Mental Health Support: Educational Settings

15:40:00

I beg to move, That this House has considered mental health support in educational settings. I thank the Backbench Business Committee for granting this debate, and the MPs from across the House who supported its application. I also thank Emily Horsfall, my team and the staff at the Mental Health Foundation for their support in preparing for today’s debate. There should be no doubt that good mental health and wellbeing are as critical to the progression of our young people as physical health is. Protecting mental health at an early age can have a defining impact on lifelong resilience and ensure positive mental health outcomes. At a time when young people up and down the country—especially girls and young women—face a barrage of challenges from what feels like a never-ending conveyor belt of demeaning and misogynistic content on social media, the consequences of the covid-19 pandemic and the cost of living crisis, this is a timely debate, and I thank hon. Members who have stayed in the Chamber to contribute to it. Much of what I will say today reflects my conversations with young people, parents, teachers and professionals in my constituency of Redditch and the villages. When they approach me on a visit, when I am food shopping in Tesco or at one of my surgeries, they display courage and determination to build a system that is fit for purpose and which will ensure that all children get the support they need to have the most fulfilling lives possible. I hope this debate can be about how we can support our schools and education professionals, who are not trained mental health professionals but are so often on the frontline, to ensure that our children get the best support they can at the most appropriate time.

I commend the hon. Gentleman for bringing forward this issue. I was just looking at some of the stats for Northern Ireland in order to support his argument. In 2023, pupils with disabilities reported lower levels of general wellbeing across all measures than those who are not disabled. Does he agree that access to pastoral care teams, who are equipped and trained to help those with declining mental health due to disabilities, would be one way of addressing this very issue?

I think that is the first time the hon. Gentleman has intervened on me, so I feel very honoured. I absolutely agree with him, and I will talk about other affected groups later in my remarks. I thank him for his intervention. I hope this debate can be about how we support our schools and education professionals, but I also hope that the discussion raises awareness about the challenges facing young people. I know that some people like to hand-wave away any discussion about mental health problems among children and young people. Since the announcement of this debate, I have read previous debates elsewhere, and a few people have whispered in my ear that they do not believe that children are resilient enough these days. Well, I simply do not buy that argument. I know it makes some uncomfortable when young people talk about their mental health challenges, but it can only be positive that awareness and the mainstreaming of mental health conditions have given so many across society the confidence to have honest conversations about how they are feeling and the impact that others’ actions can have on their mental health. What do the statistics tell us about the state of our young people’s mental health? NHS statistics show us that about one in five children and young people aged eight to 25 had a probable mental disorder in 2023, and that the number of urgent referrals of children and young people to emergency mental health services has tripled since 2019. The uncomfortable truth is that waiting lists for children and adolescent mental health services can be a postcode lottery. For instance, in November last year, the average waiting time for a child to receive a referral for a first appointment in Hereford and Worcestershire was seven weeks, compared with the national average of five weeks. From freedom of information requests, we know that one child waited almost two years for an appointment. Referrals at the Hereford and Worcestershire health and care NHS trust have increased by 118% in the last five years—a trend that is reflected across the country.

I thank my hon. Friend for securing this Backbench Business debate. That statistic of one in five young people having a mental health condition must concern us all. I hear from my own constituents in Shipley that they are waiting a long time to get their children seen on the NHS—whether for an attention deficit hyperactivity disorder assessment or to get medication—and during that time the children are unable to participate in school. Does my hon. Friend agree that it is vital that children and young people get access to mental health support and that we get waiting times down so that they can participate properly in school?

I absolutely agree. This is about parity between mental and physical health. We would move heaven and earth if those children had physical injuries, and we must do more to assess and treat the mental health conditions from which young people are suffering.

My hon. Friend makes a valid point about the need for parity between mental health and physical health. Does he agree that there is actually a connection between the two? Quite often, poor physical health can impact the mental health of a young person, and vice versa.

I agree entirely. Many of the young people I have spoken to have suffered from long-term physical conditions or illnesses that have had a detrimental impact on their mental health. There is evidence that the severity of mental distress has increased. Admissions to acute medical wards for children and young people with mental health concerns increased by 65% between 2012 and 2022. The mental health report by the Association of Colleges, published in September, found that 90% of respondents reported an increase in disclosure of mental health issues in 16 to 18-year-olds and 86% did so for those over 19. Most colleges are increasing their mental health resources, but the need for joined-up and well-resourced services is urgent. The report found that almost a third of colleges reported at least one death by suicide in the previous year. It is distressing to consider that such an escalation can and does happen, and that is why this debate is so important. Despite the expansion of children and young people’s mental health services, increased demand means that the NHS estimates that less than half of those with such needs are being supported. The Children and Young People’s Mental Health Coalition found that certain groups have an increased likelihood of being impacted by mental health challenges, such as children and young people with special educational needs and disabilities, those from racialised and LGBTQ+ backgrounds, neuro- divergent young people, those with physical or long-term conditions, young carers, children in care, and refugee and migrant children. Children in kinship care arrangements also have a high prevalence of social, emotional and mental health needs similar to those of looked-after children, but owing to their lesser entitlements and a lack of access to suitable support, their experience and needs should be considered when designing vital mental health support in education settings. The complexity of the issues that may impact on a child’s mental health is the reason why mental health charities have been campaigning for a cross-Government mental health approach for such a long time, and I hope this Government will deliver on that. Why are education establishments so crucial to this debate? The Centre for Mental Health has published research showing that 75% of lifetime mental health difficulties occur before the age of 24 and that 50% occur before the age of 14. That is why education settings are critical in addressing this national crisis. Of course, schools and colleges are seen as places where children learn academic skills, but they are also safe places for some to seek support. Currently, mental health provision in education settings in England is varied. Mental health support teams can be found in almost 50% of schools, and they have proved highly effective. Research published by Barnardo’s has demonstrated that for each £1 invested, the Government have saved £1.90. The education and health officials I have spoken to said that we must reach England-wide coverage of MHSTs as soon as possible. If this was done in combination with the Government’s promise to deliver a school counsellor in every school, that would be a powerful indicator of their commitment to tackling the crisis.

I thank the hon. Member for giving way on this hugely important subject. As I am sure is the case for other Members across the House, I find that children’s mental health is one of the subjects that comes up most frequently on the doorstep, with parents really struggling to get the mental health care that their children need. One of the questions that is asked most frequently is: how can we afford to increase mental health care? Does he agree with me that it is actually more cost-effective to provide timely mental health support than to end up treating people when they have been sicker for longer?

I thank the hon. Member for his intervention. I would argue that we cannot afford not to engage in early prevention and early intervention. It does save the Government money further down the line.

My hon. Friend will know that suicide is the main cause of death for young people under the age of 35 in the UK. For those under 18, school is where they spend the majority of their life, and somewhere we have an opportunity to make change. Will my hon. Friend join me in paying tribute to the 3 Dads Walking, who have played a significant role in ensuring that this issue stays on the agenda and in tackling the assumption that talking about suicide makes it more likely to happen?

