity”, “thriving”, “belonging” and “purpose” are not just nice words; they are the foundations of healthy individuals and a healthy society, and they are the best tools we have for helping young people to build healthy relationships and for combating violence and prejudice, including misogyny. Misogyny is not innate. It is learned behaviour, which is why I agree that we must not talk as if boys and young men are the problem. The rise of misogynistic influencers online is a symptom of a number of wider issues that we must address. As part of this mission, we will equip our young people and children with the skills they need to form strong, positive relationships. We will support them to learn about kindness and respect. We will equip them to navigate a world in which 79% of young people have seen violent pornography before they turn 18, in which social media platforms routinely expose young people to misogynistic and violent content, and in which more and more of our social interactions are online. Our review of the statutory guidance for relationship, sex and health education has young people and their wellbeing at its heart, and we are working as quickly as we can to publish revised guidance as soon as possible this year. We have spoken to teachers, experts and young people, and we are determined to harness their collective wisdom and change the conversation about relationships. Young people have told us that they want their relationship education to be interactive and participatory and to reflect the real complexities of building positive relationships. Experts have told us that they need support to help young people to develop the skills for healthy communication, empathy and emotional regulation. Telling young people about consent is not enough. Telling them about the law is not enough. Young people deserve better than that. They deserve to have teachers who will role-model honest and kind communication about sex, emotions, empathy and kindness. Let us not pretend relationships are easy. Children need support, starting in early primary, to develop the skills they need for handling disappointment, for paying attention to the needs and boundaries of others and for understanding their own needs and feelings. In secondary schools, teachers must step up to the challenge of opening difficult conversations with their pupils. We know that many teachers already do that brilliantly. Young people need to learn that romantic and sexual relationships are about care, kindness and generosity and about communication, listening and connection; they must also learn that pornography is not a true representation of sex. Our revised statutory guidance will ensure that relationships and sex education reflects the reality of young people today. Artificial intelligence, the dominance of social media, the availability of pornography and the rise in online misogyny—we cannot ignore the impacts of these trends on young people. Our revised statutory guidance for RSHE will be clear that teachers must be equipped to open conversations with boys and girls about what positive masculinity and femininity mean today and to help young people to develop positive role models that support their self-esteem and their sense of purpose.

Parents of LGBTQ+ children are concerned that the 2024 guidance that the previous Government consulted on is providing a hostile environment and preventing conversations about trans and non-binary children from happening. Would the Minister would consider reverting to the 2023 guidance?

We will publish our RSHE guidance as soon as possible, and it will be focused on keeping children’s wellbeing at its heart. Education can support young people to develop positive attitudes towards people who are different from them and to exercise critical thinking when they encounter situations involving harmful behaviour and harmful sexual violence. These are conversations that we need to have collectively; without stigmatising boys or treating them as the problem, we must recognise that good relationship skills benefit everybody—boys and girls, men and women. Our intention is that the revised guidance will spark a culture change in the delivery of RSHE and that it will signal our high aspirations for RSHE. We recognise that schools and teachers need support to have these conversations with young people, and we are exploring how best to provide that support in the current tight financial circumstances. That work is a central part of the Government’s ambition to halve violence against women and girls within a decade. We cannot achieve that without a significant culture change around equality and our conceptions of masculinity and femininity. Culture change goes beyond schools, but it can germinate from the ideas that children are exposed to in schools, the ways they learn to relate to those who are different from them and the sense of purpose and belonging that schools can provide. I cannot emphasise how much I welcome the renewed focus on violence against women and girls following the release of the new Netflix drama “Adolescence”, which many Members mentioned. I am grateful to the hon. Member for Epsom and Ewell (Helen Maguire) for providing the opportunity to continue that conversation in this debate. It is not a new issue for any of us. In 2020, Everyone’s Invited started to collect the testimonies of young people who had experienced sexual violence and sexual abuse, and in 2021, Ofsted published its review of sexual abuse in schools and colleges. Everyone’s Invited has shown us that rape culture and misogyny are increasingly appearing in primary schools, and we will publish a new tackling violence against women and girls strategy later this year, which will set out what further actions we will take as well as the progress that we have made so far. Turning the tide on misogyny will not be a simple task, and we all need to keep talking about it. We need to keep learning, we need to keep challenging and we need to ensure that boys and young men remain part of that conversation.

We do not have enough time for the hon. Member for Epsom and Ewell (Helen Maguire) to wind up the debate, I am afraid, but I will put the Question. Question put and agreed to. Resolved, That this House has considered relationship education in schools.

17:30:00