I thank my hon. Friend for that important contribution to this debate and I pay tribute to the group she mentioned. It is such a critical issue to the future of our young people. I congratulate anyone who comes into this space and makes a positive difference to the outcomes. Despite the best efforts of many teachers, education settings are yet to have much of that dedicated support. The experience of some young people and their families shows that the support on offer in some schools is not sufficient. The Mental Health Foundation works with whole families to support them in developing their mental health together. Ahead of this debate, it asked two of the participants in one of its programmes in London, Bemi and her daughter Ayo, to share their own experiences. Bemi said that the Government “say are going to invest in children’s mental health, but this isn’t happening. There is a lot of pressure on children” these days. She said that “it is having a toll on children’s mental health, and as a parent, I am also feeling this strain of seeing the constant breakdowns” and the failure to access support. Her 13-year-old daughter Ayo suggested that schools needed to be much more proactive in asking about children’s mental health: “Nobody is asking how we feel and never attempting to get to the root cause of things; they only pick up on when you are behaving irrationally but never try to figure out why you feel this way.” School staff are often the first point of contact when a pupil struggles with their mental health, so they need to feel confident to support their pupils and be able to spot the signs of difficulties. Education Support, a charity supporting the mental health and wellbeing of teaching and education staff, found that 74% of staff often help pupils with personal matters beyond their academic work. Educators are filling in where there are gaps, further highlighting the need for joined-up and embedded services.

I totally agree with my hon. Friend that schools and teachers are at the forefront of the mental health crisis facing our children. I recently visited a local primary school, Burley and Woodhead Church of England primary, and I pay tribute to the staff there for the excellent work they do to support the young people with their mental health and to make it much easier for them to talk about it. Does my hon. Friend agree that it is vital that schools have adequate resources to provide such support?

I thank my hon. Friend for her intervention; I absolutely agree. It is not just young people who are struggling. The additional workload of carrying out wellbeing checks, sometimes in distressing situations, is taking its toll on staff: 78% of all staff are stressed in education settings, rising to 84% among senior leaders. No one can do their best at work if they are mentally depleted, and healthy teachers can better provide high-quality support for their pupils. What else can we do? We cannot ignore the other factors that have a significant impact on a young person’s wellbeing, which is why we need a whole-of-Government approach. Children and young people might be experiencing poor-quality housing and overcrowding, family members in low-paid and insecure work, or the inability to get a GP or NHS dentist appointment when they need it—all challenges that I am glad this Government are taking action to remedy. But we can go further. “A Mentally Healthier Nation”, a report unanimously endorsed by mental health charities, calls for the roll-out of anti-bullying programmes across the country. Crucially, the evidence shows that these programmes work best when delivered in a “whole school” way. That is, rather than taking a narrow approach based on discipline, the student and staff body understands what constitutes bullying and its impacts, stands against it and has tactics to prevent it. These programmes have been tested and shown to be effective. They create healthier school environments, prevent mental health problems in the future and lead to economic gains. The costs of picking up the pieces of childhood bullying in later life are enormous, as are the losses to the labour market it can cause, as well as the toll of bullying in the here and now. Young people can text Shout, a crisis line, for help when they are being bullied. Those who run the service report texters struggling with suicidal thoughts, urges to self-harm, insomnia and feelings of depression and anxiety. Some referred to the anger, shame, fear, confusion, vulnerability, hopelessness and frustration that resulted from being bullied. Others spoke about their lack of focus and poor performance at school as a result of their bullying. We also need to look at innovative ways that have been developed to address the threats our young people are experiencing. In a world where so-called influencers like Andrew Tate can get their claws into our young men’s minds, we need to look to at work such as the Mental Health Foundation’s “Becoming a Man” programme. Currently operating in Lambeth and Islington, it works with young men aged 12 to 16 who face disadvantage and inequality that put them at greater risk of developing mental health problems. It creates a safe space for young men to come together and discuss issues about their lives, taking into account their lived experiences and the often difficult environments they navigate. It helps them to develop strengths such as integrity, self-determination, positive anger expression and respect for women. Early evaluations of this work are promising, and Government support is needed to grow the evidence base. Schools have a vital role in understanding young people’s online experiences and how they might impact their mental health. The Girlguiding girls’ attitudes survey found that one in eight young people aged 13 to 18 had seen sexual threats directed at women and girls online, including those of rape. One in eight girls said that they had received sexual threats online from strangers or someone they knew. Over a year after the passing of the Online Safety Act 2023, suicide, eating disorder, race hate and incel forums remain easily accessible, and it is not clear if and when action might be taken against them. Given Ofcom’s permissive approach, it is likely that school staff will need to understand what sorts of communities pupils are involved in and the impact they are having on them. At a time when 36% of boys say they have had Andrew Tate content shown to them by a friend in school, the onslaught against young girls’ self-confidence, value and worth goes further than being content on a screen; it is putting them at risk. How do we pull all this together? Preventive mental health initiatives, perhaps overwhelmed by the complexity of the challenge, are scattered and rarely appropriately funded, and they often do not learn from each other. Sometimes, we even use localism as an excuse to neither fund systems nor hold them accountable. We must create a public mental health infrastructure. The Mental Health Foundation describes it as having a clear road map, led by evidence, in which every part of the system knows its own responsibility for reducing mental health problems, and is funded and held accountable for its delivery. That means re-examining the public health grant, which despite a welcome uplift this year is still well below 2015 levels. It means ringfenced funding for schools and the NHS tied to specific outcomes. It also means the roll-out of England-wide mental health support teams and counsellors in each school. The Children and Young People’s Mental Health Coalition responded to the NHS 10-year plan consultation, calling for the plan to financially support integrated care systems to deliver a comprehensive road map for mental health for 0 to 25-year-olds. The Association of Colleges found that more than 30% of colleges are not involved in their local suicide prevention plan, and 65% stated that they do not have a joint provision with their local NHS trust. It is clear that to keep children well and safe, our NHS services and their commissioning bodies must be fully integrated into mental health support in educational settings. Schools, colleges and universities should be included in local mental health strategies, and data should be shared freely. I am excited by the Government’s pledge to roll out Young Futures hubs, which aim to bring local services together, deliver support for teenagers at risk of being drawn into crime or facing mental health challenges, and, where appropriate, deliver universal youth provision. These initiatives could represent the start of such an infrastructure and an implementation plan for a national network of these hubs. The Royal College of Psychiatrists states that the hubs have the potential to support some of the most minoritised children who might not be able to access CAMHS or school-based services consistently. I am pleased to see that the NHS remains committed to expanding access to children and young people’s mental health services, and that the operational planning guidance recognises that early intervention improves outcomes for children throughout their lives, reduces long-term pressures on health services, and benefits the economy and wider society. I urge the Government to seize this moment and see if they can create a true network of mental health support across the country by getting anti-bullying programmes in place, following the evidence and committing to relentlessly drive down levels of poor mental health, and thereby build mentally healthy communities in our schools and beyond. Prevention, early help and treatment can help young people to deliver positive outcomes. Yes, many of the measures I have referred to today and those already announced by the Government will require significant investment, but the cost of inaction and the knock-on impacts on education and children’s social care would far outweigh any initial outlay. Now is the time for action.

Order. I think eight Members are hoping to contribute. We will calibrate again. There will be a time limit of four minutes, because I want to make sure they all get in.

15:59:00

I thank the hon. Member for Redditch (Chris Bloore) for securing this debate and for talking about the importance of these programmes, and for mentioning anti-bullying programmes as well. I also thank the other hon. Members who have spoken about the wider mental health crisis and the extent to which teachers are picking up the pieces —these are all vital issues to talk about. I am proud to say there has been some groundbreaking work on mental health support in educational settings in my constituency. A campaign led by young people and backed by Citizens UK secured funding for more counselling capacity in local schools, and is a genuine cause of city-wide pride. The £200,000 of investment from Brighton and Hove city council will support hundreds of young people with counselling across the city, including many in my constituency. I was very inspired by the work of the students pressing the councils for this support—notably Fi Abou-Chanad and Tally Wilcox, who put their case directly to the council—and spoke about them in my maiden speech. I am grateful to Brighton and Hove city council, which backed up its words with funds to support this vital work, and I am pleased that, following the pilot, it will now fund 2025-56 as well. The key request now from the British Association for Counselling and Psychotherapy and Citizens UK is for Government-funded school counselling provision delivered by specialist children and young people counsellors and psychotherapists on a statutory basis. I welcome the pledges from the Government to introduce a mental health professional accessible in every school, and I hope we will see real investment in a national school counselling programme promised by Ministers today. To conclude, I once again thank the hon. Member for Redditch for securing this debate, and once again pay tribute to the courage and campaigning of the young people who I know are out there all around the country, in all our constituencies, demanding support. Nothing could be of more value or more importance than investing in the thriving of the mental health of our young people, and particularly in schools.

Thank you so much for keeping well within the time limit. I call the Chair of the Education Committee.

16:01:00

I congratulate my hon. Friend the Member for Redditch (Chris Bloore) on securing this important debate and on his excellent speech. The starting point for thinking about mental health services in educational settings must be an understanding of the foundational nature of good mental health and wellbeing in everything we seek to do in life. Challenges with mental health are corrosive in every aspect of our lives. Depression or anxiety can ruin the happiest of celebrations on the sunniest of days, prevent us from focusing on essential tasks, affect our relationships with friends, family members and colleagues and leave people feeling unable even to get out of bed in the morning. That is true for all of us as adults, and it is equally true for children and young people. Good mental health and wellbeing is essential for accessing and getting the most out of education, yet our children and young people are suffering an epidemic of poor mental health and wellbeing, and it is holding them back. On visits to schools in our constituencies, I am sure all Members will have heard headteachers, senior leaders and teachers in our classrooms talking about the challenges the young people in their classes face with their mental health. That is borne out by the data, too. In 2023, one in five children aged eight to 16 had a probable mental health disorder such as depression or anxiety, while the rates of probable mental health disorder among young people aged 17 to 19 have increased over just five years from a tenth in 2017 to more than a quarter by 2022. In this context, I welcome the Government’s commitment to place a mental health professional in every school across the country. However, I wish to raise some additional points that will be relevant to the effectiveness of that roll-out. The first is clarity on the level of qualification that the mental health professional in every school will be required to have, which I hope the Minister can provide. The second is on their remit: in addition to delivering services to young people, will they be expected to drive a culture across the whole school that is conducive to good mental health and wellbeing? That, as we all know, will involve the buy-in of the most senior school leaders. There are also other areas outside school that are relevant to children’s mental health and wellbeing, including the crisis in our special educational needs and disability system, which is having a profound impact on children’s mental health and wellbeing. My Committee heard this week from children who had been hospitalised and diagnosed with post-traumatic stress disorder as a consequence not of their additional needs, but of being in schools that are unable to meet their needs. I know that the Minister is aware of the urgent need to reform our SEND system. Mental health professionals in schools will also quickly be overwhelmed if we cannot get to grips with the crisis affecting our children and young people as a consequence of their addiction to smart phones and their access to social media, which we know is making them more anxious, less able to focus, more sleep deprived and more stressed out. I welcome the measures that the Minister announced in response to the Bill of my hon. Friend the Member for Whitehaven and Workington (Josh MacAlister), but I do believe that there is a need to go further with this urgent crisis, which is affecting the mental health and wellbeing of our children. Finally, I wish to touch on the vital issue of CAMHS waiting times. We have GPs to prescribe antibiotics so that infections do not become sepsis, or blood pressure medication to prevent a heart attack or stroke, but when an infection has become a critical illness, or a patient has suffered a heart attack or stroke, we would not think for one second that it was appropriate to send them back to their GP. Yet that is exactly what happens to far too many children and young people who are seriously mentally unwell. It is an unacceptable situation and, as well as looking at mental health and wellbeing support in education settings, we also need to look at how our NHS can deliver much more quickly and effectively for children whose problems are much more serious than that.

16:05:00

I thank the hon. Member for Redditch (Chris Bloore) for securing this important debate. It is time to acknowledge that special educational needs and mental health provision in schools is one of the great crises that we face today, although I do appreciate that there is a lot of competition for that particular accolade. Financial pressures have significantly impacted CAMHS funding in my constituency of Horsham. Despite a modest 0.6% fee uplift for Sussex, the sector has faced a mandated 15% funding reduction—approximately £1.6 million—and that is coupled with rising staff costs due to higher national insurance contributions and an increase in the national living wage. Meanwhile, demand just keeps on going up. Since September 2020, Sussex CAMHS has experienced a substantial rise in referrals, attributed to the pandemic and the easing of lockdown restrictions. This surge has adversely affected waiting times for initial assessments and treatment. The crisis is even sharper at the local education authority funding level. My local authority, West Sussex, has a dedicated schools grant deficit scheduled to go past £130 million by April. It is allowed to keep this off the balance sheet for another year, but there is only so long that we can maintain the fantasy that this service can be afforded without major central Government intervention. Most of all, the pain is being felt at the school level, and by the children and families who experience the many failings and gaps in service. I have been contacted by no fewer than five schools in the past fortnight alone regarding this issue. Typical of their message is this from Holbrook primary school governing board: “Schools, trusts and local authorities are overwhelmed by the rising number of pupils who are seeking additional support and the ever-increasing costs of providing assistance. Urgent action is required now to help solve the crisis in SEND, so the future of our children is not blighted by a system that is not fit for purpose.” Having visited many schools recently, I noted that teachers are verging on desperation. I noted too their love for the children they are looking after. They desperately want to help them, but they are in an impossible situation. There is, I am afraid to say, an element of physical danger in some cases. This is not the children’s fault; this is our fault. Horsham schools are asking for health services to take on more of the strain, because they are at breaking point. Although mental health provision in schools has clear benefits, we must ensure that this provision does not fall on school budgets. Mental health support teams cover about 44% of schools in the UK, and come from NHS budgets, not school budgets. That should become 100% coverage. The pressure on schools to cope with more and more SEN children, with little or no extra funding, is set to undo every gain we have made in educational standards over the past decades. I appreciate that the Government are taking at least some action to assist the situation now, but I urge them to use every lever at their disposal to avert this crisis before it spins entirely out of control.

16:09:00

I congratulate my hon. Friend the Member for Redditch (Chris Bloore) on securing this debate, and I am grateful to the Backbench Business Committee for finding time for it. I know from experience that our mental health system is overstretched and under-resourced. In fact, there has never been so much demand for mental health support from children and young people. In June, the number of active CAMHS referrals in England was a record 840,000. It is clear that this Government inherited a crisis in children and young people’s mental health. We all want young people to be happy, healthy and safe, and to be equipped with everything that they need to achieve and thrive as adults. But with half of mental health issues developing by the time that young people reach the age of 14, and three quarters before the age of 24, early intervention in mental health support for children and young people is essential.

Last year, I met the parents of a young woman struggling with her mental health in my constituency. She was not in crisis, but she did need some additional support. Her school encouraged her parents to withdraw her because they could not provide the support, which her parents did because they did not know what else to do. That has left her out of education for over 18 months and severely in crisis. Does my hon. Friend agree that early intervention in schools is crucial for breaking down barriers?

I agree, and I have many similar cases. I want to refer some real-life examples. There is an excellent exhibition in the Upper Waiting Hall this week about the Mental Health Act, which has been put together by Mind. It features artwork and written pieces by people who have been detained under the current Act. I had the pleasure of meeting some of them on Monday, including a young lady called Afeefa. Afeefa is 19 but was first detained under the Act when she was 14. She spoke powerfully and movingly about the treatment that she endured while she was under section. When I asked her if there was one thing that could have helped her, she said without hesitation that if she had received mental health support at an earlier stage, her experience would have been very different. I recall two examples from my experience of working in mental health system that demonstrate the difference that early intervention and support can make. They are of two young people of similar age: one is a teenage boy, who unfortunately has not been able to access the support he needs and, as a result, is struggling to cope. That is not only impacting on his mental health but is having a detrimental impact on his family, especially his parents. By contrast, in the second case, the parents of a teenage girl who had been diagnosed with a mental health condition knew that I worked in mental health at the time and came to see me. I was able to ensure that she was referred to CAMHS at an early stage. As a result, both she and her parents are doing well. She is due to sit her A-levels in the summer. These examples underline how children who receive support quickly are less likely to develop long-term conditions that negatively affect their education, social development and health later in life. I welcome the fact that my right hon. Friend the Secretary of State for Education has been clear that children’s wellbeing will be a priority for this Government. Research from the British Association for Counselling and Psychotherapy indicates that children whose mental health difficulties are initially too complex for lower intensity interventions, but not complex enough to be referred to higher intensity interventions such as CAMHS, can easily miss out on the mental health support that they need. Ensuring enough mental health support for children and young people in educational settings will help to free up NHS time and resources, while making sure that we have a healthy and productive population in the future. We should also make sure that support exists in the community. Can the Minister provide an update on the Government’s plans for Young Futures hubs? Does he agree that open access drop-in hubs could be an important step in providing community-based mental health support for children and young people? There is clear evidence that the places and circumstances in which people are born grow, study, live and work have a powerful influence on their mental health. As Place2Be has said, children and young people from low-income families are four times more likely to experience mental health problems than children from higher income families, while one in four children and young people with a diagnosed mental health condition live in a household that has experienced a reduction in household income. This is why I want reform of the way that we deal with mental health. From Westminster, I would like greater cross-Government working to address the social detriments of our mental health. At a local level, I believe that greater co-operation between schools, colleges and universities, along with local health providers and others in the local community, can help create education settings that are effective at protecting young people’s mental health and general wellbeing. Taking that long-term approach will help create a society that prevents mental ill health for children and young people in the first place.

Due to the number of withdrawals, Members may have noticed that we have stopped the clocks timing speeches. There are two colleagues left, and I will allow you to police yourselves. Members on the Front Benches want to be up by 4.30 pm, so I will let you manage the time between yourselves.

16:15:00

I have just gone through my speech and scratched out quite a lot, but you will probably be pleased about that, Madam Deputy Speaker. I pay tribute to my hon. Friend the Member for Redditch (Chris Bloore) for his efforts to secure this important debate. Being an MP is a difficult job to define. It is true that there are 650 ways to be an MP and we are all finding our way, but in choosing such a subject for his debate, my hon. Friend shows his humanity and the man that he is. I commend him for that. With debates such as this one, we can do good in this place. We have a profound opportunity to profile issues we and our constituents care about and amplify the voices of those in our constituencies who might not otherwise get the attention they deserve. We can show them that they matter and restore their trust and faith bit by bit. I love this job because we get to do that. It is therefore an honour to speak in today’s debate on a topic that is critical to the future of our young people. Mental health in education settings is an issue that affects the entire country and one that demands urgent action. One in eight children and young people in the UK are living with a mental health condition, often left without the support, guidance and, critically, treatment they need to build resilience to thrive in our fast-changing world. For years, Governments failed our young people by not providing the certainty and the early interventions needed to support them mental wellness and the knowledge that when things go wrong, there is a safety net for them. The issue has only worsened since the pandemic, which amplified the strain on the mental health of young people, and too many students—we all see this across our families—are still not receiving the support they need. It is a crisis that we cannot afford to ignore. Too many young people are not in education, employment or training because they have been failed by a system so woefully unsupported during a time when anyone who has children or works with them knows that this is a crisis and has been for a long time. Funding for mental health support teams represents a step forward in ensuring that young people receive the help they need, particularly at an early stage. However, we cannot overlook the fact that much more still needs to be done to ensure that children in towns such as Weston-super-Mare, Worle and beyond do not fall through the cracks any more. I welcome the Government’s progress in a short time, yet the reality is that not all schools are currently able to access those services, and even when MHSTs are available, the support is often not enough. I know that everybody across the House is impatient for those much-needed improvements. As constituency MPs, we see the pain of the previous Government’s failure on child mental health at surgery after surgery. We must ensure that the teams are expanded across the country, reaching every school and every student who needs help. I pay tribute to all the teachers, support staff, volunteers and families across Weston, Worle and the villages for their crucial role in supporting the mental health of our young people. They are the ones who see students day in, day out, and the first ones to notice when something is wrong. Yet many teachers and teaching staff feel underprepared to deal with the mental health challenges in their classrooms. Staff should not feel that they are managing such challenges on their own, and it is vital that schools are supported not only with resource, but with ongoing professional development to help deal with the increasing prevalence of mental health challenges faced by their students. We must also recognise that the mental health of teaching staff is just as important. Teaching staff work under incredible pressure, and the emotional and psychological toll of supporting students, often with their own challenges, can be overwhelming. If we expect teaching staff to support the mental health of students, we must ensure that they receive appropriate support too. We cannot pour from an empty cup. The evidence is clear. Investing in mental health support in schools not only helps students emotionally and physically, but boosts academic outcomes and overall school wellbeing. It cascades out to families and well beyond the school gates. We cannot and must not fail more children and families by not taking this issue seriously. The young people of Weston-super-Mare, like those across the UK, are bursting with potential. But without the right support for their mental health to help them navigate the challenges and take advantage of the opportunities of our fast-changing society—that is important; we often talk down, not up, the nature of our fast-changing society—that potential will not be realised, and we must equip them with those tools. I look forward to the Government’s continued expansion of mental health support in schools, and I urge them to ensure that our teaching staff are given the tools and support they need to look after their own mental health, so they can continue to be the positive role models and carers that our students need. We trust them to look after our children every day. We owe it to them to ensure that they are looked after, too.

16:20:00

I first want to say how incredible it is that Members are stood here in the Houses of Parliament discussing the mental health of our young people, and I thank my hon. Friend the Member for Redditch (Chris Bloore) for bringing forward such a critical debate. In a previous role on the health scrutiny committee for Leicester, Leicestershire and Rutland, it was clear to me that young people are waiting too long for treatment, and that is having a long-term detrimental impact on them. That is in addition to the increasing number of young people on too-long CAMHS waiting lists. We also need to look at specialist services, such as for those suffering with disordered eating, which has doubled in just a couple of years. It is clear that we need to improve early intervention for our young people. We have to ensure that young people discuss mental health not only as part of the curriculum, but with their peers. We also need to ensure that young people reach out for support when they need it. Just as importantly, we need to listen to them and act when they do reach out—often, young people are ignored. Our children and young adults have experienced a global pandemic. We cannot ignore this period in their lives and the impact it has had on some of them. I have two teenagers, so I have seen it at first hand. By increasing mental health support in educational settings, we know that we can provide the foundations that our young people will need for their future. We are discussing something that cannot always be seen on the surface and that is often viewed as off-limits. I often think about a group of young people I visited in an alternative educational provision setting in Moira in my constituency. From speaking to them, I know how difficult and tough life has already been for them at such a young age, but I also feel empowered by them—they were amazing young people. They knew the support they had received when they needed it had turned their lives around. For some, school can be six hours of relentless bullying, abuse or loneliness. Sixty per cent of our 11 to 16-year-olds told Girlguiding that they had received negative comments about their appearance from other people, some of which were in a school setting. Nearly half of seven to 10-year-olds say they feel alone some or all of the time—seven to 10 is so little. Too often when we have conversations about mental health support, we just talk about teenagers. Mental health support needs to be available for young people of every age to help them build healthy habits, to help them talk about what they need from us, and to set out where they can go for support.

That is a salient point. Before I became an MP, I worked with young people in youth work. Increasingly over the last few years, mental health issues that we normally saw in teenagers were affecting younger and younger children. One reason was younger and younger children having access to social media and not having the breaks we would have had as young people. My hon. Friend’s point is valid—will she tell me more about that?

Absolutely. The sad fact is that we always talk about teenagers, but if we can give that resilience to children as young as seven to 10, we might be able to prevent them from becoming poorly when they get older. We have to start those conversations as early as possible to build resilience and confidence in our young people. Putting mental health support in educational settings will mean not only that we can change the culture in schools for children struggling with their mental health, but that we will be able to see how young people can be supported in the right place, at the right time and in the right setting.

On a point of order, Madam Deputy Speaker. In my speech, I referred to West Sussex county council but neglected to mention that, as declared in my entry in the Register of Members’ Financial Interests, I am still a member of that council. I want to put that on the record—my apologies.

I thank the hon. Member for his point of order. Now that he has put it on the record, it will be recorded as such. We come now to the Front-Bench contributions. I call the Liberal Democrat spokesperson.

16:25:00

I congratulate the hon. Member for Redditch (Chris Bloore) on securing this incredibly important debate. I have spent much of the past five and a bit years in this place talking about children’s mental health, which, frankly, I do not think we can ever have enough debate about. It is so incredibly important. We have heard many statistics from hon. Members today, to which I will add. OECD evidence, based on a survey of 15-year-olds, shows that UK students have the lowest reported wellbeing in western Europe. In 2024, the Children’s Society found that the happiness of UK children aged 10 to 15 was at its lowest since recording began in 2009-10. As we have heard, NHS reporting shows that a staggering one in five children—six in every classroom, on average—have a mental health disorder. I would argue that it is not an exaggeration to say that we are heading towards a public health emergency as far as our children’s mental health is concerned. Yet, as is so often the case, children and mental health are both overlooked and low down on the priority list. The Darzi report highlighted that children account for 24% of the population but only 11 % of NHS expenditure. The latest evidence from Rethink Mental Illness states that people who need mental health are treatment eight times more likely to have to wait over 18 months than those seeking treatment for physical health. Despite that, the Government’s targets to bring down NHS waiting times exclude mental health. Given that more than 100,000 children are waiting for over a year to be assessed for mental health treatment, it is clear that children have been deprioritised, but as I have said repeatedly in this place, putting money into services that support children is the greatest investment we can make as a country. When budgets are tight, support for child and adolescent mental health should not be pushed aside. I do not think it an exaggeration to call the situation a public health emergency. In public health, prevention and early intervention are absolutely key. That is where the role of schools, colleges and universities comes in. As we have heard, half of lifetime mental health conditions arise before the age of 14, so ensuring that mental health support is available in schools, from primary upwards, is a critical intervention. The Liberal Democrats have long called for a mental health practitioner to be placed in every primary and secondary school. In the light of the impact of online harms on our children’s mental health, we have made a strong case for the “polluter pays” principle, whereby big tech giants bear the cost burden of the measure. A trebling of the digital services tax would fund a practitioner in every primary and secondary school. I am slightly confused because, as the Minister said during the Children’s Wellbeing and Schools Bill Committee, and as I have seen in Labour party material, the Government are committed to “introducing specialist mental health support for children and young people in every school”. However, Labour had previously committed to having a counsellor in every secondary school, and indeed the hon. Member for Redditch talked about having a counsellor in every school. I hope that the Minister will clarify that point of policy when he speaks in a moment. My impression during the Bill Committee was that the Government intended to build out from the mental health support teams that were established by the previous Government. The Minister confirmed in Committee that only 44% of children and young people have access to such teams, which will rise to 50% in April, but he did not set out a timeline or a plan for how or when the Government will meet their commitment by ensuring that every school has access to specialist support. MHSTs are brilliant. I have spoken to staff who work in those teams, both in my own constituency and in Carshalton, with my hon. Friend the Member for Carshalton and Wallington (Bobby Dean). However, the reality is that MHSTs are spread far too thinly across a number of primary and secondary schools, with some schools only getting half a day or a day of support. That is not enough. Last year, one teenager in a secondary school in my constituency took their own life. Another school in my constituency had three teenagers end up in A&E in the space of about two months, having attempted to take their own lives. Clearly, that level of mental ill health requires much more acute intervention than therapy in school, but the reality is that if we start early—if we start young—with proper support, some of these truly awful incidents might be prevented. The MHST model may well be the best model for support in schools, but I urge the Government to be ambitious in the resourcing of those teams, so that every school has the full-time equivalent of one person in the provision of this support. I know that many schools are trying to top up the resource out of their own funds, but with budgets being stretched ever further, sadly, mental health support is one of the areas that headteachers and governors tell me they are having to start cutting back on. We know that the epidemic of mental ill health is driving the crisis of persistent absence in our schools. As the hon. Member for Weston-super-Mare (Dan Aldridge) said, we have heard a lot in recent days about the million or so young adults who are not in education, employment or training, often because of mental ill health. For the sake of those young people’s futures, our economy and our society, we must do better, and we must do more. I do not have time today to talk about school staff, which was mentioned by the hon. Member for Weston-super-Mare, but we have a recruitment and retention crisis in our schools, and that is because many teachers see themselves as the fourth emergency service. We have to support them with their mental health if we want to stop that flow out of our schools. In higher education, I hope the Government will look at introducing a duty of care, because we have heard too many tragic stories of students taking their own lives and their loved ones knowing nothing about their mental health problems. I pay tribute to the charities around the country that are plugging the gaps in mental health support. In my constituency, we have amazing charities such as the Purple Elephant Project and Off The Record working with children and their families. Anstee Bridge works across Richmond and Kingston with children who are no longer engaging with school. As I said, there have been a number of attempted suicide cases in my constituency, and when I have been to Anstee Bridge, I have heard many more stories of children attempting to take their own lives. These services are critical if we want to keep those children and young people safe and help them to recover. I want to touch on two more points. Childhood bereavement is a really important and often overlooked issue. I pay tribute to my hon. Friend the Member for Edinburgh West (Christine Jardine), who has long championed the need for a register of children who have been bereaved. We know that childhood bereavement has a terrible impact on children’s wellbeing, potentially their mental health and their educational outcomes. I hope Ministers will look seriously at introducing a register, so that we know how many of these children there are, where they are and what support they need, because that information is not available at the moment. Additionally, there is no national mandate from the Department for Education for schools to have a bereavement policy, nor is there any national policy to support schools with this. I hope that will be addressed. The hon. Member for Redditch mentioned children growing up in kinship care. The Minister will know that I have long been campaigning cross-party on support for kinship carers and children growing up in kinship care. Like other Members, my inbox has been filled recently with emails from constituents who have either adopted children or are kinship carers for children whose parents can no longer look after them and have benefited from the adoption and special guardianship support fund. It is a critical fund that carers often access to provide therapeutic support for children who have experienced terrible trauma, loss and instability. However, there has been no reassurance from Government about the future of that fund. I think at the moment we only have funding confirmed until the end of this month. There is a huge amount of uncertainty, and hon. Members from across the House have tabled written questions but there has been no clear answer on the future of this fund. I hope that when the Minister rises at the Dispatch Box, he will put on record the plans for the adoption and special guardianship support fund as it is crucial and we cannot lose it. Our children cannot thrive and cannot achieve their full potential if they are not happy and if they are not well, so I implore the Minister to work closely with his counterparts in the Department of Health and Social Care to treat this public health challenge as an emergency. Our children and young people are only young once; they deserve the best future they can get. They cannot afford to wait; we need to prioritise this.

I call the shadow Minister.

16:35:00

I congratulate the hon. Member for Redditch (Chris Bloore) on securing this important debate in the Chamber. I should also declare an interest: I am a consultant paediatrician and have worked throughout my career with children usually at the point of severe crisis when they have been admitted through A&E to hospital following episodes of deliberate self-harm, such as cutting themselves or taking overdoses, and I have clearly seen the heartbreak for families as they have struggled to understand what they can do to best help their young person get better. Over recent years there has been a decline in the mental health and wellbeing of children and young people and an increasing demand for mental health services. This is perhaps one of the big challenges of our era. Currently around one fifth of children aged eight to 16 are said to have a probable mental health disorder, up from 12.5% in 2017. This figure is even higher, at 22%, for people aged 17 to 24. The consequences of mental health issues for students range from poor academic performance and dropping out of university or college to self-harm and suicide, and we must do all we can to help. I want briefly to talk about university students because university is supposed to be one of the most enjoyable and formative periods of a person’s life, but for many it is also when they leave home for the first time and when they are separated for the first time from their family and friends and their support networks. Data from the Office for National Statistics shows that during the covid-19 pandemic students reported higher levels of anxiety and lower levels of happiness than the general population. The number of students saying they have a mental health condition has increased sevenfold in the last decade. Even before the pandemic students consistently reported worse mental health than the rest of the adult population, but these trends were greatly exacerbated by the impact of lockdown. Will the Minister update the House on what steps he is taking to support young people with mental health problems as they go to university or who develop mental health problems at university? Despite the unprecedented challenges the previous Government faced, not least the pandemic, we made important strides in improving mental health services, in increasing the recognition and discussion of mental health problems, in increasing investment and in reducing stigma. Between 2018-19 and 2023-24, spending on mental health services increased by £4.7 billion which gave an additional 345,000 young people access to the mental health support they needed, and the number of mental health nurses increased by 30% since 2010, yet still we see that demand is outstripping supply. Prevention is better than cure and we need to understand why we have such high levels of mental health problems in children. Can the Minister update the House on how the Government are working to identify risk factors for poor mental health and how they will support children and families to prevent it? The last Government tried to detect mental health problems early and stop them escalating, expanding mental health support teams in schools, committing almost £8 million of funding for 24 early support hubs in ’24/25. These offered earlier open access mental health intervention without the need for a referral by a doctor or school. The drop-in centres offer vital advice to young people going through the trauma of stress and anxiety, giving them a space to go to when their problems first emerge. Can the Minister update us on what the Government are doing in terms of expanding the availability of these centres? The Online Safety Act 2023 made very good progress in protecting children from harmful online content but there is much more to do on the topic of screen time, as has been mentioned by hon. Members this afternoon. Does the Minister agree that the mounting evidence we are hearing especially from health professionals about the impact of smartphones in particular on children’s mental health is very concerning? If so, will he support the Conservative amendment to the Children’s Wellbeing and Schools Bill to ban smartphone use in schools? However, there have been some concerns that in the desire to support and enable individuals to have positive mental wellbeing, there is a danger that the pendulum has swung a little far and the boundaries between distress and disorder have become blurred. That means that there is a risk that those who are most unwell may miss out on the treatment they deserve and need because of the volume of referrals, as well as a risk of burdening others with unhelpful labels and prescriptions that could hold them back, without addressing the root cause of their very real need. Some 84% of GPs are now said to believe that society’s approach to mental health has led to medicalising the normal ups and downs of life. The terms “wellbeing”, “mental health” and “mental illness” are often used interchangeably, so what steps is the Minister taking to distinguish between those terms in educational contexts, and to deliver public services to ensure that we can get the best outcomes for those affected, so people get the treatment they clinically require? I pay tribute to the work that many charities do to support our young people with mental health problems. Will the Minister talk to the Chancellor about funding for those services? Dr Sarah Hughes, the chief executive of Mind, said that “the implications of the NIC rise is eye-watering, at a time when we are trying to direct every penny towards delivering the best support.” Such charities do immense work to create a mentally healthy society, putting everything they have into it, and the Government should recognise that huge investment, not destabilise it by introducing mounting costs that charities simply cannot subsidise. It is important to recognise the connection between physical and mental health, and that those with long-term physical conditions are considerably more likely to have poor mental health. What are the Government doing to support children who have chronic illness to help improve their mental health? In 2023, the now Education Secretary said that Labour wanted a trained mental health counsellor available in every secondary school. What steps have the Government taken towards achieving that aim? More specifically, why have they focused on secondary schools? In April 2024, Dr Patrick Roach, the general secretary of NASUWT, said: "We also need to see improved support for pupils in primary schools to secure wraparound care for pupils at all stages of their education.” What are the Government doing to support children in primary schools with their mental health? Ahead of the last general election, the Labour party promised to establish Young Futures hubs, recruit 8,500 mental health staff and provide mental health support in schools. Why has so little progress been made on delivering those promises? When the Minister stood on a manifesto to establish the Young Futures hubs, which were said to have a cost of £95 million, and to provide mental health support in all schools, at a cost of £175 million, the Government said that they would fund that through revenue raised from applying VAT and business rates to private schools. Will the Minister confirm whether the revenue obtained from applying the VAT to private schools looks like it will be sufficient to expand the mental health support as described? If not, how do the Government intend to fund the measures they said they would implement? In a speech to the Confederation of School Trusts on 7 November last year, the Education Secretary claimed that the Government would give “every single child the very best life chances” in “a new era of child-centred government.” How does she justify the impact on the wellbeing of those children who are forced to move schools due to the imposition of VAT on the private sector? Numerous think-tanks and mental health charities have noted that being forced to move school at a non-standard time can have a significant and long-lasting impact on children’s friendships, support networks and emotional development. What support is the Minister offering to those children? Mental health issues among our young people are one of the defining issues of our time. As with so many other policy areas, the Government have promised a panacea, but so far they have delivered a sticking plaster.

I call the Minister.

16:43:00

I am grateful to my hon. Friend the Member for Redditch (Chris Bloore) for securing a debate on such an important subject, which rightly invites considerable cross-party support. We know that one third of adult mental ill health originates before age 14, and six in 10 of those that suffer from mental ill health have their first onset by age 25, meaning that childhood and early adulthood is a critical period for early interventions and prevention. That is why this Government have set a bold new ambition to raise the healthiest generation of children in our history, which of course includes their mental health and wellbeing. We have seen increases in mental health issues in children. NHS surveys suggest that around 20% of 8 to 16-year-olds had a probable mental health disorder in 2023, up from 13% in 2017. The wellbeing and life satisfaction of children and young people also show cause for concern. Long-term reductions in the wellbeing of children and young people are a common trend across countries, and we have to acknowledge that England and the UK report among the lowest levels of average life satisfaction among participating countries. There is no one simple reason for that, and rising mental health challenges are an international phenomenon. The ongoing impacts of covid-19, brought about by school closures and reduced opportunities for social and emotional development, are a factor, as are changes in health behaviours, such as low physical activity, increased eating and sleeping problems and increased screen time and social media use—points made by a number of Members this afternoon. There is also a wider range of contributing societal factors and ongoing national and global issues, such as the economic outlook, international conflict and climate change. The relative influence of those different drivers is complex, and taken together they show the scale of the challenge that we face.

Among children and young people who suffer the most acute mental health challenges are looked-after children and young people, all of whom will have experienced some kind of adverse childhood experience or trauma resulting in their being taken into the care system. My Committee heard evidence a couple of weeks ago from children and young people who talked about the lack of adequate assessment of their mental health when they are taken into care and when they move placements. They called for a strengthening of the regulations around that so that their mental health and wellbeing are properly taken into account. I have tabled an amendment to the Children’s Wellbeing and Schools Bill, which we will discuss early next week. Will the Minister give a commitment to look at that and see whether we can make the support better for children who are looked after?

I know that my hon. Friend is a real champion of looked-after children. We will certainly look at those proposals and at all the work the Education Committee does to support the most vulnerable children in society. Prevention is vital, and schools and colleges can naturally play a preventive role in what they do from day to day. Attainment is a vital factor in longer-term mental health, as it helps young people to access the things they want to do in life, in further study and in jobs. The best schools and colleges set high standards and expectations, and support children to overcome barriers to their learning, including those with special educational needs and disabilities. We also understand that a child’s experience of school helps them to both achieve and thrive. Education settings also support the social and emotional development of their pupils through what is taught in lessons, extracurricular activity and pastoral support. Pupils who are thriving, with positive subjective wellbeing and a strong sense of belonging, accomplishment, autonomy and good health, achieve better educational outcomes and are more likely to attend school. They are better equipped to face issues in their lives, which is important. Not every child facing mental health issues will need clinical interventions; the support that they get from their friends, families and school or college staff can be what they need. Like my hon. Friend the Member for Weston-super-Mare (Dan Aldridge), I acknowledge and recognise the many thousands of school leaders, teachers and staff who are committed to promoting and supporting the mental health and wellbeing of their pupils every day through the things that they do to make school a safe, supportive and inclusive place for children, by supporting their specific needs and by working with parents, families and other community services. We know that as many as nine in 10 schools have a designated lead for students’ mental health and that more than three quarters of them have benefited from DFE-funded training, helping leaders to embed effective whole-school or whole-college approaches to mental health and wellbeing. Nevertheless, schools and colleges themselves need support with what to do and cannot deal with every issue that pupils have. That is why, as a Government, we have committed to provide access to specialist mental health professionals in every school, so that every young person has access to early support to address problems before they escalate. That commitment will be delivered through the expansion of NHS-funded mental health support teams, which will work in schools and colleges to offer early support through evidence-based one-to-one and group interventions. They will liaise with specialist services and support leads to develop their holistic approach to mental health and wellbeing. Those functions, supervised by a clinical professional, are what make mental health support teams such a valuable resource. I have seen that important work at first hand on visits to education settings in Brighton, Manchester and Rugby. By April 2025, we expect those teams to cover over 50% of children and young people in schools and colleges, and plans for further expansion are being drawn up with the NHS to achieve 100% coverage as soon as is practically possible.

The Minister has referred to access to specialist mental health support. For the benefit of the House, could he clarify what level of resource he expects that to be—will it be half a day a week, a day a week, or full-time equivalent? The previous commitment had been a counsellor in every school.

I can assure the hon. Member that there will be access to mental health professionals in every school. We are working on the detail of that as we speak, and will announce more in due course.

Will the Minister give way?

I will make some progress, if I may. The pace of the roll-out of mental health support teams will be determined by local needs. It represents a substantial investment in workforce growth and training through this Parliament. Further announcements will be made in the spring.

Will the Minister give way?

I am going to carry on. We recognise that our pledge that every school will have access to specialist mental health professionals is not the whole answer. Schools are facing their own pressures, and rely on health professionals for diagnoses and treatment of their pupils’ mental health needs. We all know from our own postbags and inboxes, as well as from the contribution made by my hon. Friend the Member for Redditch, that the waiting lists for those referred for specialist support are too high. The Department of Health and Social Care is working to bring waiting times down and intervene earlier. In addition, the Government will put in place the new Young Futures hubs, including access to mental health support workers, and recruit 8,500 new mental health staff to treat children and adults. As well as targeted mental health support, we must tackle the wider drivers affecting children and young people’s mental health. For instance, my Department’s comprehensive child poverty strategy will be central to unlocking opportunity and giving every child the best start in life. In addition, we recognise the importance of monitoring and understanding trends in the wellbeing of children and young people, and are already closely monitoring national data and research on children and young people’s mental health and wellbeing, and encouraging schools to measure pupils’ wellbeing. Since becoming the Minister for early education, I have seen and heard about incredible work going on in schools and colleges across the country, and have listened to the issues education staff continue to have. It brings me real joy to engage directly with children and young people across the country. My Department will continue to support education staff and provide a range of guidance and practical resources to help schools embed effective whole-school or whole-college approaches to mental health and wellbeing, such as a resources hub for mental health leads and a toolkit to help choose evidence-based early support for pupils. I recognise that there is interest across the House in a number of different forms of support, such as counselling provision, as we have heard this afternoon. We believe that schools are best placed to choose what provision best meets the needs of their pupils, but we will ensure that resources are in place to help schools do this well.

Does the Minister agree that what has been announced today falls short? Access to services that are available in a local area—presumably by appointment, and in a different setting—does not constitute the same availability of support as having properly qualified counsellors in schools.

I can assure the hon. Member that I have not announced anything today. As I mentioned in response to the intervention from the hon. Member for Twickenham (Munira Wilson), we are working through the detail, but the commitment is to access to dedicated mental health support in every school. It was a real pleasure to visit the hon. Member’s constituency and see that work at first hand. A number of Members are interested in the role of councils in this important issue. Local government’s public health responsibilities are an essential element of preventing ill health, promoting healthier lives and addressing health inequalities. The Department of Health and Social Care will provide more than £4 billion of public health funding in 2025-26, including over £3.8 billion through the public health grant to local authorities—an average cash increase of 5.4%, or a 3.0% real-terms increase in local authority public health grant funding compared with the last financial year. That represents a significant turning point for local public health services, marking the biggest real-terms increase after nearly a decade of reduced funding. I thank all Members from all parts of the House for their contributions this afternoon. My hon. Friend the Member for Redditch spoke with real insight and passion about the support that children and young people need, and about the need for parity between physical and mental health, and he made a number of informed contributions based on evidence and research. I also pay tribute to my hon. Friend the Member for Blaydon and Consett (Liz Twist), who for some time has spoken in this place on behalf of families who have lost loved ones due to suicide. I pay tribute to her work alongside the hugely dedicated campaigners that are the 3 Dads Walking. I have had the privilege of meeting those individuals, and they are inspiring in the work that they do. We heard from the Chair of the Select Committee, my hon. Friend the Member for Dulwich and West Norwood (Helen Hayes), who made a number of points from her experience on the Select Committee and from visits to schools in her area. I look forward to her continued constructive engagement as we progress our ambitions on mental health in this place. A number of Members made contributions on support for SEN children. Every child, regardless of their individual needs, deserves the opportunity to achieve, thrive and succeed. This Government are aware of the scale of the challenges in the current system, and we have made clear our commitment to addressing them. In conclusion, I assure my hon. Friend the Member for Redditch and all Members that this Government prioritise the health and happiness of children and their wellbeing. We recognise the need for further support in schools, so that all children can achieve and thrive, including in tackling the generational challenge of school absence and bolstering young people’s wellbeing and sense of belonging. We value the many contributions from across the House in the debate today, and I again thank my hon. Friend for securing it.

The last few minutes go to Chris Bloore to wind up.

16:56:00

First, let me thank the Minister for his comprehensive response, but also for how his Department has helpfully answered the many questions that my office has put through to him. I also thank him for his candidness at the Dispatch Box, and I look forward to hearing a lot of the detail following the questions from Members from all parts of the House. I will make reference in a quick speed-dating way to many of the comments that Members have made. I thank my hon. Friend the Member for Dulwich and West Norwood (Helen Hayes) for her expertise and comments, particularly on SEND provision. I thank the hon. Member for Brighton Pavilion (Siân Berry) for raising awareness of the success that she and campaigners have had in her constituency. As a fellow former county councillor, I, like the hon. Member for Horsham (John Milne), understand the challenges that county councils face, particularly in rural areas, and I understand his frustration. I thank my hon. Friend the Member for Ashford (Sojan Joseph) for his focus on early intervention, and I support his viewpoint that cross-Government working is vital to making progress on this issue. I thank my hon. Friend the Member for Stafford (Leigh Ingham) for her intervention. I am sad to hear about students being told to unroll from school because provision is not available. That is simply not acceptable. I thank my hon. Friend the Member for Weston-super-Mare (Dan Aldridge) for his excellent and heartfelt comments about representing his residents, and also for his timely comments about the work of teachers in our schools. I thank the Liberal Democrat spokesperson, the hon. Member for Twickenham (Munira Wilson). She has a long history on this subject, and I have read many of her contributions over the past two weeks. I know that she is fully committed to this cause. I thank the Conservative spokesperson, the hon. Member for Sleaford and North Hykeham (Dr Johnson) for her thoughtful comments and for her expertise in the area in which she worked prior to coming to this place. Finally, we have been talking in this debate about the life chances of our children. We have made so much progress in bringing discussions about mental health to the fore, and we know the difference that early intervention can make. It is okay not to be okay, and we have made progress with people feeling that they can say that, but it will not be okay if we do not make progress to support children in the long run by the time this Parliament is over. Question put and agreed to. Resolved, That this House has considered mental health support in educational settings.

On a point of order, Madam Deputy Speaker. I seek your guidance on what mechanisms are open to Members under the Standing Orders of this place to obtain accurate information from Government Ministers. Earlier today, during the debate on the future of farming, the shadow Environment Secretary asked the farming Minister for the exact cap associated with the sustainable farming incentive, which the Minister claimed has now been reached. Astonishingly, the Minister was unable to give that information to the House, despite farming being in his brief. How can Members of this place ensure that Ministers provide accurate information to the House of Commons? If the Minister is unable to do so when requested, how can I request that he come back to the House to update Members when the exact information is known?

The hon. Member will know that the content of statements that Ministers make is not the responsibility of the Chair, but he has put his comments on the record. Of course, he can go to the Table Office, which will give him further advice on how he can put in probing questions for further clarity. No doubt those on the Treasury Benches have heard him and will relay that information. I assume that the hon. Member alerted the Minister that he would raise this point of order. If not, he will no doubt do so very swiftly.